READY FOR IMPACT:

USG Webinar

How Leadership Preparation Programs Support Literacy Capacity

Kaneshia R. Dorsan, Ed. D.

Jami Royal Berry, Ph.D.

The University of Georgia

January 21, 2026

SESSION AGENDA

• Literacy Context
• Literacy Leadership
• The Science of Reading
• The Role of Educational Leadership Preparation Programs
• Programmatic Tools
• Takeaways

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NATIONAL LITERACY CONTEXT

NATIONAL LITERACY CONTEXT

• Reading scores on the 2024 National Assessment of Educational Progress fell two points, on average, for both 4th and 8th graders, sustaining a steady decline in the subject that predates COVID-era disruptions.

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• More 8th graders than ever before are scoring below NAEP “basic,” the lowest benchmark on the test. One-third of 8th graders are below that mark, while 40 percent of 4th graders also fall below.

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• Students who fall below the basic benchmark may lack important reading comprehension skills. (NAEP, 2024)

GEORGIA’S

LITERACY CONTEXT

(GaDOE, 2025)

LITERACY CONTEXT

(GaDOE, 2025)

GEORGIA’S

LITERACY CONTEXT

Strong reading proficiency by the end of third grade is a powerful predictor of high school graduation, with non-proficient readers being up to four times more likely to drop out of school (Hernandez, 2012).

WHY LITERACY LEADERSHIP MATTERS

• School leaders are second only to teachers in their effects on student achievement (Leithwood et al., 2004).

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• To be effective, principals must do two things: “provide a defensible set of directions and influence people to move in those directions.” They must have a clear and compelling vision and set attainable goals to accomplish that vision (Leithwood et al., 2004).

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• Implementation quality is often related to teachers’ perceptions about implementation and their motivation.

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• Leaders play a critical role in enhancing teachers’ beliefs about new curriculum and instruction and student learning.

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Advocacy & Vision 

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Components of Literacy Leadership

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Instructional Expertise

Professional Development

Data-Driven Decisions

Culture Building

Systemic Implementation

THE SCIENCE OF READING HB 538 (2023)

Key Components of the Act

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• High-Quality Instructional Materials
• Prioritizes effective teaching resources to enhance learning experiences.
• Screening Assessments
• Implements tools to accurately assess reading levels and individual needs.
• Intervention Programs
• Provides vital support for students requiring additional assistance.
• Professional Development
• Offers training to educators on innovative teaching practices.
• Teacher Preparation
• Ensures teachers are equipped with essential skills for effective instruction.

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- This initiative fosters professional learning for K-3 reading teachers, concentrating on the science of reading, structured literacy, and foundational literacy skills.

How do we equip our candidates with the knowledge and skills necessary to lead for literacy?

EDUCATIONAL LEADERSHIP PROGRAMS

PROGRAMMATIC TOOLS

SoR Modules

SoR Assignments

Course Materials

Field Experiences

SoR Work Group

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• Beginning in 2023, faculty from The University of Georgia, Georgia State University, Augusta University, and Kennesaw University came together to develop outlines for a series of modules focused on Science of Reading content to be embedded in preparation programs. 

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• Goal: Program completers should be able to demonstrate awareness and skills specified in the standards

SoR MODULES

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Introduction to Language and Literacy

High-Quality Literacy Instruction and Assessment

SoR ASSIGNMENTS: Tier I

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Literacy Leadership Components

Advocacy & Vision 

Data-Driven Decisions

SoR ASSIGNMENTS: Tier I

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Literacy Leadership Components

Instructional Expertise

Systemic Implementation

SoR ASSIGNMENTS: Tier II

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Literacy Leadership Components

Instructional Expertise

Systemic Implementation

SoR ASSIGNMENTS: Tier II

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Literacy Leadership Components

Instructional Expertise

Systemic Implementation

COURSE MATERIALS

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Mock Instructional Observations & Feedback Sessions

Data Analysis & Professional Learning Goals

Literacy Leadership Readings

COURSE MATERIALS

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Mock Instructional Observations & Feedback Sessions

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Mr. Davis, a first-grade teacher with five years of experience, is open to feedback. This is a scheduled observation, and he has shared the lesson plan in advance.

Lesson Overview

• The 60-minute literacy block includes the following components:
• A 15-minute whole-group phonics lesson focused on vowel teams
• A 20-minute small group rotation, including guided reading and independent practice
• A 10-minute oral reading fluency activity
• A 15-minute independent reading and writing response

During the phonics lesson, the teacher explicitly models decoding words with vowel teams, uses a gradual release approach, and incorporates choral response. Students practice reading words and sentences aloud. Some students struggle to apply the skill independently and rely on guessing rather than decoding.

In small groups, the teacher meets with a guided reading group using a leveled text. The text includes several words that require decoding skills not yet taught explicitly. The teacher prompts students to use picture cues and context clues when they encounter difficulty.

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COURSE MATERIALS

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Data Analysis & Professional Learning Goals

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You are a school leader assigned to support literacy improvement at an elementary school where reading achievement has been identified as a priority area. Recent screening and diagnostic data suggest uneven progress across grade levels, particularly in foundational reading skills.

The district has asked school leaders to use data more intentionally to guide professional learning rather than relying on broad, one-size-fits-all training.

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As the instructional leader, you are asked to:

• Analyze the data for patterns and trends across grade levels
• Identify one or two priority instructional needs related to the Science of Reading
• Using the data provided, develop a professional learning plan that addresses these needs.

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COURSE MATERIALS

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Literacy Leadership Readings

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Science of Reading Learning Walks

The Science of Reading for Leaders

Literacy Leaders

What Principals Can Do to Cultivate a School Climate in which Disciplinary Literacy Thrives

How Principals Make Sense of Tensions While Leading a Teacher Professional Learning Initiative

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FIELD EXPERIENCES

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FIELD EXPERIENCES

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FIELD EXPERIENCES

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FIELD EXPERIENCES

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Literacy leadership is a skill that must be developed.

KEY TAKEAWAYS

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Leadership drives outcomes.

Preparation shapes practice.

References

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Georgia Department of Education. (2025, January 29). Georgia students’ NAEP performance follows national

trend. https://gadoe.org/press-releases/georgia-students-naep-performance-follows-national-trend/

Georgia Department of Education. (2025). 2025 Georgia Milestones state release (PDF). https://lor2.gadoe.org/gadoe/file/5900153f-aa76-4516-ad66-e0d3419c2e89/1/2025-Georgia Milestones-State-Release.pdf

Hernandez, D. J. (2012). Double jeopardy: How third-grade reading skills and poverty influence high school

graduation (Research report). The Annie E. Casey Foundation.

https://nxstrib-com.go-vip.net/wp-content/uploads/sites/18/2016/07/studies-1.pdf

Leithwood, K., Louis, K. S., Anderson, S., & Wahlstrom, K. (2004). How leadership influences student learning.

Wallace Foundation.

Overstreet, M. (2023, May). Literacy lens: The impact of literacy leadership. Education Northwest.

https://educationnorthwest.org

Schwartz, S. (2025, January 29). Reading scores fall to new low on NAEP, fueled by declines for struggling

students; Math scores slightly up in grade 4, stagnant in grade 8. Education Week. https://www.edweek.org