Let’s Ask the Teachers: Classroom Practice and the Science of Reading 

Let’s Ask the Teachers: Classroom Practice and the Science of Reading

This webinar tackled one of the most pressing challenges in today’s literacy landscape: As more than 40 states implement sweeping evidence-based reading reforms, how do we move beyond policy and theory to support the instructional shifts taking place in classrooms every day? 

Moderated by Tommy Chang, Ed.D., of the New Teacher Center, the discussion featured Chawanna Chambers, Ph.D., NBCT, PMP, of the National Board for Professional Teaching Standards; Kira Orange-Jones of Teach Plus; ChaKia Parham of Teach For America; Evan Stone of Educators for Excellence; and Marla Ucelli-Kashyap of the American Federation of Teachers. Together, the panelists offered a timely and grounding reminder that the success of literacy reform depends not on mandates alone, but on elevating the expertise of educators who bring the “science of how children learn to read” to life for every student. Throughout the conversation, speakers emphasized the importance of reversing the traditional policy-to-practice dynamic and ensuring that teachers are central to both implementation and decision-making. 

Elevating Teachers as the Architects of Literacy Policy 
Evan Stone highlighted the strong support among educators for evidence-based instruction, noting that 94% of teachers support the use of evidence-based materials. Yet too often, he argued, literacy policies become “unfunded mandates” that fail to provide the time, funding, and professional support necessary for meaningful change. Stone called for ongoing feedback loops between classrooms and policymakers, positioning implementation as a process of continuous learning rather than a one-time legislative event. 

Bridging the Implementation Gap Through Sustained Support 
Kira Orange-Jones underscored that student outcomes ultimately depend on the quality of implementation. To ensure long-term success, she urged states to move beyond one-time appropriations and commit to recurring literacy investments that support regional technical assistance, sustained coaching, and continuous improvement efforts. She also advocated for the establishment of formal, compensated teacher-leader roles that enable educators to facilitate peer learning and guide implementation at the local level. 

Prioritizing Student Experience and Curricular Literacy 
ChaKia Parham described teaching as a “profound act of leadership” that requires educators to move beyond mere “fidelity to a script.” She championed a “bottom-up approach” that elevates student voice and ensures instruction remains responsive to diverse cultural and linguistic experiences. Parham also emphasized the importance of “curricular literacy,” empowering teachers to critically evaluate, adapt, and strengthen instructional materials so that every student receives the rigorous and meaningful learning experience intended. 

Fostering Instructional Coherence and Professional Inquiry 
Chawanna Chambers focused on the importance of “instructional coherence,” defined as the alignment of curriculum, assessment, professional learning, and intervention systems. She encouraged a shift in mindset that positions teachers not as recipients of reform, but as “co-investigators” of their own practice. Through inquiry-based professional learning communities (PLCs), educators can collaborate, examine student evidence, and address instructional challenges in real time, fostering deeper professional learning and stronger student outcomes. 

Overcoming False Dichotomies Through Professional Respect and Partnerships 
Marla Ucelli-Kashyap encouraged educators and policymakers alike to move beyond “false dichotomies,” such as framing foundational skills and rich comprehension as competing priorities. Instead, she advocated for balanced approaches that recognize the importance of both. Ucelli-Kashyap also emphasized that authentic partnerships with families are built on trust and accessibility, citing efforts such as providing literacy resources in 16 languages. She concluded by stressing that lasting progress requires systems that respect teacher agency and provide the coaching and support necessary to translate knowledge into effective classroom practice. 

Carrying the Conversation Forward 
The session concluded with a collective call for a shift toward “practice-informed policy,” in which educators serve as the primary architects and implementation experts of literacy reform rather than simply the recipients of top-down mandates. Panelists expressed hope for greater sustainability through permanent, recurring state and federal investments that support professional coaching, high-quality instructional materials, and continuous improvement efforts, replacing the cycle of short-term funding initiatives. They also reinforced the need for formal feedback structures that connect classrooms and policymakers, ensuring that literacy reform remains responsive, iterative, and grounded in the realities of teaching and learning. 

At the classroom level, the panelists envisioned a culture of “voracious learning” among educators, supported by inquiry-based PLCs, mentor coaching, and opportunities for ongoing reflection. Central to this vision is the belief that “knowledge of the learner” must remain a non-negotiable foundation for instruction, allowing student agency, voice, and choice to fuel motivation while maintaining high expectations for all learners. Ultimately, the panel called for moving beyond the “reading wars” and toward a unified approach in which coherent systems, empowered educators, and responsive instruction ensure that every child develops both the joy of reading and the skills needed to thrive.