In recent blog posts, we’ve discussed how states across the country are approaching literacy reform in light of the latest reading research into evidence-based practices, which some refer to as the science of reading. I’ve highlighted how states like Alaska have focused on literacy leadership and how Maryland and Oregon prioritized building consensus around comprehensive literacy plans and frameworks. Additionally, many states are focusing their resources on teacher professional development that supports evidence-based instructional practices and aligns with statewide literacy plans.

This month we’re looking at an equally important and often overlooked topic: the role educator preparation programs (EPPs) play in implementing a robust, statewide literacy reform plan. Ensuring that teacher candidates are receiving instruction in the most up-to-date evidence-based literacy practices requires that state agencies partner meaningfully with teacher educators. A collaborative approach ensures that teacher education coursework aligns with research and statewide plans, providing prospective and practicing teachers with consistent professional learning and support from teacher training to the classroom.

One such partnership is happening in Oregon. The Teacher Standards and Practices Commission (TSPC) is working with Education Northwest (EDNW) to facilitate a community of practice for Oregon’s educator preparation programs (EPPs). This work offers a promising approach to promoting sustainable, comprehensive, statewide change in how children are taught to read.

New Approach, New Standards

In May 2023, Oregon Governor Tina Kotek established the Early Literacy Educator Preparation Council to provide recommendations to the TSPC on how Oregon EPPs can support the statewide implementation of evidence-based literacy practices. I was honored to be included on this council, along with other literacy experts, representatives from EPPs, teachers, principals, Tribal representatives, and employees from TSPC, the Higher Education Coordinating Commission, and the Oregon Department of Education.

The panel’s final report includes three main recommendations:1) strengthen educator preparation through streamlined and new standards, 2) implement new standards at educator preparation programs, and 3) implement new standards through the educator licensure process. In addition, the panel drafted new standards for educator preparation that align with Oregon’s Early Literacy Framework

These recommendations are primarily directed toward TSPC, which approves the state’s EPPs and licenses the state’s teachers. TSPC must adopt new literacy standards and ensure they are met in the process of approving literacy curriculum at Oregon’s EPPs by fall 2026. The new standards require EPPs to ensure their curriculum and instruction are based on the science of reading.

A Collaborative Approach to Implementation

Implementation science tells us that the failure rate for new programs is high. TSPC wisely recognized the many pitfalls of large-scale implementation. Being mindful that buy-in, training and support, and progress monitoring are key components of an effective implementation, they wanted to take a thoughtful approach that included lessons learned from other states. Thus, TSPC requested support from EDNW to support the state’s EPPs with the significant changes that will be necessary to meet the new standards. Specifically, EDNW is supporting TSPC and the EPPs with the following:

• Researching what other states are doing to support EPPs with implementation and assessment of new literacy standards
• Designing and facilitating a community of practice to support mapping, planning, capacity building, and integration of emerging literacy standards as well as the work needed for alignment and implementation
• Developing an action planning tool for the implementation of literacy standards

With EDNW’s help, TSPC is capitalizing on lessons learned in states like Massachusetts, where students perform above the national average in reading. In addition to their collaboratively developed Mass Literacy initiative and the many supports it provides for educators, the state has actively worked with EPPs to align literacy instructional practices with statewide expectations. This includes a multi-year initiative to support EPPs in meeting the goal of “ensuring that all prospective teachers are learning evidence-based early literacy practices aligned to Mass Literacy.” Along with providing resources for the work with EPPs, the Massachusetts Department of Elementary and Secondary Education established a professional learning community for EPP faculty members.

The Oregon community of practice is based on this model and provides a space for EPPs to share their experiences, reflect on their needs, and move toward implementing the new literacy standards. Each session includes facilitated discussion, practical tools that support implementation, and proven strategies EPPs can adapt to their unique contexts. The community of practice has already proven to be a lively space full of dedicated professionals who are passionate about literacy and the education of Oregon’s children. For example, many of its members are already deeply involved in literacy reform in Oregon, with some serving on the Early Literacy Educator Preparation Council. In addition, several of the EPPs represented in the community of practice have already begun updating their literacy coursework, while others are working on the logistics of major program revisions. This effort will play a significant role in shaping the next phase of literacy reform in Oregon.

Call to Action

Whether you’re a teacher, teacher educator, school administrator, parent, state education agency staff member, or other interested party, you have a role to play in improving literacy outcomes for children. Below are a few resources that can help build your understanding of a comprehensive and collaborative approach to literacy reform.

Literacy Lens: Four Ways States Can Implement Evidence-Based Literacy Practices

Reversing the nationwide decline in reading achievement requires systemic and individual change. Here are four ways to approach the challenge.

Evidence-Based Literacy Implementation

When schools focus on literacy, they help students lay the foundation for a successful future. Literacy skills equip young people to succeed academically in all subjects, excel in the workplace, and participate meaningfully in civic life.

Literacy Lens: Promising Approaches to Implementing Evidence-Based Literacy Practices

So far, 31 states have adopted the science of reading approach to literacy in grades K–3. Dr. Mikkaka Overstreet looks at how some of these states are applying two implementation strategies.

Don’t Take Your Foot Off the Gas: Making the Most of Early Literacy Reform

Dr. Mikkaka Overstreet and guest co-author Dr. Christine Pitts look at a crucial part of maintaining momentum in early literacy reform: implementation.

Comprehensive UNC System Literacy Framework and Implementation Guide

This framework is designed to address the eight essential components of literacy, as determined by a group of literacy experts. Each component includes a matrix that outlines the fundamental competencies and sub-competencies of what teacher candidates should know and be able to do, as well as instructional strategies for teacher educators, recommendations for candidate field experiences, and activities to demonstrate mastery of the competencies and sub-competencies.

Massachusetts Department of Elementary and Secondary Education (DESE) Early Literacy Observation and Feedback Tool

The tool supports classroom observers to identify and provide feedback on evidence-based and culturally and linguistically sustaining early literacy instructional practices aligned to Mass Literacy and the Massachusetts English Language Arts and Literacy Curriculum Framework.