#81: How to Convince Your Admin to Support the Science of Reading
When You Believe in Something That Changes Lives
If you’ve seen the science of reading work in your classroom, you know how powerful it is. Students who once struggled to sound out words begin reading with confidence. Children who were guessing suddenly light up when they realize, “I can do this!”
But here’s the challenge: not every administrator is familiar with the science of reading. Some may feel tied to the district’s adopted program. Others may not have had the training or background to understand what makes this approach different. And that can leave you wondering: How do I get my principal on board?
The good news? You don’t need to storm into their office with “all the research.” You just need a clear plan, your classroom data, and the right words to start the conversation.
Why Admins Aren’t Against the Science of Reading
Before you walk into the meeting, it helps to remember this: administrators aren’t the enemy. They’re under a lot of pressure—raising test scores, following district guidelines, and keeping the peace.
Most of the time, they’re not anti-science of reading. They’re simply unfamiliar or unsure how to implement it. Your role is to lead with clarity, not conflict.
Step 1: Bring Your Own Classroom Data
Nothing speaks louder than student growth. When you sit down with your administrator, you don’t need a fancy research packet—you just need the evidence from your own classroom.
Start by showing simple before-and-after comparisons. For example, pull decoding or fluency scores from the beginning of the year and place them side-by-side with where your students are now. It’s hard to ignore real numbers that prove growth.
You can also bring along running records or observation notes that capture how students have moved from frustration to confidence. Pair that with a few student work samples—like writing that shows kids applying the phonics patterns you’ve taught—and the picture becomes even clearer.
And don’t underestimate the power of a good story. Sharing a quick anecdote about a child who once struggled to sound out words but is now reading paragraphs with pride can be just as convincing as test data.
For example: “Since starting daily phonemic awareness routines, my lowest readers have jumped 10 points in fluency in just 8 weeks.”
Step 2: Compare With State or School-Wide Scores
ZSometimes it helps to zoom out and show your administrator the bigger picture. While your classroom data is powerful, pairing it with public numbers can really drive the point home.
For instance, look at your state’s report card data for 3rd grade reading. Many states are seeing flat or declining scores year after year. The Nation’s Report Card (NAEP) shows the same trend on a national level. Even at the district level, you may notice reading scores that haven’t improved much in recent years.
When you can say, “Here’s where our state is stuck… and here’s how my students are moving ahead,” it paints a compelling picture. You’re not just saying the science of reading works—you’re proving it works in your classroom, even when the larger numbers don’t show growth.
For instance, you might say: “While our state’s reading proficiency has stayed flat, my students are making accelerated gains with science of reading routines.”
Step 3: Offer Solutions, Not Just Problems
Admins hear complaints all the time. What makes you stand out is when you bring solutions.
Here are some easy, low-cost ideas you can suggest:
- Swap leveled readers for decodable texts — so that students practice reading with real skills instead of guessing from pictures.
- Add phonemic awareness warm-ups at the start of every day — to help every child build the foundation they need to decode and spell with confidence.
- Suggest a school-wide PD day focused on the science of reading — so that teachers have the training and tools to make instruction consistent across classrooms.
- Share resources like The Reading League or IDA research briefs — to show administrators this isn’t a trend, but a proven, research-based approach validated for decades.
Example: “We don’t need to change everything overnight, but here are two quick wins we could try school-wide right away.”
Step 4: Use Language That Builds Bridges
It’s easy to forget in the heat of the moment, but administrators are humans too. Just like us, they’re juggling pressures, making tough decisions, and trying to do what’s best for kids. If we come in sounding combative or accusatory, it’s natural for them to get defensive.
A better approach is to use language that shows you’re on the same team. Instead of pointing out flaws or saying, “This program doesn’t work,” try phrasing things in a way that feels collaborative and forward-focused. For example:
- “I’ve been learning about the science of reading and I’d love to share what’s working.”
- “We’re all working toward the same goal: helping every student become a successful reader.”
- “I’ve seen great results in my classroom, and I think these ideas could help schoolwide.”
These small shifts in wording remind your administrator that you respect their role while also inviting them into the conversation. When they feel supported instead of attacked, they’re much more likely to lean in and listen.
Step 5: Remember—This Is Science, Not a Trend
You may need multiple conversations before change happens, and that’s okay.
Remind your administrator:
- The science of reading is not a program.
- It’s a body of research, like biology or chemistry.
- It’s been validated for decades—and it works.
💡 Closing thought: “This isn’t about trying the latest trend. It’s about using what science tells us works best for kids.”
In This Episode, You’ll Discover:
- Why administrators may hesitate about the science of reading.
- The student data that makes your case stronger than words alone.
- How to use state and national report cards to show the big picture.
- Specific solutions you can suggest (that won’t break the budget).
- The exact phrases that keep conversations positive and productive.
Bringing It All Together
Change doesn’t happen overnight. But it often starts with one teacher—brave enough to step forward with data, confidence, and a student-first mindset.
You don’t need permission to start using brain-based routines in your classroom. But when you bring your administrator along for the journey, you open the door for schoolwide transformation.
So take a deep breath, grab your student data, and remember: you’re not just advocating for a program. You’re advocating for your students’ future.
👉 Want more support in having these conversations? Join The Science of Reading Formula to get ready-to-use tools, parent handouts, and admin-friendly resources that make advocating easy.
LINKS
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International Dyslexia Association
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