Professional Development Offerings

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Course Date(s):

Thursday, August 1, 2024
8:00am - 2:30pm


Unless otherwise noted, course times listed are in Eastern Time.

Registration Deadline:

Tuesday, July 30, 2024


Face to Face




6 PDPs

Grad Credit:



$225 for TEC member districts; $240 for non-members; $200 per person for district teams of three or more on a Purchase Order. Lunch is included.


TEC Professional Learning Center (Walpole, MA)


Special Education Directors, Literacy Specialists, All PreK-12 Administrators, Curriculum Directors

Science of Reading for Administrators: What’s Next?

What does the science of reading look like in schools?

What existing and future legislation may impact systemic change?

If we know better, how do we actually DO better?

What strategic moves can be made to promote systemic change?

As we look at the history of teaching reading, participants will wrestle with long-held beliefs about literacy instruction and research that may point us in a different direction when thinking about how we teach reading. In this workshop, we will consider the potential necessary shifts in thinking and practice brought on by the so-called “Reading Wars” and review recent legislation in Massachusetts including the 2023 dyslexia law, Early Literacy Screening requirements and the potential requirements of Literacy Launch. Where have we been and where are we going? This workshop will provide a necessary overview of the current debate in reading instruction for those who lead their districts in redefining literacy instruction.

District and school teams are encouraged to participate since time will be built into the day to begin planning for systemic change.

As a preview to this workshop, you may be interested in an Ed Week article dated May 24, 2024, Principals have a Lead Role in the “Science of Reading.” Are they ready?

About the Instructors

Deborah Rooney has 34 years of experience working in both urban and suburban districts. Her experience has predominantly been working with students with special needs in a full inclusion school in Boston. As a former literacy coach and principal working with students with significant learning challenges, Deborah understands the adult learning necessary to reflect on and adapt educator beliefs about literacy instruction to best meet the needs of students with evidence-based practices in our classrooms today. Deborah taught first and third grade in a full inclusion school in Boston; she then served as a literacy specialist/coach, and principal in Boston. Her strengths lie in being able to empower members of a team in a way that develops their leadership skills and motivates those around her to grow and lead. She is currently the Director of Curriculum, Instruction and Assessment for the Canton Public Schools.

Jaclyn Abrams Jackie is a veteran educator with 20 years experience working in both urban and suburban districts. Her own journey of unlearning a balanced literacy approach led her into a study into the Science of Reading in an effort to deeply understand how the brain learns best how to read and write and what implications this body of scientific knowledge has on our work as educators. She developed a passion for sharing that knowledge with colleagues. Jackie has served in many roles including an elementary classroom educator, Title I interventionist, literacy coach, School Committee member in her town, and currently serves as the Pre-K to 5 Humanities Coordinator for the Canton Public Schools. She is also an Associate Lecturer at Curry College teaching graduate students the foundations of reading for diverse learners.


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