States Strengthen Evidence-Based Literacy Initiatives with Principal Training

Alexandria, VA — Recently adopted policies to bolster evidence-based reading instruction often fail to address the particular role of school principals, according to a  new NASBE analysis. It outlines ways state boards of education can deepen the impact of their literacy initiatives by ensuring that principals are equipped to implement schoolwide instructional changes.

According to the Wallace Foundation, principals’ strongest impact on their schools comes through building a positive school climate, interacting with teachers on instruction, and facilitating professional learning communities. By establishing leadership academies and professional development requirements focused on evidence-based literacy instruction, state leaders can increase this impact and build school leaders’ capacity to build the strong school climates and lead changes in reading instruction.

“Effective implementation of any improvement strategy at the school level depends on the school principal’s knowledge, commitment, and capacity to manage change,” writes NASBE’s Joseph Hedger. “Principals benefit from understanding evidence-based reading instruction, especially as they shape teacher professional development and instruction.”

For example, Illinois’ Comprehensive Literacy Plan, which the board adopted in 2024, outlines how school leaders should understand and oversee literacy initiatives that best fit their schools. The plan includes a rubric evaluating evidenced-based curricula, guidance for training literacy coaches, and regular office hours and leader trainings hosted by the state education agency.

North Carolina introduced a requirement in 2021 for K-5 teachers and administrators to receive professional development in evidence-based reading instruction. The state also developed guidance for administrators to prepare for and implement the training. North Carolina uniquely formalizes an advisory role for current and past state principals of the year on its state board and has prioritized listening to school leaders as they implement policy initiatives.

“We have been talking to our state board to pull on the levers of school leaders,” Donna Bledsoe, the North Carolina 2023 principal of the year, said. “All initiatives run through your school principal to be managed. At the end of the day, you need the buy-in from those leaders so they can funnel that down to their teachers while making sure their schools are the centers of their greater communities.”

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