Imagine a warm afternoon at Johnson Elementary, where teachers gathered eagerly in a classroom led by Betsy Hall, a professional learning coordinator. Engrossed in a series of rules about the English language, they hummed with excitement and anticipation.
Casey Hickenbottom, a second-grade teacher at Johnson, diligently took notes, reflecting on the traditional methods of teaching reading. Grateful for the progressive approach being taught, she expressed her optimism for the future. “We’re heading in the right direction,” Hickenbottom remarked.
The workshop was part of Johnson’s partnership with an organization dedicated to revolutionizing how educators teach reading based on research-backed practices. This move signifies a shift many have long advocated for but few have embraced – a realization that the current teaching methods are outdated and ineffective.
The Science of Reading
Despite San Diego Unified’s reading levels surpassing state averages, there’s still a significant number of children lagging behind. Research demonstrates that a comprehensive adoption of scientifically proven reading strategies could help these struggling students catch up and thrive.
However, despite recent exposure through media like the podcast “Sold a Story,” the district has faltered in investing in materials aligned with research-backed methods. Missteps in purchasing faulty reading tools by renowned authors like Irene Fountas and Gay Su Pinnell have raised concerns among educators and experts.
‘We Have to Strike a Balance’
San Diego Unified’s journey towards implementing evidence-based reading practices has been a tumultuous one. While the adoption of Benchmark Advance marked a positive step, challenges in execution and diversification across schools have hindered progress.
Though slow, the district has taken measures like the Literacy Acceleration Plan and the establishment of the Literacy Working Group to align curriculum and empower teachers with the latest research findings. However, the road to widespread change is riddled with obstacles and requires a delicate balance between autonomy and adherence to best practices.
‘That Work Is Going Slow’
While strides have been made, the pace of change hasn’t met expectations, frustrating advocates like Board President Shana Hazan. The need for clear recommendations and swift implementation remains paramount, emphasizing the urgency of transforming outdated teaching methods.
Amidst the gradual shift, there’s optimism that San Diego Unified will eventually chart a course towards effective literacy instruction, aided by district-wide assessments and enhanced teacher training.
‘Kids We Lost Along the Way’
At Johnson Elementary, a beacon of progressive reading instruction, the impact of research-based strategies is palpable. Recognizing the importance of decodable books and phonics instruction, teachers at Johnson have seen firsthand the positive effects on student learning.
Despite initial challenges and resistance, educators like Tracey Jenkins-Martin and Kim Barnes at Johnson remain committed to embracing change and enhancing student outcomes through evidence-based practices.
The tide is turning in San Diego Unified, with a newfound openness to discussing and integrating research-backed methods. The journey may be slow, but the promise of transformative impact on student literacy makes it an exciting time for educators and students alike.
