When policy pressures practice: unpacking LETRS as a mandated professional development

The Science of Reading (SoR) movement has become dominant in recent literacy policy and practice, leading to widespread adoption of structured literacy approaches and professional development (PD) programs such as Language Essentials for Teachers of Reading and Spelling (LETRS). This reflective conceptual paper considers LETRS from the perspective of three literacy teacher educators in the United States who participated in the program following a U.S. state mandate. Drawing on our professional experiences and broader understandings of reading instruction and high-quality PD, we examine the strengths, concerns, and mixed messages embedded in LETRS. While the program offers a structured foundation in word recognition and language comprehension, we argue that its implementation reinforces narrow definitions of effective teaching and limits teacher agency. We situate our reflections within a global policy context and consider how large-scale PD initiatives can both support and constrain professional learning. Ultimately, we advocate for PD that positions teachers as knowledgeable, reflective professionals capable of integrating new insights into their existing instructional repertoires. Rather than prescribing uniformity, effective PD should cultivate professional judgement, adaptability, and a shared commitment to literacy equity. This paper contributes to ongoing conversations about the role of PD in the broader landscape of literacy education.