The North Carolina Center for the Advancement of Teaching (NCCAT), was established in 1985 to aid in fostering the continual intellectual and professional development of North Carolina teachers.  NCCAT provides teachers with new knowledge, skills, teaching methods, best practices and information to take back to their classrooms through high-quality professional development.  The annual Literacy Leaders Conference invites district leaders from across North Carolina to learn from speakers and engage in collaborative discussion.

At this year’s #NCCATLLC25, leaders, educators, and literacy advocates gathered to deepen their understanding of evidence-aligned instruction and connect with colleagues who share a passion for empowering readers. For members of The Reading League North Carolina, the conference offered not only powerful learning, but moments of reflection, renewal, and genuine human connection.

The Sessions That Left Their Mark

When asked which session or speaker made the biggest impression, two themes emerged: leadership accountability and knowledge-building.

Linda Rhyne shared how Kareem Weaver’s keynote challenged leaders to “look in the mirror.” His message was both honest and urgent:

Who are we as leaders when our teams are exhausted? Literacy is the lifeline for kids navigating trauma, and ‘love is a lesson plan.’ Are we clear on whether our materials have evidence of working? Are we DOING OUR JOB?”

Kendra Cameron Jarvis was especially impacted by Meredith and David Liben, whose work continues to influence literacy practice nationwide. Their insights served as a powerful reminder of the role knowledge plays in comprehension and in designing high-quality instruction.

Ideas They Can’t Wait to Bring Home

The conference sparked actionable ideas that board members are eager to implement.

Linda Rhyne described leaving with renewed focus on supporting teachers in the hard, important work of literacy:

“Focusing on literacy is challenging work, and when teachers are fatigued it can impact effective instruction. Kareem’s questions pushed me to ask: What do they NEED from me? Why is it so hard to give it? Do I have it in me? Will I go get it?”

Kendra Cameron Jarvis highlighted a key takeaway from Know Better, Do Better Comprehension:

“Comprehension accelerates when students have the background knowledge, vocabulary, and context they need—far more than when we rely on isolated strategies. I’m excited to help educators design lessons where knowledge-building, thinking aloud, and purposeful discussion become daily routines.”

Changes Their Inspired to Make After #NCCATLLC25

The conference didn’t just inspire reflection, it sparked commitment to meaningful change.

Linda Rhyne shared a powerful shift in mindset regarding assessment outcomes:

“I’m inspired to be more mindful of over-celebrating growth. Growth matters, but when it becomes the only goal, we risk holding ourselves to a lower bar than the proficiency our students are capable of achieving.”

Kendra Cameron Jarvis is determined to elevate knowledge-building across literacy instruction:

“Students don’t just need strategies. They need rich, connected knowledge to make sense of challenging texts. I’m committed to helping teachers create units where background knowledge, vocabulary, and structured discussion are planned essentials—not add-ons.”

Moments of Connection That Made It Meaningful

Of course, conferences aren’t just about learning, they’re about connection.

For Linda Rhyne, a highlight was finally meeting colleagues who had previously been only virtual names and faces:

“My favorite moment was finally meeting Meredith and David Liben in person after knowing each other for years virtually!”

Kendra Cameron Jarvis cherished the simple joy of forming new friendships:

“I loved finding a new friend and taking a selfie to share on social media. I loved these moments of connection!”