How to Change, When Change is Hard: My SOR Journey

By Jen Dove

During my time in college, I took every class related to teaching, and everyone around me made it seem so effortless. However, when it came to teaching reading, I quickly realized how challenging it truly was. I didn’t just struggle with teaching reading; I found language arts as a whole incredibly frustrating. I couldn’t see the point of it—nothing seemed to fit together. There were spelling lists for students to memorize, but even I couldn't understand the logic behind some of the words and categories. I tried everything I could think of to make language arts enjoyable, both for myself and my students, but nothing seemed to click. After 14 years of teaching, I found myself feeling burnt out and increasingly disheartened in my role.

In my 15th year of teaching, everything began to change. The school year started with a new teaching partner. Now, there was nothing wrong with my previous partners, but this new one brought a wealth of knowledge about reading. She was passionate about the Science of Reading, and although I didn’t fully understand why at first, her enthusiasm was contagious. When she suggested that we team-teach reading and math together, I was all in—math was my comfort zone, and I could teach it in my sleep! She took the lead in language arts, and I found myself captivated, watching as everything began to click and make sense.

During this time, my district also rolled out LETRS training, and I was immersed in learning how to teach reading through a knowledge-building approach. Along with the training, I learned from my co-teacher and dove into reading books about literacy on my own. My biggest takeaway was that reading, phonics, and writing instruction were all interconnected. After 14 years of feeling that language arts had no clear purpose, everything finally clicked, and it all made sense. I watched our students—regardless of their reading ability—thrive. They were not only reading and engaging deeply with various texts, but they were also using the knowledge they gained to write insightful papers that reflected their learning. Traditional spelling lists were a thing of the past, and we focused on teaching phonics, along with the rules and reasoning behind word spellings. The results were amazing—our students truly flourished!

For the first time, I had the opportunity to guide my students in deeply analyzing non-fiction text with a clear purpose. They were tasked with reading about the ocean to explore the reasons behind and methods of sea exploration. Over several days, we studied a book on Jacques Cousteau, discussing not only the differences between a biography and an autobiography but also Cousteau’s profound impact on how we perceive the ocean. Afterward, students selected one of Cousteau’s inventions that enhanced his ability to explore the sea and wrote a five-paragraph essay on its significance.

I soon realized that this kind of learning shouldn’t be confined to our language arts block—it should be an integral part of every subject throughout the day. In the second half of the year, I made that shift. After studying measurement, students reflected on the tools used for different types of measurements and explained how they apply to real-world situations. During our social studies unit on ancient Mali, they explored the challenges traders faced while crossing the Sahara Desert to mine and trade salt. To bring history to life, students stepped into the role of salt miners and traders, writing heartfelt letters to their families back home, sharing their experiences and hardships in the desert. By the end of the year, my co-teacher had moved on to new opportunities, but I had gained the confidence to teach language arts the way it was meant to be taught!

If you're thinking, This all sounds great, but what if no one in my district is transitioning to the Science of Reading? What if my team is amazing, but they’re resistant to change? Or what if we put in all this effort and nothing changes?—now what?

My advice: channel your inner Anna and "do the next right thing!" Making big changes all at once can feel overwhelming, especially without support. Instead, choose one or two areas to focus on and make them your goal for the year. Dive deep into learning about them, establish a routine, and commit to it. Thankfully, finding support today is easier than ever. Turn to social media and join groups that align with your goals. Connect with cohorts of educators who are moving in the same direction—finding like-minded individuals, even from afar, can be incredibly motivating. You can also lean on credible resources to reinforce and guide your instructional shifts. Small, intentional steps can lead to meaningful change!

Now, in my 17th year of teaching, I couldn’t be more in love with what I do! Yes, it can be stressful at times, but I find so much joy in giving my students a fresh perspective on reading and language arts. My enthusiasm is contagious, and because of that, my students genuinely enjoy learning. Our district now has an adopted curriculum, but I’ve found ways to use it as a foundation to build background knowledge, ensuring my students succeed in writing. I’ve also learned how to seamlessly integrate phonics into reading and writing, making language arts a natural part of every subject. Each year, I continue learning and making adjustments—because as educators, we should never become stagnant in our own growth.

I’m not sharing my journey to say, “Look at me and what I’ve done,” but rather to acknowledge what so many teachers experience—the feeling of being stuck. But I promise you, if I can make changes, so can you! Whether you’re in your first year of teaching or your 21st, it’s okay to step back, say, “This isn’t working,” and commit to doing things differently.

In the words of Maya Angelou, “Do the best you can until you know better. Then when you know better, do better.” That’s my challenge to you—go out, make the change, and do better.

Here are some places I’ve found very helpful in helping me change and grow.

• VLP VALUE Series Learning

• Florida Center for Reading Research

• Open Educational Resources

• Learning Lab (you do have to create an account but its free):

• Pattan Learning (excellent videos for PD)

• Reading Science Academy (if you’re able and willing to pay)