Lani Mednick is currently the Assistant Principal of Instruction at Ascend, a TK-8th grade Title 1 school in Oakland, California. She was previously a teacher of students in TK-6th, a reading interventionist, and an Early Literacy Lead of a grant-funded Early Literacy Cohort in Oakland Unified (with Margaret). She has supported district leads, principals, coaches, teachers and tutors in systematically bringing reading research to practice in classrooms – keeping student outcomes at the center. She joined The Right to Read Project because she firmly believes that learning to read is a civil right and works to give as many students equitable access to this right. You can hear her in podcasts, such as the APM Reports documentary At a Loss for Words and Amplify’s Science of Reading Podcast.
Concurrent Session Description
It’s Not Enough to Know Better: Leading Instructional Change
Margaret Goldberg and Lani Mednick
(Coaching/ Instructional Support, Leadership, General Science of Reading)
Optimists may assume that as more educators learn about the science of reading, we will see more students become skilled readers. But for kids to benefit from adult-learning, classroom instruction must change. It’s not enough to know better; we actually need to know how to do better. Changing teacher practice requires careful planning and strong leadership. It can require overhauling curriculum, assessment, and school district structures. In this session, we’ll share practical advice for those who want to initiate and support change.
Target Audience(s): Elementary
Education Track(s): New to the Science of Reading, Equity & Inclusion, Leadership