Watch the RecordingListen to the Podcast

Today’s administrators face many challenges in addressing literacy within their districts. They have to deal with integrating technology, changing district and state policies, and hiring and retaining high-quality teachers, all the while learning from missteps and supporting staff.

Fortunately, experts in the edLeader Panel “Achieving High Literacy Outcomes: Unique Solutions for Administrator Challenges” are here to help. They discussed how they’ve approached these challenges and achieved and maintained high student literacy outcomes.

Dr. Donna Wright, retired school superintendent, education consultant, and panel moderator, began by asking the panelists about the challenges they’ve faced with integrating technology into literacy education. Technology cannot replace educators, as it’s only as good as its users. Students need quality instructions from teachers, with technology as support. With issues such as infrastructure and the digital divide, not all students have access to the same technology, so educators must make lessons inclusive.

Dr. Glenda Sheffield, Chief Academic Officer for the School District of Palm Beach County (FL), shared how her district worked with business partners to remove barriers such as a lack of internet access for students and emphasized the importance of having experienced tech support on campus.

Next, Dr. Wright asked about district or state policies that complicated administrators’ abilities to effectively manage literacy education. The panelists discussed the need for state leaders and policymakers to listen to input from the district level. Also, COVID-19 impeded policy implementation, making policies convoluted and difficult to follow. Administrators had to help teachers drown out the political noise and keep them focused on helping students.

One of the biggest issues facing administrators is hiring and retaining qualified educators. Kelly D. Johnson, Director of Clinton City Schools (TN), explained that pre-existing staff are the best asset for recruitment. Universities sending student teachers to the schools and schools sending educators to career fairs lets new teachers hear from educators already in the district.

In addition, Johnson, Dr. Sheffield, and Dr. Monica Goldson, a Board Member on the Maryland State Board of Education, talked about the appeal of “Grow Your Own” programs, where states pay for teacher development. Giving teachers support and growth opportunities is a great way to retain them, even if other districts might pay more.

Dr. Wright then directed the conversation to policies or strategies that were less successful than anticipated and what the panelists learned from them. Rachel Floyd, Supervisor of Reading Improvement and Instructional Coaches Academics Department for Roanoke City Public Schools (VA), encouraged administrators to design and plan well-thought-out processes for implementing new instructional materials, plans, and legislation. Teachers need to understand the plan to be able to do their parts. When teachers understand policies, they can advocate.

Johnson added that professional development is key. For example, her schools did intense training and certification around the Science of Reading prior to the rollout of any related programs. As a result, they did not face many difficulties. She also explained that administrators need to keep following up with teachers after the initial training for continued learning and development.

This led to the final question: How adequate is the professional development support for literacy education and what improvements should there be? The panelists stated that professional development is crucial to success in literacy. Dr. Wright pointed out that many teachers do not come in well prepared from prep programs, to which the panelists emphasized the importance of teacher support and professional development. Training is not one and done, and teachers and staff need ongoing support with follow-ups to help identify where improvement is needed and how to do so.

When it comes to navigating the obstacles involved with literacy education, it’s clear that teacher support and clear communication are vital aspects. Train teachers, follow up with them, listen to their needs, and give them opportunities to learn and grow. Supporting teachers is the first step toward achieving high literacy outcomes.

Learn more about this edWeb broadcast, Achieving High Literacy Outcomes: Unique Solutions for Administrator Challenges, sponsored by Really Great Reading.

Watch the RecordingListen to the Podcast

Join the Community

Structured Literacy Instruction is a vibrant professional learning community that champions literacy education, catering to educators, school leaders, and district administrators alike.

Really Great Reading has been leading the charge in effective Science of Reading strategies for over 18 years with our proven PK-12 curriculum in foundational literacy and intervention teaching methodologies. We turn reading research into classroom practice, ensuring teachers have cutting-edge strategies and tools in classrooms across the country. It is our unwavering commitment to students and educators that sets us apart from other Science of Reading curricula, and this is evident in the student outcomes and results that districts and schools see when using our products.

Article by Jon Scanlon, based on this edLeader Panel