"Not everything can go according to the plan." - Henning Mankell

Your work matters.

​Last month, I wrote about something systems are facing right now:

We are doing many things right… and it’s still not working.

Let’s look at some reasons why. Because what I’m seeing over and over again in classrooms is not due to a lack of effort; it’s something more subtle and possibly more coachable.

Teachers Are Doing the Lesson

In many cases, teachers are compliant. They’re following the script.

They’re modeling the steps. (Or at least their version of modeling…)
They’re asking the questions.
They’re moving through the routine as it’s written.

On the surface, it looks like decent implementation. Then a student gives an unexpected response.

Or misreads a word.
Or doesn’t apply the pattern in a new context.

And in that moment, everything slows down, because this wasn’t in the plan. Because the script can’t do the thinking for them.

The Instructional Gap

Recently, I was working with a team on teaching students syllable division to support decoding unknown multisyllabic words.

They could walk students through the steps listed in the routine:

1. Label the first two vowels
2. Connect the vowel sounds with a bridge
3. Label the consonants below the bridge
4. Determine the syllable pattern - it’s a clue!
5. Divide between the syllables
6. Label the syllable types and read the word
7. Adjust and repeat if needed

But in a subsequent planning session, teachers had more questions:

• How do you explain why the division works?
• How do you connect it to other words?
• How do you provide corrective feedback?

They were underprepared for when students got stuck or had questions about “why” this was where to divide the word.

Those moves require more than following a lesson. They require deeper teacher knowledge.

Why This Matters More Than We Think

Curriculum is designed to support instruction. In fact, I’m a big proponent of curricular resources to support teachers with planning and providing access to equitable instruction. (One of my favorite articles on this topic)

But it is not a substitute for teacher expertise.**

And when teachers don’t yet have that expertise, such as newer teachers or those entering through alternative pathways, they do what we’ve asked them to do:

They rely on the resource.

The challenge is that many resources:

• assume background knowledge
• prioritize student discovery over explicit explanation
• don’t fully script corrective feedback

Then teachers are left navigating critical instructional moments on their own, and instruction falls short of what students need.

**Quick note about this: as we have seen in recent studies, even teachers who have been through training that builds knowledge are not translating this expertise into instructional practice. (See "When Knowledge Isn't Enough")

What Actually Moves the Needle

Through my experience, I have discovered a critical distinction:

It is not enough for teachers to simply follow a lesson plan.

True effectiveness requires a deeper comprehension of:

• the ultimate objective of the instruction
• the specific rationale behind every instructional step and how to adjust directions/suggestions
• the necessary adjustments when students encounter difficulties

This highlights the gap between merely delivering a lesson and actually making instruction work.

In a practical setting, this involves:

• practicing specific teacher moves during the planning phase
• explicitly identifying the "why" for every routine
• demonstrating real-time instructional pivoting
• providing active coaching during those pivotal instructional moments

Real learning for both the educator and the student happens in that intersection.

A Shift

During a recent planning session, we moved beyond just reviewing the curriculum and instead posed the question:

“Where are students most likely to make an error here?”

Then we planned for it, focused on what we would say to provide scaffolding or corrective feedback.

That one shift changed the entire lesson planning experience. Teachers left prepared to go beyond the delivery of the script and teach through the lesson in a responsive manner.

In practice, that looks like:

• rehearsing responses during planning
• naming the purpose behind routines
• modeling how to adjust in real time
• and, most importantly, coaching into those moments as they happen

The Bigger Picture

It is imperative that leaders create space for job-embedded learning that supports teachers with going beyond the script so that they are prepared to respond to students’ needs in the moment.

As you reflect this month:
​Are your teachers being supported to follow the lesson or to respond when the lesson doesn’t go as planned?

Next, I’ll dig into the layer that makes this possible: What kind of support actually helps teachers build this level of expertise and why coaching is the missing piece in so many systems.

Leadership Moves

1. Shift Planning from “What to Teach” to “How to Respond”: Build planning routines that anticipate student errors and require teachers to script or rehearse corrective feedback and explanations beyond just lesson delivery.
2. Prioritize Job-Embedded Coaching Over One-Time Training: Ensure teachers receive in-the-moment support (modeling, co-teaching, feedback) that builds their ability to adjust instruction responsively during lessons.
3. Make Teacher Knowledge Visible and Explicit: Regularly press for the “why” behind instructional routines in team meetings and walkthroughs to strengthen teachers’ conceptual understanding.

What Does This Mean for Me?

As a literacy leader, this means your role extends beyond ensuring that curriculum and training are in place. You are responsible for creating the conditions where teachers can think within the lesson, not just follow it. This requires prioritizing structures that build teacher decision-making: planning conversations that go beyond pacing, coaching that focuses on instructional moves in the moment, and a consistent emphasis on the “why” behind practices. It also means recognizing that fidelity is not just about adherence to a script, but about responsiveness to students. Your impact is measured not by what teachers are given, but by what they are able to do when students need something different than what was planned.

It’s the time of year that leaders are thinking about budgets and strategy for next year. I know literacy leadership can feel lonely - I’d love to support you with a plan for next year’s strategy. I am offering complimentary 30-minute strategy sessions; let's create a gameplan for next year! Book a call below.

Where have we been?

April is birthday month in my family with birthdays three days in a row. Add Spring Break to the mix and it's been a lot of family time!

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At Linda Rhyne Consulting, we help schools and districts strengthen their instructional coaching and literacy systems so every educator thrives so they can impact student outcomes. From assessing your current approach, to designing strategic plans, and partnering with leaders for long-term implementation, we make sure your systems align with research, state standards, and your unique context. If you’re ready for cohesive, sustainable systems that work for your people, let’s talk.

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