Professional Learning Communities

The COVID-19 pandemic brought a long-standing challenge in U.S. schools to the forefront: more than two-thirds of students cannot read at grade level. Alarmingly, if students are not proficient in reading by the end of third grade, they are more likely to drop out. This realization has sparked a growing interest in the science of reading, a decades-long body of interdisciplinary research that examines the multifaceted nature of reading development. By embedding the science of reading into instructional practices, teachers can ensure students recognize words and understand their meaning—thus supporting reading fluency.

As educators and leaders across the nation grapple with the challenge of changing policies, practices, and procedures to ensure high levels of learning for all students, the inability to effectively change the mindsets of colleagues, faculty, and staff is proving to be the biggest hurdle of all. Hence, in order for systems to change, outlooks will also need to change.

This two-day workshop will highlight what leaders and teams do to improve their professional practice in an effort to help more students learn at higher levels.