Teacher Buy-In: A Critical Component in Shifting Reading Instruction

Learning alongside your teachers is so important. Sarah and teachers spent the day working with trainers to help improve reading achievement in their district.

If you work in education—whether as a teacher, administrator, or advocate—you’re likely familiar with the ongoing reading crisis. According to the National Assessment of Educational Progress (NAEP) 2022, only 30% of fourth graders are considered proficient in reading. This statistic underscores a problem that researcher Torgesen warned about in 2002: if we don’t change the way we teach reading, many children will continue to graduate elementary school without the skills they need. Yet, despite over two decades of research and evidence, progress has been slow.

Given this compelling evidence, the question remains: why haven't teachers changed their practices?

Shifting to the science of reading is a complex challenge. For many teachers, their teaching methods are deeply intertwined with their professional identity. Often, educators are trained to believe that learning should be a natural, enjoyable process for students. The idea that structured literacy practices—like explicit, systematic phonics instruction—might feel rigid or “unnatural” can be difficult for teachers who prioritize fostering curiosity and intrinsic motivation. The transition from a more flexible, student-driven approach to a structured, phonics-based method can raise concerns about students simply memorizing information rather than developing a genuine love for reading or critical thinking.

Even when presented with compelling research, teachers may struggle to adjust their beliefs. When confronted with new ideas that challenge long-held practices, educators face two options: they can either dismiss the new information or adjust their beliefs. If they choose the latter, they often make minimal adjustments to their current teaching methods, preserving their existing “web of belief.” This is because people’s behaviors tend to change before their beliefs do. In other words, teachers may resist new instructional approaches until they can see tangible results that prove the methods are effective. Strong research evidence and inspirational messaging alone are rarely enough to shift teachers’ beliefs—what ultimately makes a difference is the experience of success that builds confidence in new practices.

This is one of the major roadblocks schools face when making these shifts. For any initiative to succeed, teacher buy-in is crucial. Without it, even the most well-designed programs will fall short. This is why it’s essential for districts to focus on building strong relationships between teachers and administrators, creating a collaborative environment where teachers feel supported, valued, and confident in the change process. Shifting instructional approaches is never easy, particularly when it challenges long-standing beliefs and methods, but fostering trust and shared goals is the first step toward lasting change.

For Administrators: But First Relationships

"Educational change depends on what teachers do and think – it’s as simple and complex as that” (Fullan, 2001). This quote is something I reflect on every day. As an administrator, I’ve learned that cultivating trust and building strong relationships with teachers is the foundation for any successful change initiative.

When I meet new teachers, I often share personal stories about my own teaching experiences. These stories help create a connection, both professionally and personally. I always let teacher know a little bit about my journey to become an administer and why I decided to jump over to the ‘dark side.’

My journey started over 10 years ago, when I taught a 10-year-old girl who was completely illiterate—something I didn’t know how to address. Despite being several years into my teaching career, I was stunned by how little I knew about teaching reading. That school year ended, and the girl moved on to the next grade. She eventually graduated high school, but to this day, she identifies as a "non-reader." This moment was a turning point in my career. I realized that I had failed her as a teacher and vowed that I would never again stand in front of a class without knowing how to help every child learn to read. It was this realization that sparked my journey to becoming an advocate for effective reading instruction. I believe that my influence as a school administrator can help bring about change.

Your own story may be different from mine.  Find your story and use it to connect with your teachers. People remember stories far more than they remember facts or statistics. Sharing your personal experiences can build rapport and show that you're on the same team, working towards the same goal.

Professional Development

Sarah leads a workshop on what the science of reading looks like in the classroom.

However, inspirational stories alone won’t lead to lasting change. Districts must prioritize providing teachers with meaningful professional learning opportunities. By offering structured professional development, teachers are given the time and resources needed to shift their instructional practices. Teachers are more likely to embrace change when they not only understand the rationale behind it but also see how it will benefit their students. Therefore, ongoing, targeted support is crucial as teachers begin to implement new strategies. This allows them to build confidence and develop their skills gradually. Without adequate time and guidance, teachers may struggle to effectively integrate new reading methods into their classrooms, limiting the overall impact of the change. Providing consistent professional development ensures that teachers have the tools and support they need to succeed in this transition.

For Teachers: Embrace Change with Compassion and Support

As someone who works closely with educators, I understand that shifting your teaching practices is a significant challenge. The first thing I always tell teachers is: be kind to yourself. You did what you thought was best for your students, and now that you have more information, you’ll do better.

If you're motivated to make changes, start small. Begin by incorporating explicit phonics instruction during small group lessons. Use read-alouds to build students' background knowledge on various topics, and weave in reading comprehension strategies and writing instruction along the way.

If your district is mandating changes, approach it with an open mind. Celebrate the small victories along the way. Mid-year data may have just come out, and in my district, it’s been incredibly motivating for teachers to see the progress and believe in the shifts we’re making.

It’s also important to find a supportive network. Teaching can sometimes feel isolating, but no meaningful change happens in a vacuum. Reach out to your colleagues across the hall, connect with online teaching communities, or even send me an email. There are plenty of ways to find support. You are not alone in this.

As a reading community, we’re all working together to make a difference.

Improving reading achievement is a shared responsibility, and if we’re going to see real progress, every educator must play a role in the solution. Let’s work together to create lasting change—for our students and for the future of education.

References

Feldman, J. (2019). Grading for equity: What it is, why it matters, and how it can help transform schools.

Corwin.

Fullan, M. (2001). Leading in a culture of change. Jossey-Bass. 

Mathews, H.M., Myers, A.M., & Youngs, P.A. (2023). The role of teacher self-efficacy in

special education teacher candidates’ sensemaking: A mixed-methods investigation. Remedial and Special Education, 44(3), 209-224. https://doiorg.lp.hscl.ufl.edu/10.1177/0741932522110181

National Reading Panel. (2000). Teaching children to read: An evidence based assessment of

the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups. Bethesda, MD: National Institute of Child Health and Human Development, National Institutes of Health

Torgesen, J. (2002). The prevention of reading difficulties. Journal of School Psychology, 40(1),

7-26.