How to get the most out of professional development in literacy instruction

Every August and September, educators across the country file into auditoriums and conference rooms for the annual ritual of professional development for teachers. By October, most of what was shared has been forgotten, and by January, sometimes classroom practice looks remarkably similar to what it was before those training sessions ever happened.

Sound familiar?

If you’re a school leader or educator who’s experienced the frustration of investing time and resources into teacher staff development that doesn’t translate into improved student outcomes, you’re not alone.

Research shows that only 10% of professional development leads to lasting change in classroom practice without ongoing support. When it comes to literacy instruction—where evidence-based practices can literally change the trajectory of a child’s life—this reality underscores just how critical it is to ensure every student has access to what works.

The good news? We know what works.

Professional learning doesn’t have to fall short of its promise. When designed and implemented thoughtfully, it becomes the bridge between research and practice, between knowing what works and actually making it work in real classrooms with real students. John Hattie’s research confirms that teachers are the most important in-school factor for student learning, which makes getting professional learning right absolutely critical.

Even more exciting, we know that 95 percent of students can learn to read when provided with systematic, evidence-aligned instruction , which includes proper implementation support.

Thomas Guskey’s research reveals that teachers are naturally inclined toward practices that work—they retain and repeat instructional approaches that yield positive results with their students and move away from those that don’t. This means teachers aren’t resistant to change: but that they’re evidence-driven professionals who need to experience success with new practices before fully embracing them.

When teachers see evidence-based literacy instruction work with their own students, their commitment becomes unshakeable. This knowledge should fuel our determination to get professional learning right—not by trying to convince teachers to change, but by supporting them to experience the success that naturally leads to lasting transformation.

What effective professional development looks like

Before diving into solutions, let’s clarify what we mean by professional learning training. You might notice educators and researchers using the terms professional development (or PD) and professional learning (or PL) somewhat interchangeably, though there’s a subtle but important distinction.

Professional development often refers to training that’s done to teachers, while professional learning emphasizes experiences that teachers actively engage in and own. The most effective approaches blend both—providing expert-led instruction while honoring teachers’ professional judgment and classroom experience.

Key characteristics of professional learning in literacy

The “What,” “Why,” and “How”

Quality professional learning teaches teachers not just what to do, but why it works (the research foundation) and how to implement it effectively. This three-part approach builds teacher confidence, deepens understanding, and sustains motivation when implementation gets challenging.

Evidence-based foundation

It’s grounded in the science of reading, science of learning, and other research-backed frameworks, not trends, or personal preferences.

Understanding how teachers really change:

Thomas Guskey’s work shows teachers don’t commit to new practices because they attended great training. They commit when they see those practices work with their own students. We’ve been trying to convince teachers to believe first, then change practice. It actually works the opposite way: first practice changes, student outcomes improve, then beliefs change. That’s why professional learning without implementation support is just expensive hope.

Multiple Delivery Formats

Great professional learning in literacy combines various approaches:

• In-person/onsite sessions for hands-on practice and peer collaboration
• Virtual sessions for accessibility and ongoing support
• Asynchronous learning for self-paced skill building

The game-changer

The component that makes the most significant difference in professional learning outcomes, is job-embedded coaching and sustained support. Joyce & Showers found this raises implementation success rates from 10 percent to 95 percent. This support works with any delivery format and enables application, reflection, and skill refinement. High quality literacy professional learning can also be strengthened by implementation management that focuses on systems and builds long-term capacity.

Common challenges that undermine PD

Much like New Year’s resolutions that fade by February, even well-intentioned professional learning efforts can fall short. Being aware of the challenges we’ll face helps us design PL plans that actually stick—creating systems that account for real-world obstacles rather than ignoring them.

Challenge 1: Expecting belief change before experience

Problem: Most professional learning tries to convince teachers through research presentations or emotional appeals. Guskey’s research shows this fails because experience shapes beliefs, not persuasion.

Solution: Help teachers experience quick wins with new practices. Let positive student outcomes create natural belief change

Challenge 2: Information overload without application

Problem: Teachers get too much information with no time to practice or understand the “what,” “why,” and “how.”

Solution: Choose professional learning that embeds practice opportunities and application within training sessions.

Challenge 3: Initiative overload without de-implementation

Problem: You have to “pull weeds before you plant flowers.” Schools add new programs without removing ineffective ones. DeWitt’s research shows teachers struggle to abandon familiar practices even when better alternatives exist.

Solution: Intentionally remove practices that aren’t working before adding new ones. Communicate clearly what stops, starts, and continues.

Challenge 4: No Follow-Up Support

Problem: Teachers leave motivated but struggle without ongoing guidance. Guskey’s research shows commitment comes from experiencing success, not training enthusiasm.

Solution: Invest in coaching and implementation management. Teachers need support to see the student outcomes that create lasting belief in new practices.

Challenge 5: Misalignment Across Tiers

Problem: New learning conflicts with existing priorities or creates confusion across instructional tiers.

Solution: Ensure coherence across Tier 1 core instruction, Tier 2 interventions, and Tier 3 intensive supports before implementing new practices.

5 Strategies to make Professional Development more impactful

For literacy leaders

1. Make literacy priority #1 with collective responsibility: Successful literacy transformation requires unwavering commitment where all means all isn’t negotiable and everyone shares responsibility for every child’s reading success. Leadership should participate in professional learning alongside teachers, demonstrating commitment and building shared understanding. When collective responsibility becomes the norm, teachers support each other’s growth and accountability for research-based practices.
2. Be present, trust the process, and celebrate small wins: Sustainable change requires vision, skills, incentives, resources, and action plans. Because meaningful change takes 2-4 years, celebrate incremental progress—when teachers master new routines, when students show foundational growth, and when observations reveal increased integrity. These small wins build momentum during the long implementation journey.
3.  Invest in ongoing support through coaching and implementation management: Joyce and Showers’ research shows coaching increases implementation from 10% to 95%. Guskey’s research explains why: teachers need to experience success before they believe. Coaching provides sustained support that helps teachers implement practices long enough to see student outcomes that create lasting commitment. This isn’t optional—it’s essential.
4. Honor teacher professionalism while maintaining fidelity to research-based practices: Teachers are skilled professionals who can thoughtfully adapt evidence-based methods within proven literacy frameworks. When teachers understand the “what” and “why,” they become confident implementers who troubleshoot challenges while staying true to the science.
5. Honor the science: 95 Percent of students can learn to read: Research shows 95 percent or more of students can learn to read with evidence-aligned instruction.  It’s why our company is called 95 Percent Group! This isn’t wishful thinking—it’s scientific fact. Professional learning must be designed around this expectation: virtually every child can become a reader when we get literacy instruction and implementation right.

Questions for leaders to ask when planning professional development

Planning professional learning experiences requires knowing what you want teachers and staff to walk away with. Here are five questions to ask of yourselves and of the materials before investing in a professional development plan.

Q: Are we committed to the research that shows 95% of students can learn to read when provided with evidence-aligned instruction, including proper implementation support? 

A: This isn’t just an aspirational goal—it’s a research-backed reality that should drive every professional learning decision you make. If you’re not seeing 95% of your students learning to read the gap likely isn’t in student ability—it’s in instructional implementation.

Professional learning in literacy isn’t a nice-to-have expense, it’s the essential investment that transforms that research into reality in your classrooms. When you commit to this standard, every dollar spent on evidence-based professional learning delivers measurable ROI through improved student outcomes, reduced intervention costs, and long-term academic success.

Q: Is this professional learning grounded in evidence-based literacy practices? 

A: Effective professional learning should be built on the science of reading, science of learning, and other research-backed frameworks. If your current professional learning is not aligned with proven literacy practices, it may not lead to lasting instructional change. Look for programs that are structured, explicit, and grounded in structured literacy principles.

Q: How does this professional learning create coherence across our literacy system?

A: Effective professional learning aligns your vision, research base, and instructional tiers into a coherent system. Avoid “curriculum chaos” by ensuring new learning builds on existing evidence-based practices and strengthens alignment across Tier 1 core instruction, Tier 2 interventions, and Tier 3 intensive supports.

Q: What investment are we making in ongoing supports for our teachers? 

A: Research shows that teachers need ongoing support, in addition to initial professional learning, to change practice significantly. Joyce and Showers’ research demonstrates that coaching is not optional—it’s the difference between 10% and 95% implementation rates. Implementation management provides the systems-level support for sustainability.

Q: How will we help teachers experience success with evidence-based practices? 

A: Guskey’s research shows that experience shapes teacher beliefs more than training alone. Teachers need to see improved student outcomes before they truly commit to new practices. Professional learning must include sustained implementation support that helps teachers experience success, not just learn about it.

3 Strategies for turning learning into classroom practice

1. Plan for the long game together—Whether you’re budgeting for implementation support or committing to try new strategies, think 2-4 years, not 2-4 months.
   • Leaders: invest in sustained coaching.
   • Teachers: be patient with yourself as you build new skills.
2. Learn alongside each other—Leaders should be in classrooms learning with teachers, not just observing them. Teachers should seek out colleagues to try new practices together. When everyone is learning, implementation accelerates.
3. Celebrate small wins and trust the process—Notice when teachers attempt new strategies and when students show any progress, even if it’s not perfect yet. Implementation follows predictable phases (exploration → installation → practice), and each phase deserves recognition.

Remember: The schools that see lasting literacy improvement are the ones where leaders and teachers alike commit to the implementation journey together, supporting each other through the messy middle of learning something new.

Great teaching starts with great training

Professional learning in literacy instruction is too important to leave to chance. When teachers understand the science behind reading and learning, have access to evidence-based strategies, and receive ongoing support for implementation, students thrive. The research is clear: high-quality professional learning doesn’t just change what teachers know—it transforms what they do, day after day, in classrooms across the country.

One of the greatest challenges in education today is this: most schools adopt new practices, expect immediate results, and move on when change doesn’t happen fast enough. We need to stop the adopt-and-abandon cycle and commit to the vision that all means all—because it can be done! The research shows it takes 2-4 years to fully implement new literacy practices, but most schools shift focus to something “new” after just one year.

If you do only one thing this school year:  invest in quality professional learning grounded in the science of reading AND ongoing coaching for the long haul. Teachers don’t need another workshop and another binder on their shelf—they need evidence-based training followed by someone in their corner—for years, not months—helping them implement what actually works when the going gets tough. That’s how you build teacher confidence and skill for the long game, not just the quick win.

Explore our professional learning offerings:

• Top Ten Tools Professional Learning – Essential literacy instruction strategies
• 95 Phonics Core Program – Systematic, explicit phonics instruction
• 95 Science of Reading Courses – Deep dive into reading research
• Implementation Management and Coaching Services – Ongoing support for sustained change

Expert Biography

Laura Stewart is a nationally recognized science of reading and structured literacy advocate, author, and expert who is building 95 Percent Group’s thought leadership position in the literacy market. Laura has dedicated her career to improving literacy achievement at leading education companies including The Reading League, Highlights Education Group, and Rowland Reading Foundation.

Sources

1. Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute.
2. DeWitt, P. (2021). De-implementation: Creating the space for change. Corwin Press.
3. Fixsen, D., Naoom, S., Blase, K., Friedman, R., & Wallace, F. (2005). Implementation research: A synthesis of the literature. University of South Florida, Louis de la Parte Florida Mental Health Institute.
4. National Implementation Research Network. (2019). Implementation science: The key to scaling effective programs. University of North Carolina at Chapel Hill.
5. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381-391.
6. Joyce, B., & Showers, B. (2002). Student achievement through staff development (3rd ed.). Association for Supervision and Curriculum Development.
7. Knoster, T., Villa, R., & Thousand, J. (2000). A framework for thinking about systems change. In R. Villa & J. Thousand (Eds.), Restructuring for caring and effective education (2nd ed., pp. 93-128). Paul H. Brookes.
8. Stewart, L. (2024). The courage to lead: Building literacy through implementation science. 95 Percent Group.
9. Moats, L. C. (2020). Teaching reading is rocket science: What expert teachers of reading should know and be able to do. American Federation of Teachers.
10. Easton, L. B. (2008). From professional development to professional learning. Phi Delta Kappan, 89(10), 755-761.