North Carolina has made significant progress in aligning literacy instruction with the Science of Reading (SoR). State policy now requires pre-K through fifth-grade teachers in traditional public schools to complete the Language Essentials for Teachers of Reading and Spelling (LETRS) training.
But what happens in schools where that training is not required?
A new brief from the North Carolina Early Childhood Foundation (NCECF), “Fostering Whole School Change When Legislative Mandates are Lacking,” examines how educators can build school-wide alignment around the Science of Reading – even when formal mandates or large-scale training opportunities are limited.
This sixth brief in NCECF’s eight-part Science of Reading Implementation series highlights the experience of a North Carolina charter school working to strengthen literacy instruction when only a small number of staff members had completed LETRS training.
The brief explores how one classroom teacher, supported through the Science of Reading Implementation Fellowship, helped spark broader change across her school by building knowledge, sharing resources, and advocating for professional learning opportunities.
Key lessons include:
- Whole-school understanding matters. Even when schools use curricula aligned with the Science of Reading, teachers need shared knowledge and training to implement structured literacy practices effectively.
- Professional learning can grow from within schools. Study groups, peer observation, and professional learning communities can build capacity among teachers who have not received formal training.
- Leadership and collaboration are critical. When administrators, teachers, and school boards prioritize evidence-based literacy instruction, schools can move toward more consistent and effective practices.
As a result of this effort, the school’s leadership committed to requiring Science of Reading training for all K–8 literacy teachers, marking an important step toward stronger, more consistent reading instruction.
This brief offers practical insights for policymakers, school leaders, and educators working to strengthen literacy outcomes – particularly in contexts where mandates or resources may be limited.
Read the full brief: Download Brief 6