Science of Reading Implementation: Why Leadership Must Come First
As educators in more districts embrace the science of reading, one question emerges as foundational: Where does implementation begin? While it may seem intuitive to start with teachers who work most closely with students, district leaders with successful experience driving literacy transformation point to a different answer.
A recent Lexia®-sponsored EdWeek quiz highlights how much of a question this truly is. When asked where science of reading implementation should begin, more than 40% chose various groups of teachers, whether K–2, K–5, or those serving multilingual learners and students with disabilities. These results reflect a persistent belief that teachers drive systemwide change.
However, 58% of respondents correctly selected administrators. According to research and experience, to create sustainable, systemic change, professional learning for administrators must come first. While high-quality classroom instruction is the most important school-related factor in student achievement, it must be supported by strong leadership and aligned systems to be effective. That’s where professional learning for administrators comes in; leaders must lay the foundation for effective teacher professional learning and change across schools.
Why Administrators Drive Lasting Change
District leaders are best suited to initiate successful science of reading implementation because administrators are uniquely positioned to align vision with practice, ensuring professional learning for teachers translates into sustainable impact for students. When leaders begin by developing their own understanding of the science of reading, they create the conditions necessary for deep, lasting change.
This approach allows district leaders to establish consistency across classrooms and schools by aligning curriculum, schedules, assessments, and corresponding professional learning around evidence-based practices. It ensures decision-making at the highest levels reinforces classroom instruction. Perhaps most importantly, starting with professional learning for administrators embeds research-based principles of systems thinking and implementation science into the foundation of the initiative, enabling leaders to design, monitor, and sustain transformation throughout time.
Leadership That Learns Out Loud
The most effective leaders do more than set expectations; they model the behaviors they expect to see. By visibly engaging in professional learning for administrators, leaders demonstrate commitment to a culture of learning that includes every member of the system. “Administrators must be able to lead discussions revolving around the science of reading and must be willing to implement this way of teaching with fidelity in order to see consistency and improvement,” says Sherri Hardie, principal in Enid Public Schools. This visible engagement creates a culture of growth throughout the district, signaling to teachers that the shift to evidence-based literacy practices is not just a mandate but a shared journey.
Research about implementation science reinforces this approach; meaningful transformation requires readiness, alignment, and sustained professional learning. Leaders who embody these principles support teachers more effectively and build collective efficacy—the shared belief among educators that they can achieve significant gains for students. This cultural shift is what turns a professional learning initiative into a literacy movement.
LETRS for Administrators: A Blueprint for Systemwide Success
Lexia® LETRS® for Administrators provides targeted professional learning for administrators, equipping leaders with the knowledge and tools necessary to guide a science of reading initiative from vision to sustainability. Drawing on more than four decades of literacy research, the program integrates systems thinking, shared leadership, and principles of sustainability to ensure transformation takes root. It provides a clear, step-by-step blueprint for analyzing current infrastructures and planning effective rollouts. The program also supports implementation refinement throughout time.
Dr. Jonathan Crossley, superintendent of Hope Public Schools in Arkansas, shared,
“LETRS for Administrators has been a catalyst for superintendent leadership in reading instruction. Our cohort of superintendents has worked intentionally with LETRS to build knowledge and systematic planning for our districts. I am better in my planning due to LETRS’ accessible yet thorough approach to support districtwide improvement in reading.”
Importantly, LETRS for Administrators aligns seamlessly with Lexia® LETRS® and Lexia® LETRS® for Early Childhood Educators, creating a coherent professional learning experience that supports every level of the district. With flexible delivery options, including online, print, and live professional sessions, leaders can engage with the content in ways that fit their context while staying grounded in the science of reading.
A Case in Point: Enid Public Schools
Enid Public Schools (EPS) in Oklahoma serves more than 7,400 students across 17 schools and offers a compelling example of what is possible when professional learning for administrators is prioritized as the foundation for teacher professional learning. Educators at the district faced a persistent challenge; despite data suggesting early literacy skills were in place, many upper-elementary students continued to struggle with reading. Leaders recognized that while teachers were working hard, they lacked the deep, research-based knowledge necessary to deliver effective, systematic reading instruction.
In response, EPS leaders adopted LETRS for Administrators as a systemwide solution, ensuring district and school leaders had the knowledge to guide and support effective instruction. Following the leadership training, LETRS was rolled out to educators across the district to establish instructional consistency, support student mobility, and strengthen literacy practices at every grade level.
Within eight weeks of implementation, the percentage of students needing reading remediation dropped from 34% to 23% in grades 1–3. By year’s end, 73% of students reached reading proficiency, significantly outperforming the state average of 48%.
As Assistant Superintendent Randall Rader put it,
“After several years of not seeing significant growth in reading and realizing that we were not going to be able to intervene our way out of the situation we were in, we were looking for a systemic approach to teach the foundational skills, but we also realized we needed to ensure that our teachers had a good understanding of why this was important. LETRS was our solution. Our district decided to ensure that all our teachers, pre-K–fifth grade, understood the science of reading. We believe we are well on our way to ensuring a solid foundation of reading across the district.”
By investing in professional learning for administrators first, Enid Public Schools leaders laid the groundwork for sustainable literacy success.
What if You’ve Already Started?
Some district leaders may wonder whether it is too late to involve administrators if teacher professional learning is already underway. Experience suggests the opposite. Bringing leaders into the process with professional learning for administrators, even after initial implementation has begun, can strengthen alignment and reinforce a culture of evidence-based practice. Leadership cohorts can be established to build administrator expertise, while exemplar teachers can be integrated into planning to bridge perspectives across the system. By leveraging LETRS for Administrators as a tool for reflection and refinement, district leaders ensure early efforts evolve into long-term success.
The Path Forward
Lasting literacy transformation begins with a strong foundation built by leadership. When administrators develop their own understanding of the science of reading and lead by example, they create the conditions for teachers to thrive and students to succeed. LETRS for Administrators provides the research-based foundation, practical tools, and systemwide alignment necessary to make that vision a reality.
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