Harvard Graduate School of Education

As the school year comes to a close, many educators are taking stock of what worked, what continues to be challenging, and what new concerns have arisen. It’s also a natural time to reflect on the broader moment in literacy, which has been marked by intense public attention and evolving guidance about reading instruction. What has this moment in literacy instruction revealed, and what should teachers, coaches, and school leaders carry forward as they reflect on this school year and look ahead to a new school year? In this episode, Phil Capin will moderate a conversation with Margaret Goldberg—literacy coach, co-founder of the Right to Read Project, and longtime classroom educator and advocate for equity through literacy. Together, they will reflect on what it takes to bridge the gap between what we know and what we consistently do in classrooms, especially at a time when educators are navigating both important reading reforms and emerging challenges. Together, they’ll explore: - What educators can learn by looking back on this year’s literacy conversations, classroom experiences, and implementation challenges - How teachers and school leaders can distinguish between research-based guidance and practices that do not hold up in research or in real classrooms - What it means to bridge research and practice in ways that honor teacher expertise, student variability, and the complexities of literacy instruction - Which instructional commitments, questions, and priorities are most worth carrying forward into the next school year

This conversation will help teachers, specialists, coaches, and school leaders close out the series with a reflective, practical lens on literacy instruction and a clearer sense of what to hold on to, what to question, and what to build toward next.

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