Stop focusing on buy-in
The Literacy Architects
We break down complex literacy routines into bite-sized steps and host communities of practice on structured literacy.
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Last fall we had the privilege of hosting a workshop series for administrators and other literacy leaders on leading the science of reading. During one workshop in particular, we focused on the implementation of the science of reading, because training alone isn’t enough to boost student achievement. The implementation challenge that was voiced by participants again and again was the issue of buy-in.
How are we going to get teachers to “buy in”?
How - The buy in is important.
How do we support the teachers as they shift their practices?
We’ll be honest with you – we weren’t too surprised to see buy-in come up as a top-of-mind implementation challenge. Allow us to do a little backwards storytelling to explain why.
Imagine you’re a third grade teacher. On average, you work around 53 hours, 15 of which are uncontracted, a week. Seven to twelve of those hours each week are spent seeking out or creating instructional materials. All this searching and designing happens because there’s a 60% chance that your teacher prep program didn’t prepare you to use curricular materials and there’s only an 8% chance that you’ll get more than 3 days of training on how to use the curriculum you have. With this statistical track record, you’re likely feeling pretty leery when you find out about a new initiative to completely change how you teach reading. Time is the currency of your day, and you’re already running short on it. So when your administrator asks for buy-in…well, that’s just time you don’t have.
When teachers are asked to buy-in to science of reading initiatives – whether that’s training requirements, the adoption of a new curriculum, or moving away from ineffective practices – the seconds, minutes, and hours it will take to commit to what’s being asked of them add up fast.?
Buy-in is expensive for the short-term, and doesn’t hold promise for the future.
Investment, on the other hand, is done with the end goal in mind. Investors have a voice in the decisions that are made and get to decide how much they contribute to the effort. Investing means ownership. Here’s how to shift your implementation focus towards investment to ensure students get the instruction they need:
Involve teachers in curriculum adoption.
One in five teachers report not using their district-purchased curriculum. Among the top reasons for not using a curriculum are that it didn’t meet students’ needs, was too difficult to implement, and a lack of time to use the materials. Instead of discovering these implementation barriers after the purchase order has long been approved, involve a diverse group of teachers in the selection process. Not only will this help teachers be invested in the curriculum choice, it will also ensure that the specific needs of your student population are front and center.
Don’t just listen to what teachers have to say.
A 2017 study found that teacher leadership and voice are significantly related to student achievement. But it isn’t enough to just listen to what teachers have to say – it’s crucial to incorporate their feedback into next steps, such as determining the content of professional learning. One way we’ve accomplished this is to solicit feedback after each PLC to make sure we’re hitting the mark and to help us know when we need to adjust. And in case you’re worried, making adjustments doesn’t mean you did something wrong – it means you’re doing something right:
"I am a teacher in SE D.C. I love how adaptable this program is and they actually listen to feedback and make changes almost immediately. This has been the most responsive PD I have EVER done. I feel way more confident now in my ability to teach and identify phonics gaps. I HIGHLY recommend this program to anyone looking to gain more insight about foundational learning skills!"
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Be realistic about the time it will take.
Research suggests it can take from two to four years to fully and successfully implement evidence-based programs, practices, or effective innovations. From learning the “why” behind the science of reading to navigating a new curriculum, and everything in between, implementation takes time. Be generous and kind to yourself and your team as you work to put research into practice.
Give teachers the respect they deserve.
Since we know just how much teachers have on their plate, being respectful of their time is imperative. In our Literacy Masterminds PLC model, we know we’re asking a lot of them to Zoom with us every week. What we don’t want to do is make it feel tedious or a waste of their time. We prioritize peer-to-peer collaboration over facilitators talking, planning an upcoming lesson vs. just thinking about theory, and practicing instructional routines in a safe space with colleagues vs. empty action planning.
Teachers, like any learner, only have so much bandwidth for professional learning. That’s why all of our professional development offerings respectfully support adult learners while making implementation possible.
What We're Working On
Are you leading science of reading literacy changes in your district or school? It's time for you to be in the community with other leaders and administrators doing the same.
The TLA Literacy Leadership Network doors are finally open! This collaborative network provides a range of benefits to help literacy directors and administrators stay informed, connected, and equipped with the latest research and expertise.
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January’s LLN focus is Getting Up to Speed. Together, we will explore the difference between balanced literacy and the science of reading by exploring the fundamental principles of structured literacy and its implications for literacy instruction. When you join, you’ll get access to a recording of this month’s webinar, plus invites to the next consultancy meeting, office hours, and more!
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