Principals Must Embrace the Science of Reading
By David McGuire
When I was a high school English teacher over a decade ago, I had a straightforward ask of my students: Never leave my classroom without a book in your backpack. I hoped the book would serve a dual purpose for my Black and brown students. First, as a tangible reminder of their identity as students. Second, it is a bridge to opportunity because every page read is a step toward knowledge, confidence, and a brighter future. One student asked, “Why do you always make us carry a book, Mr. McGuire?” I replied, “The knowledge you get from reading is something no one can take from you!” Not all of my students, however, took to reading as easily as others.
Years later, as an elementary principal, I couldn’t stop thinking about those high schoolers who struggled to read. Their challenges didn’t begin in high school; they started long before foundational skills were built. I knew literacy had to be the cornerstone of my school. My best decision was to hire an assistant principal who fiercely advocates for early literacy. I created the Summit READS (Reading Education and Drives Success) initiative to drive literacy instruction. The initiative included a dedicated time during the day for our students to stop and read, putting bookshelves outside the bathrooms for students to read while waiting, creating a virtual storytime series for families, and building a library in our school. Above all, I wanted reading at the forefront. I was determined that our school would not let any student slip through the cracks when it comes to literacy.
As a leader, I did not just want to lead the reading culture from my seat as an administrator. When I couldn’t fill a third-grade teaching position, I stepped in to teach. Teaching elementary students gave me firsthand insight into how early literacy or its absence impacts a student’s trajectory. That experience solidified my belief that strong school leaders must align with the science of reading (SOR).
I know from experience that initiatives in buildings live and die through the principal’s commitment. The Literacy Cadre is one great program that brings educators together to strengthen literacy practices. I encourage principals who lead schools as part of the cadre to engage actively. Engage as though you were a teacher to be better equipped and prepared to lead teachers and your school’s literacy efforts. For this and other science of reading initiatives to work in schools, the principal must be fully committed to its success. This means having the knowledge and skills to lead the work of shaping literacy instruction.
This year, I serve as a Senior Policy Fellow with Teach Plus Indiana, supporting a working group focused on the science of reading. A key recommendation we are making is mandating participation in SOR training for district and K-5 school-based administrators, ensuring they are equipped to lead the charge in implementing and improving literacy outcomes for all our students.
Fourteen years after asking my high school students to carry a book in their backpacks, our state’s literacy challenges remain just as urgent. The good news is that Indiana reading scores have shown some improvement due to efforts across the state to combat the decline in literacy growth. While progress has been made, there is still work to be done. And principals like me must be fully present, ready to meet these challenges head on.
In my new school, I have the same simple ask for students: Make sure you have a book. In my classroom a decade ago, I had told my students, “This book is your power.” This is as true now as it was then.
David McGuire is the principal of Rooted School Indianapolis. He is a 2024–2025 Teach Plus Indiana Senior Policy Fellow.
