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.

Feedback is very useful for telling us “where we are.” - Marshall Goldsmith

Your work matters.

We lament when teachers say “but I taught them that,” when data shows students didn’t learn “that.” And yet, we do the same thing to our teachers. We act as though sending an email with feedback or making a handbook will shift instruction and change teacher behaviors.

School leaders have a responsibility to “inspect what they expect.” I don’t disagree with that premise. And classroom observations are an important data collection tool for school leaders. They help to inform instructional trends across the school and/or grade levels, and provide a window into areas to consider for improvement with individuals or larger professional learning needs.

But classroom observations (and walkthroughs) and feedback (especially emailed feedback) are very passive. We share our ideas for “grows and glows”, sandwich our critical feedback between positives then leave the teacher on their own to do something with what we said.

News flash: if you keep seeing the same thing observation after observation, your emails aren’t working.

Which means simply providing feedback does not exactly provide a guide on how to grow. Hence, many leaders find themselves in a feedback trap, cycling through rounds of classroom visits and feedback without gaining any traction.

In this literacy movement, we are asking teachers to shift A LOT of their instructional approaches and thinking and for good reason. Teachers are using new curriculum resources, new routines, new knowledge, new assessment practices, etc. Teachers need opportunities to see instruction, try it, practice it, receive guided feedback, and return to it again. To develop their skills, teachers can succeed with a cycle of observation, practice, collaborative reflection, and repeated application of instructional techniques. NOT AN EMAIL.

You may remember September’s newsletter on Cognitive Load. What happens to our brain when it is overwhelmed? Christopher Schimming sums up what we keep witnessing in schools:

Sound familiar? If the teachers you support are experiencing overwhelm, their brains and bodies cannot keep up. We cannot continue the feedback trap and expect different results. It’s time for leaders to roll up their sleeves and support teachers’ practice.

Instead of relying on passive oversight, leaders can shift their approach to create time for active, skill-building support that bridges the gap between knowing and doing:

*I highly recommend using the Goyen Foundation’s Science of Reading Classroom YouTube channel for video analysis.

We are in the midst of a literacy movement that requires teachers to rethink deeply ingrained habits and adopt new research-aligned practices. These shifts span every part of the instructional day:

• Foundational Skills Instruction
  ​Teachers are being asked to deliver systematic, explicit phonics routines, implement decoding practice with precision, and scaffold reading in ways that are often vastly different from what they were taught during teacher preparation and what they’ve practiced for years.
• Language and Knowledge Building
  ​Instruction is moving from isolated comprehension strategies to rich read-alouds, background building, and text-based discussions that grow vocabulary and conceptual understanding. This requires planning, pausing, questioning, and connecting texts in intentional ways.
• Using Assessment to Inform Instruction
  ​Leaders are asking teachers to shift from intuition-driven interventions to data-informed decision-making often requiring new screening tools, progress monitoring routines, and intentional planning.
• Equitable Access to Complex Text
  ​Teachers are being asked to provide grade-level content with meaningful scaffolds rather than defaulting to leveled reading or simplified materials. This represents a philosophical and practical shift that demands support to execute well.

These are not small pivots; they are instructional identity shifts. They require practice, guidance, and shoulder-to-shoulder leadership. When leaders rely solely on feedback, they inadvertently treat these shifts as simple knowledge gaps instead of complex skill-building journeys.

Teachers may not be resisting the change. They are navigating an unprecedented instructional transformation and they need leaders who are willing to be instructional partners, not just instructional observers.

Leadership Moves

1. Lean into practice, rather than simply observing.
2. Grow your own knowledge so you can be the instructional leader your colleagues need.
3. Narrow your focus, providing time for teachers to practice and grow in instructional mastery.

What Does This Mean for Me?

As a literacy leader, your role is evolving from evaluator to instructional partner. The feedback trap is not enough to support the deep shifts teachers are being asked to make.

Your leadership directly impacts whether teachers can translate knowledge into practice. Rolling up your sleeves, coaching alongside teachers, and creating cycles of practice and reflection ensures that feedback becomes meaningful growth—and that students ultimately reap the benefits of strong literacy instruction.

Recommended Resources

• I can't stop thinking about my friend Justin's podcast with Michelle of The Colorful Classroom.
• The Goyen Foundation YouTube Channel
• ​LRC Coaching System Assessment PDF - Final.pdf​

Related Newsletters:

• ​Maximizing Instructional Time (Part 2)​
• ​Safe Practice​
• ​Walk the Talk​

Where have we been?

The NCCAT Literacy Leaders Conference 2025 was FIRE. It was an honor to be invited and present on Differentiating Coaching to Support Science of Reading implementation.
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I met some of my literacy heroes! David and Meredith Liben have not only influenced my journey with their books, articles, and IROS course, but they’ve been generous colleagues in this work as a consultant. And we FINALLY met in person after knowing each other for YEARS! Having the chance to be in such an intimate space with Kareem Weaver was a dream. His passion, authenticity, and graceful accountability was exactly what that room needed to hear.
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Rebecca Harper explained how we can use smaller pieces of writing to scaffold up to longer pieces.
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The Libens reminded us that comprehension is built on knowledge, vocabulary, habits of mind, and teachers who make thinking visible. Read-alouds aren’t for teacher breaks, they’re essential bridges. Simple texts can build knowledge, but only complex texts build coherence.
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Kareem Weaver challenged us to look in the mirror: Who are we as leaders when our teams are exhausted? Literacy is the lifeline for kids navigating trauma and “love is a lesson plan.” Are where clear on whether our materials have evidence of working? Are we DOING OUR JOB?
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Laura Stewart pressed the courage to lead: literacy is foundational, implementation is multi-year, and integrity matters. Effective practice × implementation × context = outcomes. ALL means ALL.
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The NC DPI ELA team & the Office of Early Learning Team emphasized clarity in standards, long runways for rollout, and staying the course. Foundational skills are rising, but comprehension gaps need attention. The promise is simple: when families send us their children, we will teach them to read.
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We aren’t done. We are only just getting started. A special shout out to Gin Hodge who shared my heartfelt introduction. You are truly one in a million! ​
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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. As a thank you for subscribing to my newsletter, please enjoy 20% off using the code: NEWSLETTER Buy the book

Where can we connect? Bold font shows events at which I'm presenting. ​ Power of Coaching Conference | 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, to designing strategic plans, to 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.

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.