{"type":"rich","version":"1.0","provider_name":"Transistor","provider_url":"https://transistor.fm","author_name":"Leading Engaged Learning","title":"PD for All: Creating Lasting Literacy Change Across Diverse School Communities","html":"","width":"100%","height":180,"duration":2316,"description":"On Leading Engaged Learning, host Heather Provencher sits down with Amy Breiler, Director of Teaching & Learning for Literacy at Community Consolidated School District 21 (CCSD21), for a grounded conversation on what it takes to strengthen literacy outcomes in a district defined by extraordinary linguistic and programmatic diversity.Amy reflects on 31 years in education and shares how CCSD21 is aligning to Illinois’ Comprehensive Literacy Plan, tightening coherence through learning walks and scope-and-sequence work, rebuilding trust after change, and investing in teacher knowledge as the real engine of sustainable literacy improvement. From data literacy to coaching culture, the message is clear: resources matter, but teacher expertise and professional learning systems matter more.Key Moments05:47 Diverse Bilingual Education Challenges08:06 Focused Literacy Evaluation Initiative13:04 Rebuilding Trust and Teacher Autonomy16:25 Strengthening Early Literacy Instruction18:08 Strategies Over Resources for Literacy21:54 \"Prioritizing Collaborative Instructional Practices\"24:47 \"Data Literacy in Education\"28:26 \"Universal Professional Development Framework\"32:34 Teacher Collaboration Fuels Professional Growth36:12 \"Leading with Focus on Students\"Why You’ll Love This EpisodeThis episode is packed with real-world district leadership lessons—especially if you’re leading literacy improvement across multiple programs, campuses, and languages.You’ll hear:What learning walks reveal that dashboards can’t—and how to use them as a systems toolHow coherence across teams supports vertical alignment, reduces confusion, and improves outcomesA candid look at change management: why “better systems” can still feel like lost autonomyA practical framework for diagnosing slow progress: teacher knowledge + implementation supportHow to build data literacy so teams use assessments to inform instruction, not chase numbersThe strongest through-line: professional learning is the catalyst—and “PD...","thumbnail_url":"https://img.transistorcdn.com/COm0J9ARU3KGcauGxQ-Mm2-_cpvdEQFYg25DrjnaXk0/rs:fill:0:0:1/w:400/h:400/q:60/mb:500000/aHR0cHM6Ly9pbWct/dXBsb2FkLXByb2R1/Y3Rpb24udHJhbnNp/c3Rvci5mbS9hNjRl/ZTI2ZjAzYjY5ZmY0/MzJhMjhlM2UwOGI4/ZGJmYi5wbmc.webp","thumbnail_width":300,"thumbnail_height":300}