Science of Reading Support
Eradicating Literacy Requires New Learning.
The hard truth is that 3 in 10 children in the United States struggle to read by the time they are in 4th grade, which puts them at a higher risk of dropping out of high school and entering the criminal justice system. That’s why we’re committed to eradicating illiteracy in this lifetime.
Our in-house network of science of reading experts offers strategy support and custom, systemic professional learning design to states, districts, and charter management organizations seeking to help educators build knowledge and practice in the science of reading.
Get Effective, Scalable Support.
The Need
Five decades of research have culminated in the science of reading: a vast, interdisciplinary body of evidence about how proficient reading and writing develop; why some learners have difficulty; and how we can most effectively teach literacy to prepare all students for lifelong learning.
As 37 states and the District of Columbia work to implement new science of reading laws, Leading Educators is helping school systems realize this knowledge in practice with contextualized, systemic supports.
What We Cover
To overcome common pain points around shifting to the science of reading, our supports address:
- Teacher content and pedagogical knowledge of SoR through demonstration and role-play
- Research-based implementation drivers and practices that support the implementation of evidence-based practices
- Curricular internalization by engaging in instructional planning and rehearsal during professional learning
What Makes Our Support Stick
New ways of teaching require continuous and job-embedded practice that typical professional development workshops can’t facilitate. That’s why we work to shift the ways teachers collaborate and learn.
Hear a brief testimonial from Megan Macfeat, a Baltimore City Public Schools district literacy coach, about the change she sees in K-2 classrooms.
Unlike traditional, one-time professional development workshops, we build coherent professional learning systems and capacity that develop:
- ongoing collaboration, inquiry, and practice
- distributed instructional leadership
- libraries of adaptable, turnkey professional learning resources that address both content knowledge and design principles of high-quality curricula in varied formats, such as self-paced asynchronous learning
- robust, multi-layer data infrastructure.
Along the way, we help show you what we do, enabling you to lead continuous improvement far into the future without us.
Our Partners Are Seeing Rapid Results.
In Baltimore City Public Schools, average growth on DIBELS in supported schools is already outpacing other district schools by 13 percentage points this year. Last year, student foundational literacy proficiency increased at all grade levels, notably by 27 percentage points for kindergarten.
Want to see how these supports play out in practice? Read a story about the partnership.
We Design For You.
No matter where you’re starting, we can help your district or state become a dynamic learning system where all students and adults are set up to achieve greatly, together.
We draw from our expertise as career educators, our proximity to leading researchers, and our practical experience as coaches and designers to help educators practice what they teach and plan for the future.
Systems/Strategic Advising
We advise state and local system-level leaders on developing and implementing a vision for literacy that addresses curriculum implementation, assessment systems to drive effective multi-tiered systems of support, and high-quality professional learning that strengthens teacher practice and impact.
Build a strong plan and bring it to life with our help.
Professional Learning Design
We support you in designing and facilitating high-quality professional learning for district and school administrators, literacy coaches, and teachers in various formats. These can include regional or network convenings, asynchronous modules, train-the-trainer workshops, and school-based learning cycles.
Cultivate strong practice with knowledge-rich, practical professional learning.
Coaching & Capacity Building
We support you in strengthening your implementation drivers through
literacy leadership training, observation and feedback, data stepbacks, and capacity building around creating and sustaining high-quality professional learning on your own.
We can help you build on the strengths of your team.
Start the Journey to Life-Changing Results.
Let us know how we can help.
“My calling is so that children can one day stand on their own without scaffolds, that children will one day reap the benefits that literacy is liberty, that children will one day be able to teach someone else the power that only literacy can bring.”
Dr. Mitchell Brookins, Managing Director
Meet the Team
Dr. Mitchell Brookins
Naima Richardson
Olivia Bertucci
Jennifer Sierra
Dr. Heather Zuerblis
About Dr. Mitchell Brookins
Dr. Mitchell Brookins is a teacher first, and he has spent years studying, exploring, and refining his practices to yield student learning. As an expert in instructional leadership, he leads implementation for our partnership with Baltimore City Public Schools.
Mitchell has taught on the Southside of Chicago, been a district leader of RtI and literacy in Chicago Public Schools, and served as a school administrator in Chicago Public Schools and New Orleans. Mitchell’s professional engagements include: Literacy Content Reviewer for EdReports, Professional Learning Facilitator for the National Board Professional Teaching Standards, Professional Development Facilitator for UnboundEd, and a member of the Board of Directors for The Reading League.
Mitchell's instructional leadership as a school administrator has yielded the following results: 19-point growth in the School Performance Score, which moved ReNEW Cultural Arts Academy from a “D” to a “C” in one year, an average of 24% growth in Math and 16% growth in Reading over two years at ARISE Academy, and finally, Dwight Eisenhower was recognized for having the greatest growth gains of all open-enrollment charters in New Orleans and the School Performance Score increased by 12 points which resulted in the school’s letter grade moving from a “D” to a “C” in one year.
Mitchell has a B.A. in Elementary Education and Religious Studies from Illinois Wesleyan University, a M.A. in Teacher Leadership from Roosevelt University, and a PhD in Educational Administration at the University of New Orleans.
Mitchell has taught on the Southside of Chicago, been a district leader of RtI and literacy in Chicago Public Schools, and served as a school administrator in Chicago Public Schools and New Orleans. Mitchell’s professional engagements include: Literacy Content Reviewer for EdReports, Professional Learning Facilitator for the National Board Professional Teaching Standards, Professional Development Facilitator for UnboundEd, and a member of the Board of Directors for The Reading League.
Mitchell's instructional leadership as a school administrator has yielded the following results: 19-point growth in the School Performance Score, which moved ReNEW Cultural Arts Academy from a “D” to a “C” in one year, an average of 24% growth in Math and 16% growth in Reading over two years at ARISE Academy, and finally, Dwight Eisenhower was recognized for having the greatest growth gains of all open-enrollment charters in New Orleans and the School Performance Score increased by 12 points which resulted in the school’s letter grade moving from a “D” to a “C” in one year.
Mitchell has a B.A. in Elementary Education and Religious Studies from Illinois Wesleyan University, a M.A. in Teacher Leadership from Roosevelt University, and a PhD in Educational Administration at the University of New Orleans.
Dr. Mitchell Brookins in the news
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About Naima Richardson
Naima Richardson is the Senior Director for Science of Reading Partnerships.
Before joining LE, Naima served public schools for 20 years as a teacher, instructional coach, and assistant principal in New York City and the District of Columbia. In her most recent role as Assistant Principal/Instructional Coach, she provided professional development and weekly debriefs that led her teacher team through a curriculum restructuring, resulting in improved student performance on state assessments. Naima holds a Master of Science in Educational Leadership from Baruch College and a Master of Arts in Educational Leadership, Politics, and Advocacy from New York University.
Naima’s educational experiences in public schools, Prep for Prep 9 and boarding school showed her the importance of igniting students’ potential while providing strategic support. Naima’s support currently comes from her family and friends who encourage her to dance, travel and participate in the occasional thrill-seeking activity.
Before joining LE, Naima served public schools for 20 years as a teacher, instructional coach, and assistant principal in New York City and the District of Columbia. In her most recent role as Assistant Principal/Instructional Coach, she provided professional development and weekly debriefs that led her teacher team through a curriculum restructuring, resulting in improved student performance on state assessments. Naima holds a Master of Science in Educational Leadership from Baruch College and a Master of Arts in Educational Leadership, Politics, and Advocacy from New York University.
Naima’s educational experiences in public schools, Prep for Prep 9 and boarding school showed her the importance of igniting students’ potential while providing strategic support. Naima’s support currently comes from her family and friends who encourage her to dance, travel and participate in the occasional thrill-seeking activity.
About Olivia Bertucci
Olivia is a content specialist and coach fueled by the belief that literacy is a basic human right. She supports instructional leaders in Baltimore by leading ELA professional learning experiences and coaching.
Prior to joining Leading Educators, Olivia spent the last decade as a kindergarten teacher, curriculum specialist, and instructional coach for New Orleans public schools. She also facilitates ELA and Leadership development centered on educational equity for UnboundEd. Her impact was most recently highlighted in supporting instructional initiatives that yielded Eisenhower Elementary's “highest gains” recognition for all open-enrollment charter schools in New Orleans.
Olivia holds a Bachelor’s degree in Early Childhood Education from Louisiana State University and is nearing completion of a Master’s in Educational Leadership from Xavier University in New Orleans. Olivia lives just outside of the city with her husband and toddler. She enjoys festivals, boating, and makeup artistry.
Prior to joining Leading Educators, Olivia spent the last decade as a kindergarten teacher, curriculum specialist, and instructional coach for New Orleans public schools. She also facilitates ELA and Leadership development centered on educational equity for UnboundEd. Her impact was most recently highlighted in supporting instructional initiatives that yielded Eisenhower Elementary's “highest gains” recognition for all open-enrollment charter schools in New Orleans.
Olivia holds a Bachelor’s degree in Early Childhood Education from Louisiana State University and is nearing completion of a Master’s in Educational Leadership from Xavier University in New Orleans. Olivia lives just outside of the city with her husband and toddler. She enjoys festivals, boating, and makeup artistry.
About Jennifer Sierra
Jen is an educator who is especially passionate about early childhood education and teaching kids how to read and write. As a Director of Content and Coaching, she leads the design and facilitation of learning experiences focused on understanding the science behind how brains learn to read and how to apply this knowledge. She also coaches educators around their planning and practice to ensure that all students receive high quality literacy instruction and become strong readers, and supports school teams to work toward systemic change..
Jen holds a B.S. in Child Development and an M.A. in Teaching and Curriculum, both from Michigan State University. Before joining Leading Educators, she was a classroom teacher for 10 years in Godwin Heights Public Schools and worked as a coach for a non-profit focused on supporting school transformation. She is honored to be able to serve the students and educators in the districts that she both attended and taught in.
Jen lives in Grand Rapids, MI with her teenage twins. She loves traveling, baking, surfing, going to concerts and comedy shows, spending time outside, and cooking.
Jen holds a B.S. in Child Development and an M.A. in Teaching and Curriculum, both from Michigan State University. Before joining Leading Educators, she was a classroom teacher for 10 years in Godwin Heights Public Schools and worked as a coach for a non-profit focused on supporting school transformation. She is honored to be able to serve the students and educators in the districts that she both attended and taught in.
Jen lives in Grand Rapids, MI with her teenage twins. She loves traveling, baking, surfing, going to concerts and comedy shows, spending time outside, and cooking.
Equity requires educators who are invested in the work of unpacking their biases and privileges, so that the intersecting identities of all their students are seen, heard and valued.
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About Dr. Heather Zuerblis
Heather is a literacy leader who believes that all children can learn to read if they have access to evidence-based literacy approaches. She supports the implementation of our Baltimore partnership.
Before joining Leading Educators, Heather spent over fifteen years as a classroom teacher, literacy instructional coach, and systems level leader in the DC area. While working at DC Public Schools, she served as an inaugural member of the LEAP team, working alongside LE partners to implement this groundbreaking initiative. In this role, she designed districtwide literacy professional development experiences, as well as provided leadership coaching to school-based instructional leaders. Most recently, she served as the Senior Manager of Literacy Professional Development Design at Amplify.
Heather earned her doctorate in Educational Policy & Leadership, with a concentration on Early Literacy Intervention, from American University. Her dissertation focused on centering the experiences of BIPOC school principals as they strategically implemented programing to align to Reading Science. She holds an M.Ed. from Boston University and a bachelor’s degree from James Madison University. Heather also serves on the board of The Reading League’s DC Chapter. She enjoys spending time with her husband, a career Special Educator, her son James, and their new puppy.
Before joining Leading Educators, Heather spent over fifteen years as a classroom teacher, literacy instructional coach, and systems level leader in the DC area. While working at DC Public Schools, she served as an inaugural member of the LEAP team, working alongside LE partners to implement this groundbreaking initiative. In this role, she designed districtwide literacy professional development experiences, as well as provided leadership coaching to school-based instructional leaders. Most recently, she served as the Senior Manager of Literacy Professional Development Design at Amplify.
Heather earned her doctorate in Educational Policy & Leadership, with a concentration on Early Literacy Intervention, from American University. Her dissertation focused on centering the experiences of BIPOC school principals as they strategically implemented programing to align to Reading Science. She holds an M.Ed. from Boston University and a bachelor’s degree from James Madison University. Heather also serves on the board of The Reading League’s DC Chapter. She enjoys spending time with her husband, a career Special Educator, her son James, and their new puppy.
“Students deserve access to evidence-based literacy instruction, provided by a knowledgeable and effective teacher. For far too long, ineffective practices have been the norm. But now that we know better, we can do better."
Dr. Heather Zuerblis in the news
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Stories & Resources
Learn more about our past decade of work to systematically grow strong literacy across districts and states through a selection of stories, reports, and free tools.
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