A note from Linda: I am seeking to meet with leaders for feedback on The Coaching System Growth Model, a transformative plan for improving coaching systems I’ve developed. If you’d like to participate, please reply or schedule a time here.

“The expert at anything was once a beginner.” - Helen Hayes

Your work matters.

Last month, I finally met David and Meredith Liben in person after knowing them for years. I’ve been lucky to work with them on their Improving Reading for Older Students course with Student Achievement Partners (highly recommend!) and they have been generous in recommending my support to districts. What does this have to do with the newsletter theme, Remember Where You Started, Linda? Their first book, Know Better, Do Better was the book that started my journey into the Science of Reading. This was years AFTER earning my Master’s in Reading. The way they described their own shift mirrored mine. I saw myself in their story and couldn’t help wondering what might have been different for some of my students if I had learned this sooner.

At that point, I was an experienced educator: a school & district coach, had two master’s degrees and National Board Certification; yet suddenly I was beginning again.

And since meeting this dynamic duo I can’t stop thinking about that moment. The moment where even after all of this time, I was a novice. I vividly remember having to look up phoneme and grapheme during a curriculum training. (No assumptions here: phonemes are the individual sounds in words; graphemes are the letters or groups of letters that represent them.)

In that moment, I felt a mix of embarrassment, confusion, and shame—paired with curiosity, fascination, and genuine excitement. That moment stays with me because it mirrors exactly what many teachers are experiencing now.

Can you relate?

I imagine many educators are having similar experiences. Many of us are exploring this reading revolution while grappling with how it compares to what we thought we knew. Depending on where you are in your science of reading journey, you may be beyond this novice feeling. But I implore you, PLEASE hold onto that experience.

Remember where you started.

When learners are in the acquisition phase, it is expected they will be frustrated and make mistakes. These emotions aren’t signs of resistance, they’re evidence of cognitive struggle, which is part of true learning. But teachers work in a society that expects daily perfection. From their perspective, there is no permission to be a beginner, to practice imperfectly, or to ask questions that risk exposing gaps in knowledge.

And yet, if we want instruction and outcomes to improve, we must create environments where learning is not only allowed but protected. Leaders must carve out spaces where teachers can safely experiment, reflect with support, and revise. Without room for learning, there will be no change.

What does someone who is experiencing embarrassment, confusion and shame (but probably won’t admit it) need from us as we support them in learning what the evidence says is effective in developing readers?

Leaders must carve out spaces where teachers can safely experiment, reflect with support, and revise because without room for learning, there will be no change.

How have you grown in your journey? What do you wish you had when you began?

Use those reflections to fuel your next moves as a leader and build the kind of environment where teachers can grow with confidence, courage, and dignity.

When leaders intentionally build this kind of environment, teachers are more willing to revisit practice, try again, and stay anchored in evidence.

Leadership Moves

1. Reflect on your experiences as a beginner.
2. Create safe and curious professional learning spaces.
3. Develop empathy and connection while maintaining accountability for growth and improvement.

What Does This Mean for Me?

When we hold onto our beginnings, we lead differently. Your own growth story is not just personal, it's a tool for leading others through change. In this literacy journey, many experienced educators are facing moments that make them feel novice again. And that is unpleasant but necessary. The question is whether they will have empathetic support in those moments or if they will be asked to ignore or hide their [expected] frustrations.

Recommended Resources

• ​Creating a Supportive Enviornment.pdf​

Related Newsletters:

• ​Teacher Self-Efficacy | January 2025​
• ​The People in Our Systems | December 2024​
• ​Walk the Walk | May 2024​
• ​Safe Practice | August 2023​

Where have we been?

It's been a busy month of working with clients and contract work while preparing for Winter break and spending time with family. I'm also working on my vision board for 2026. What's on your vision board for next year?

New Recording! Customer Satisfaction in a Coaching System Teacher feedback is more than opinion. It’s data that tells the story of your coaching system’s effectiveness. In this workshop, we’ll reframe coaching through the lens of customer satisfaction, using insights from business research to understand what drives teacher engagement and perceived value. Learn how to identify disconnects between expectations and experience, interpret dissatisfaction productively, and strengthen the overall health of the instructional coaching system. ​ ​ Watch here

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Grab my ebook! The Coaching System Assessment Guide: Identifying Strengths and Opportunities builds on the Coaching System Assessment, taking you beyong the assessment as you dig deeper into four key pillars: People, Process, Product, and Culture. If you’re ready to strengthen your coaching system in a way that truly supports educators and improves outcomes for students, this resource is for you. Buy the book

Where can we connect? Bold font shows events at which I'm presenting. ​ Power of Coaching Conference | Learn more here​ NC CEC 40th Annual Conference | Learn more here​ 2026 PaTTAN Literacy Symposium | Learn more here​ ​ Check out my calendar Would you like me to join an upcoming event as a speaker? Please reply to this email to inquire about how I can support you.

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​​Let's Work Together!

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, designing strategic plans, and coaching your coaches, 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.

I'd love the chance to work with you/your team. Book a call today and let’s start designing the support your team deserves.

Are you an individual or small team in need of on-demand support? Now, you can schedule a 90-minute session with me based on your needs at exactly the time you need it. The types of sessions are listed below.

• Consultation: Schedule time for thought partnership to support decisions or planning for your literacy or instructional coaching initiatives.
• Strategy Session: Develop or refine your plans with specific literacy or instructional coaching initiatives in mind.
• Data Analysis: Bring your literacy or coaching data and let's discuss strategic responsive actions!

For 90 minutes, we will meet and discuss your specific needs based on the information you provide when booking the appointment. The price is $250, paid upon booking the session (special pricing and booking link provided for current/former clients reply to request the link). Feel free to bring your team! Let's get your needs met at a time that serves you.