In 2023, Ohio lawmakers established a statewide initiative grounded in the science of reading, an evidence-based instructional approach that focuses on phonics and knowledge-building. The ultimate goal of the initiative is to boost Ohio’s troublingly low reading scores. And since studies show that teachers matter more than any other element of schooling, Ohio will need a teacher workforce that’s well-trained in reading science to make meaningful progress.
To their credit, policymakers attempted to beef up training for reading teachers well before they established a statewide initiative. State law has long required teacher candidates to complete a certain number of college coursework hours covering topics like phonics and reading instruction. Candidates are also required to pass a Foundations of Reading exam to determine whether they have mastered the requisite knowledge.
But these policies—both of which remain in effect—weren’t enough on their own to ensure that teachers were entering the classroom with a strong foundation. In fact, a 2023 NCTQ report found that just a third of Ohio’s elementary teacher preparation programs were providing adequate coverage of all five components of reading science.[1] Even worse, more than half were promoting approaches contrary to research-based methods—things like three-cueing, which encourages students to use pictures or context clues to guess at words instead of using phonics-based word recognition skills.
To address this issue, policymakers took a two-pronged approach. First, they focused on future educators by requiring the Ohio Department of Higher Education to conduct audits of the state’s teacher preparation programs to ensure their alignment with reading science. (Findings from the first round of audits were published in December.) Second, they focused on current educators by requiring all teachers and administrators to complete a professional development (PD) course in the science of reading. Going forward, DEW will maintain this introductory course and develop a new, competency-based one that licensed teachers must complete every five years.
In short, Ohio has made a lot of progress. But while introductory courses and five-year refreshers are helpful, they shouldn’t be the only PD opportunities available in a subject that can have such a massive impact on students’ futures. Teachers—and kids—deserve more.
One way to give it to them is by providing curriculum-based professional learning (CBPL), or development that’s grounded in the specific curriculum and instructional materials that teachers use in their classrooms. CBPL pairs high-quality curriculum and materials with regular training and consistent coaching that gives teachers individualized feedback on how they’re using the materials they interact with on a daily basis. Compared to traditional PD, CBPL is “active, ongoing, and focused on improving the rigor and impact of teachers’ lessons.” When done right, it aligns with the elements of effective professional development.
Teachers regularly participate in PD that covers a broad range of issues, from student safety and classroom management to AI and ed-tech. CBPL, however, is harder to come by. According to a RAND report, just 40 percent of Ohio teachers reported in 2021 that they engaged in collaborative learning on English language arts materials at least four times a year. Only 13 percent said they engaged in workshops or trainings on materials. A measly 8 percent said they received coaching on materials.[2]
State policymakers should ensure that more teachers have access to CBPL, especially in reading. A quick look at Ohio’s list of approved reading curricula reveals that all of the providers claim to offer some form of curriculum-based PD. But the quality and depth of these offerings is unclear. Are they seminars or videos that require teachers to just sit and listen? Or are they collaborative experiences that permit teachers to ask questions, engage with peers, and receive guidance from experts and mentors? Do they provide teachers with opportunities to practice what they’ve learned, receive feedback, and try again? Or are they one-and-done experiences that simply check a box?
To be clear, evaluating the curriculum-based PD that providers offer was not on the original agenda for DEW. The department was charged with identifying high-quality curricula and materials and creating an entry-level reading science course. It accomplished both. Now it’s time to take the next step, and that means providing teachers with ongoing, in-depth development that’s aligned to reading science and the specific curricula and materials they’re using.
Other states have proven this is possible. The Rhode Island Department of Education, for example, publishes a list of approved CBPL providers, all of whom hold statewide contracts through Rhode Island’s master price agreement and were selected through a statewide RFP. For districts interested in partnering with external vendors, the department provides a link to the professional learning partner guide offered by Rivet Education, a consulting group that’s already done the work of vetting providers. Rivet’s recommended partners for the science of reading or curricula that appear on Ohio’s approved list include well-respected organizations like Amplify, Education First, Relay Graduate School of Education, and TNTP.
Ohio policymakers should follow Rhode Island’s lead. They could start by calling on DEW to send out an RFP for CBPL providers that specialize in the reading curriculum and materials that appear on the state’s approved list. DEW (or a chosen contractor) could then vet applicants and establish an approved list like the one in Rhode Island. From there, Ohio policymakers could incentivize districts to offer CBPL by covering the cost if they choose to work with a provider on the state’s list.
Some lawmakers might balk at the idea of spending more money on early literacy. After all, Ohio has already invested roughly $200 million via its last two state budgets. But incentivizing districts and schools to offer CBPL is a win for everyone. Teachers would receive in-depth and ongoing training that’s customized to the materials they use every day. Administrators would have teachers and staff that not only feel better-supported but actually are better-supported, freeing up time, attention, and funds to spend elsewhere. Students would benefit from teachers who are beefing up their knowledge and improving their instructional practice. And policymakers who are eager to boost reading achievement would be one step closer to doing so.
Ohio leaders deserve kudos for how far the state has come with the science of reading. But now that the foundation is in place, it’s time to start building. Governor DeWine’s plan for instructional implementation teams and additional reading coaches is a good one. Adding CBPL to the mix would be even better.
