Stop throwing teachers into the deep end

Here’s something a bit embarrassing for me… I never quite learned how to swim. My childhood was fraught with anxiety-ridden family vacations and summer camp stays, cautiously avoiding pools, lakes, and other large bodies of water. As an adult, I’ve learned to float on my back, but that’s about the extent of my aquatic expertise.

Family and friends invested a lot of energy into trying to teach me the basics of swimming, and while much of their tactics weren’t successful, I can tell you without a doubt that throwing me into the deep end would have made me throw in the proverbial beach towel a long, long time ago.

Most learning experiences that involve “sink or swim” mentalities are unsurprisingly ineffective. The field of education has somewhat of a notorious reputation for throwing teachers into the deep end. Results of a 1998 study indicated that a majority of teachers felt only "moderately" or "somewhat" well prepared for most classroom requirements; relatively few teachers felt "very well prepared" for many of the activities. A study published in 2023 found that initial feelings of preparedness predicted 5- and 8-year teacher retention, a finding that is particularly interesting in light of current rates of teacher retention and burnout.

So how does teacher preparedness intersect with evidence-based literacy practices? 72% of teacher prep programs don’t adequately address all five core components of reading instruction, leaving teacher candidates ill-prepared for the start of their careers. In-service training doesn’t fare much better either. Only about a third of teachers found reading professional development to be very useful. What’s more, the same study found that a mere 11.1% of teachers report having a great deal of influence in determining the content of professional development programs. All this to say, requiring significant shifts in instructional practices without investing the appropriate time and support isn’t likely to result in sustained practice.

Using a Powerful Student Framework for Teachers

The gradual release of responsibility framework is a familiar and proven model in student instruction, transitioning the cognitive load from teacher-led modeling to student independence. But have you considered how this powerful approach could also transform professional learning for teachers? Let’s delve into how we use the gradual release of responsibility framework to make professional development meaningful, sustainable, and impactful at The Literacy Architects.

I DO: Building Foundational Knowledge

At the core of any successful PD cycle is a strong foundation of best practices. Our approach goes beyond traditional, lecture-style sessions; we focus on knowledge-building that connects evidence-based literacy routines directly to the research that supports them. By grounding instructional strategies in the science of reading, teachers gain both the "why" and the "how" to feel confident in their implementation.

We further equip teachers with lesson templates, assessment tools, and essential resources, ensuring they have what they need to seamlessly integrate new practices into their classrooms. Through live modeling or instructional videos, we demonstrate routines and practices and pull back the curtain with think-alouds, case studies, and real data analysis to make the implementation process transparent and approachable.

WE DO: Collaborative Planning and Practice

Collaborative learning is integral to effective PD. Teachers benefit immensely from sharing insights, co-designing lessons, and collectively troubleshooting challenges. Research backs this up: peer collaboration enhances instructional practices and boosts student outcomes. We foster this in our PD sessions by:

• Guiding teachers through lesson planning exercises (e.g., phonemic awareness warm-ups or choral reading routines).
• Providing scripts to use as a starting point when implementing instructional routines so teachers can focus on practice, not scripting their initial attempts.
• Facilitating practice teaching with peers or through self-recorded videos to build comfort and receive constructive feedback.
• Embedding supportive feedback into this phase creates a nurturing environment where teachers learn from each other, share reflections, and gain confidence. Our facilitators ensure this is a safe space for learning and growth while observing and addressing any misconceptions that arise.

YOU DO: Bridging the Knowing-Doing Gap

One of the most common obstacles in PD is the knowing-doing gap. This gap can appear when teachers understand concepts but struggle to put them into practice. To bridge this, we emphasize the final stage, where teachers teach and reflect within their own classrooms. This phase includes:

• Planning lessons for immediate use, tailored to their students’ needs.
• Taking out a calendar so teachers can schedule when to implement the new strategies they've learned.
• Encouraging bite-sized, focused implementation for gradual, manageable change.
• Reflection is key here. Teachers reflect on their practice individually, with colleagues, or with us to identify successes, troubleshoot barriers, and set future goals. This step solidifies learning, promotes accountability, and nurtures a continuous cycle of improvement.

By applying the gradual release of responsibility model to professional learning, we ensure that teachers receive clarity, ongoing support, and high expectations for their practice. This not only empowers teachers to implement new strategies effectively but also fosters a culture of reflective practice and sustainable change.

If you think this type of professional learning hits the spot, reply to this email to find out more about our literacy PD. In the meantime, we'll leave you with some reflection questions:

Leaders: How are you using the gradual release of responsibility model in your PD with teachers?  Teachers: Does this model of learning resonate with you? What PD have you participated in that used these tenets?

What We're Working On

✨ Register for November's Lesson Lab Workshop! ✨

📒 Making Your Needs-Based Small Groups Work

🗓️ November 20, 5-6 pm EST

Join us for the November Lesson Lab Workshop, where we’ll delve into the art of effectively running needs-based small groups in your structured literacy block. This session will cover essential routines, classroom management strategies, and the balance between teacher-centered groups and independent student groups. Learn how to create smooth transitions, ensure all students stay on task, and provide targeted instruction that meets individual needs. You’ll leave with actionable tips for running efficient, impactful small groups that enhance literacy outcomes in your classroom.

Save your spot!

📢 Announcing December’s LLN Topic: Phonemic Awareness and Phonics

Here's what's on the Literacy Leadership Network Calendar:

🌟 December 2: Live webinar to help you translate reading research into concrete plans for instructional change.

📚 December 3: Webinar recording + members-only resources and downloads so you can take your learning with you.

🎬 December 9: 2–4 short videos aligned to this month's topic so you can further your learning.

🤝 December 16: Live consultancy meeting to give you the time and space to receive feedback from and exchange ideas with peers.

⏰ Week of December 23: Office hours to ask our literacy specialists questions about your specific school or district situation.

Join this collaborative community here!

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