Defining Your District’s Professional Learning Needs: Moving From Habit to Evidence

As school districts face mounting pressure to accelerate student literacy, many leaders are also reevaluating how to best invest in district literacy professional learning—particularly when it comes to curriculum and pedagogy, impacting the effective implementation of curriculum changes. With so many competing demands on time, funding, and capacity, how can leaders ensure that their professional learning investments will meet the needs of their educators and drive lasting impact?

The answer begins with addressing persistent misconceptions about professional learning and grounding decisions in research-based evidence and peer insights.

Challenging common myths about professional learning

A recent quiz taken by district leaders and educators across the country revealed how prevalent certain myths remain, despite strong evidence to the contrary. These misconceptions can slow progress or even stall investments that would otherwise support effective literacy instruction.

One of the most common beliefs is that teachers are simply too burned out to engage in sustained professional learning. In reality, 77% of quiz participants identified this statement as false. Research on Lexia® LETRS® shows that teachers report increased optimism and renewed motivation when district literacy professional learning is relevant and addresses core instructional challenges. Rather than being an additional burden, meaningful professional development that is grounded in the pedagogy and practice of the science of reading can provide clarity and a renewed sense of purpose. For example, Jennifer Platt, a second grade teacher from Wyoming, shared that “LETRS has changed my teaching life and brought back my love for it. Programs and curriculum change, but the vast knowledge I have gained will not. LETRS has helped me to better distinguish what my students are lacking and how to scaffold their learning.”

Another widely held misconception is that districts cannot afford to invest years into adult professional learning when students require immediate literacy acceleration. While the urgency is real, 59% of respondents correctly recognized this as a false dichotomy. Deep, sustained professional learning does not preclude short-term gains, and in fact accelerates immediate student gains when paired with Structured Literacy tools. Leaders do not need to choose between acting now and planning for long-term success; both are possible, and both are necessary.

Misconceptions also persist around the applicability of the science of reading to specific student populations. However, a significant majority of quiz-takers (72%) correctly noted that research on the science of reading was, in fact, conducted in multilingual classrooms. For example, this study drew on a longitudinal sample of 1,687 Dutch primary school students from grades 1 through 6, including 394 children learning Dutch as a second language. In their analysis, researchers Verhoeven and van Leeuwe confirmed that, in line with the Simple View of Reading principles, reading comprehension is the product of two primary components: word decoding and listening comprehension. This is significant because it emphasizes a science of reading-based need to differentiate instruction for multilingual learners. These findings underscore the importance of ensuring that multilingual learners are central to district literacy professional learning and transformation efforts.

Finally, the belief that the science of reading lacks relevance for adolescent learners remains a barrier for some, yet 89% of respondents correctly noted that the science of reading applies to 95% of readers, including adolescents. What changes at the secondary level is not the science itself, but the delivery. Materials and supports must be developmentally appropriate, and educators must have the tools and flexibility to address gaps while engaging students in age-appropriate ways. 

District literacy professional learning that works

In addition to identifying myths, the quiz asked participants to reflect on what makes professional learning effective and sustainable. The overwhelming consensus was clear—the most impactful professional learning experiences include: 

• Peer-reviewed evidence of efficacy

• Job-embedded support for implementation

• Sustained engagement with peers and mentors

Notably, when asked where districts should begin their literacy professional learning journeys, a majority of respondents (58%) pointed to district administrators—not teachers—as the ideal starting point. Leaders who have successfully implemented the science of reading recommend starting with a program like Lexia® LETRS® for Administrators. When administrators build their own knowledge and model a culture of learning, they create the conditions for lasting change across schools and classrooms.

Perhaps most significantly, 81% of respondents identified a “bridge to practice” component as the most distinguishing feature of effective professional learning. This means educators must have the opportunity to apply new knowledge directly in the classroom, reflect on their experiences, and refine their practice with the support of expert facilitators. LETRS integrates this approach by allowing teachers to practice what they learn with students in real time, deepening their understanding and accelerating instructional improvement. “Involvement in LETRS professional development has been transformative for our district,” shared Sonya Tysdal, curriculum director at Weston County School District #1 in Wyoming. “The unique combination of asynchronous knowledge-building opportunities with live classes/coaching through the Bridge to Practice activities has provided a balance of theory and practical application.”

Sustainability also emerged as a critical theme of effective district professional learning. Respondents emphasized the importance of working with professional learning partners who provide both rigorous evidence of impact and long-term strategic collaboration. Districts are increasingly focused not just on content delivery, but on choosing partners who can support district literacy professional learning with a strong research foundation and their ability to co-design sustainable, context-specific approaches.

What this means for district leaders

For district leaders seeking to define and prioritize professional learning needs, several key insights have emerged:

• High-quality professional learning supports educators. When teachers are given the tools to address complex instructional challenges, they experience increased confidence and professional fulfillment.

• Literacy transformation is a long-term effort that requires sustained investment. One-time training or isolated programs will not yield the systemic gains that districts seek.

• The science of reading is inclusive and broadly applicable. Whether working with multilingual learners, early readers, or adolescents, Structured Literacy practices grounded in research are effective across contexts.

• Invested leadership is essential. When district and school leaders engage deeply in professional learning, they drive the culture shift necessary for transformation.

• Evidence-based decision-making matters. Partnering with organizations that prioritize research-based approaches ensures that professional learning investments are both strategic and effective.

• The hands-on application of knowledge cements real change. A strong bridge between theory and practice that is supported by expert coaching and peer collaboration turns professional learning into classroom impact.

Watch to learn more

To learn more, watch Trust, Alignment, and Action: A Systems Approach to Literacy Professional Learning, where we explore these findings in greater depth with a focus on effective district literacy professional learning systems. Featuring insights from district leaders and literacy experts, the session provides practical strategies for designing high-impact professional learning systems that support both educators and students.

Together, we can build a stronger foundation for literacy—one that supports teachers, accelerates learning, and prepares all students for long-term success.