New Year, New Practices: Navigating the Transition to the Science of Reading

Doc Holbrok presenting to English teachers at Superintendent Conference Day.

The start of the school year can always feel overwhelming. Add in the ongoing shifts to the science of reading, and the weight can feel even heavier. Across the country, teachers are being asked to move away from practices they’ve relied on for years—often practices they’ve been trained in, invested in, and poured their hearts into.

In one of my earlier blogs, I wrote about why this shift is so hard for teachers: it’s not just about changing materials, but about challenging long-held beliefs about reading instruction. Balanced literacy encouraged a reliance on strategies like three-cueing, leveled readers, and “teaching for meaning first.” For many, these methods became second nature. Now, being told those practices aren’t effective can feel like being told you’ve done something wrong, when in reality, teachers have been doing the best they could with the knowledge and tools they were given.

The truth is, this shift isn’t about blame—it’s about growth. And growth is hard, especially when it means letting go of something familiar and stepping into something new. That’s where strong leadership and small, manageable steps come in.

How Administrators Can Help

Educational change research tells us that relationships drive change. Shifts in practice don’t happen through mandates alone, they happen when teachers feel supported, trusted, and connected to a shared purpose.

Here are a few ways administrators can help teachers navigate the transition to the Science of Reading:

• Build trust first: Prioritize relationships over compliance. Teachers need to know you’re in this with them.

• Create supportive networks: Establish professional learning communities (PLCs) where teachers can learn, problem-solve, and share successes together.

• Provide ongoing training—not one-and-done workshops: Offer coaching, model lessons, and embedded PD so teachers see new practices in action.

• Celebrate small wins: Highlight growth in student learning or teacher practice to keep morale strong and momentum moving forward.

When administrators create the right conditions for learning, teachers are more willing to take risks, try new strategies, and believe that the hard work of change is worth it.

Small Steps Teachers Can Take

For teachers, the shift can feel overwhelming because there’s always so much to learn. The key is to start small and focus on high-leverage practices that make a real difference for kids.

A few ideas to begin with:

• Try a phonics screener: Understanding your students’ foundational skills gives you a clear starting point for instruction.

• Use oral reading fluency assessments: Quick, one-minute checks help you monitor progress and adjust instruction.

• Group by skill, not level: Instead of assigning students to “red group” or “blue group” based on text levels, group them by the skills they need to strengthen—whether it’s decoding multisyllabic words, improving fluency, or increasing vocabulary knowledge.

• Focus on one new routine at a time: Whether it’s explicit phonics instruction or a new fluency practice, commit to trying it consistently for a few weeks before adding something else.

The shift to the science of reading is a journey, not a switch to be flipped overnight. Teachers don’t need to have it all figured out today—they just need to take the next step.

Closing Thought

The beginning of the school year is always full of possibility. Yes, the shift to the science of reading is hard, but it’s also hopeful. With strong leadership, supportive networks, and small steps in practice, we can ensure that every child learns to read—and that every teacher feels confident and supported in getting them there.

And for those of you heading back into classrooms this week: we are in this together. That’s what Sundays with Sarah is all about—reminding you that you’re not alone in the work, that every small step matters, and that you have someone cheering you on. I believe in you—and in the collective power of teachers to change the trajectory of students’ lives through reading.

See you next Sunday!

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References

Fullan, M. (2016). The new meaning of educational change (5th ed.). Teachers College Press.

Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077

DuFour, R., DuFour, R., Eaker, R., Many, T., & Mattos, M. (2016). Learning by doing: A handbook for professional learning communities at work (3rd ed.). Solution Tree Press.