Exploring the influence of professional development,curricular change,and coaching on teachers’ literacy instructional practices and perceptions

This study explores the perceptions and experiences of six elementary teachers who received Language Essentials for Teachers of Reading and Spelling (LETRS) training, totaling 120-150 hours. The teachers were also supported by an instructional coach when tasked with teaching the newly adopted 95% Core Phonics Program for K-3 students. A multiple case study approach was used, including qualitative data from five classroom observations (30-45 minutes each) of Tier 1 literacy instruction and one semi-structured interview per teacher (30-60 minutes). The findings highlight four key themes: 1) Implementing Reforms Requires Emotional Labor and Time Beyond Contracted Expectations, 2) Teacher Expectations of Student Success using the Structured Program Influenced Instructional Decisions During Early Implementation, 3) Maintaining Student Engagement and Motivation Still Requires Instructional Responsiveness and Adaptations Within a Structured Curriculum, and 4) Early-Phase Instructional Coaching Supports Confidence during Instruction. These findings hold important implications for educational policy and practice, particularly in light of increasing mandates related to the science of reading. Further research is recommended to deepen the understanding of teacher and student experiences, focusing on ensuring meaningful engagement and motivation, irrespective of instructional approaches.