Trust and Connection: Using Vertical Alignment to Ensure Educator Success

Despite the challenging and changing nature of education, teachers are filled with hope when they discover more effective ways to fulfill the needs of their students, particularly around literacy.

But without the necessary investments in professional learning for their teachers and staff, districts struggle to retain experienced teachers, leading to a decline in engagement, job satisfaction, and the overall stability of the education system.

When districts do invest in consistent, systemwide professional development, the results are undeniably positive. 

In a brief webinar titled, “Trust, Alignment, and Action: A Systems Approach to Literacy Professional Learning,” Kerri Larkin, senior education advisor at Lexia, interviewed two literacy leaders to discuss their experiences rolling out professional development initiatives: Micki Ray Marinelli, chief academic officer for the Kentucky State Department of Education, and Maura Donoghue, a pre-K–5 literacy coordinator for Andover Public Schools in Massachusetts. They shared their state- and district-level perspectives on successful implementation as they discussed the importance of trust and connection in literacy professional learning alignment.

Why Is Vertical Alignment Important?

When everyone in a state, district, or school building is working from the same research-based framework, policies, professional development, instructional resources, and classroom practices reinforce each other. This shared alignment prevents mixed messages, supports educators with coherent messaging, and creates a unified system that gives all students the opportunity to learn from effective teachers.

Whether the move to a new system derives from newly passed state legislation or through changes proposed at the district level, its success depends on having clear goals, support from the top down, and consistent messaging across the board.

Professional learning is the centerpiece of that vertical alignment, ensuring everyone at all levels of the education system has the same knowledge and goals. Lexia® LETRS® (Language Essentials for Teachers of Reading and Spelling) Professional Learning, the program chosen by both Donoghue’s district and Marinelli’s state, provides comprehensive professional learning for early childhood and elementary educators who are driven to deepen their understanding of the science behind teaching literacy.

In different contexts, Marinelli and Donoghue have overseen professional development training in the science of reading with similar results. They spoke to the importance of consistency in literacy professional learning alignment.

“It’s so important for the teachers to know the stakeholders around them are committed,” said Donoghue, speaking on behalf of her district. “Classroom teachers, special educators, building administrators, multi-language educators, literacy coaches—all learning alongside each other. It’s permeated every aspect of the school buildings and district culture. Everyone feels we’re speaking the same language.”

When science of reading education includes everyone, it creates a broader culture of learning.

Key Strategies to Ensure Strong Vertical Alignment

In Larkin’s conversation with Donoghue and Marinelli, several practical strategies emerged that district administrators could find helpful as they guide a large community of educators through a new approach:

1. Implement Effective Literacy Professional Learning Alignment

Educators are clamoring for professional learning that improves their instruction and, most importantly, isn’t a waste of time.

In Andover, the move to LETRS training was inspired by teachers speaking up: “Teachers know where they need additional support, and they want to be best equipped to walk into their classroom every day and be able to make decisions on the fly, knowing what’s in the best interest of their students,” said Donoghue.

Since Marinelli was involved in passing the Read to Succeed legislation in Kentucky in 2022, nearly 6,000 educators have gone through LETRS training. “We hear over and over again that LETRS is the best professional learning they’ve had,” she said.

2. Work With State Resources

In certain states like Kentucky, districts have access to budget money for training and resources—but district administrators need to make the connection.

For example, LETRS training is provided at no cost to Kentucky educators. Districts are looking at taking a systematic approach to offering release days and paying for subs so their educators can participate in professional development. Some are also looking at providing local funds as a stipend.

“This can go a long way toward building support and creating a sustainable model,” said Marinelli.

3. Empower the Willing

Rather than impose training on all educators in a district or state, both Donoghue and Marinelli built a coalition of volunteers that created organic momentum.

“Some states have required [science of reading] training, but Kentucky felt strongly about allowing it to be the teachers’ choices,” said Marinelli. “By empowering the willing, we’re building community and encouraging it to grow so more educators will have the desire to go through LETRS.”

Donoghue saw a similar result following her district’s “empower the willing” approach to professional learning: “What started out as the voice of a few people has gained so much momentum through the LETRS program and people talking about the learning they’re doing to their five friends—it’s become this overwhelming desire across the district for people to get involved.”

4. Invest in School Leaders

For sustainability and scalability, both Donoghue and Marinelli saw the value in investing in school leaders.

“School leaders are the linchpin to the success of our program,” said Donoghue. “Teachers are burned out, and they need the support of building leaders, including creative staffing and release time.” She saw school leader buy-in as crucial.

Marinelli agreed: “We kept coming back to the importance of the principal and needing to invest in them.” Her state created a community of practice of building administrators, including 700 principals and administrators who have gone through LETRS training.

“Principals have been showing up every single day to do right by kids,” said Donoghue. “Now they have the tools to actually transform student lives through the power of literacy and the science of reading.”

Watch the Webinar

Catch the 40-minute recording of Larkin, Donoghue, and Marinelli for additional insights into the rewards of vertical alignment, from the state level to the classroom: Trust, Alignment, and Action: A Systems Approach to Literacy Professional Learning.