Professional learning for administrators

Abstract

The brief examines the critical role of school administrators in advancing early literacy outcomes through implementation of Science of Reading (SoR) aligned practices. It highlights growing state investments in evidence-based literacy reform and identifies a persistent gap in administrator preparation and professional learning related to early literacy instruction. The brief synthesizes research demonstrating that principals influence reading achievement by strengthening teacher practice, providing instructional feedback, supporting coaching, and aligning schoolwide systems. It presents three evidence-based recommendations for states and districts: building principals’ literacy content knowledge, strengthening instructional coaching and feedback, and creating coherent systems that align curriculum, assessment, intervention, and professional learning. By equipping school leaders with the knowledge and tools needed to lead literacy improvement efforts, states and districts can strengthen implementation fidelity, support educator effectiveness, and improve long-term reading outcomes for students.