Official Site of The State of New Jersey
Training Requirements
P.L.2024, c.52 requires all districts to provide professional development (PD) on best practices in literacy instruction to educators and administrators serving preschool through grade six. This includes classroom teachers, library media specialists, reading and early literacy specialists, speech-language specialists, and educators who support multilingual learners and students with disabilities.
Summary of Evidence-Based Foundational Literacy and Reading Disabilities PD Requirements
Mandatory PD requirements for particular groups of educators are specified in statute and regulation. Please see below for a summary of these requirements for PD on foundational literacy and reading disabilities, including dyslexia.
Evidence-Based Foundational Literacy Training
Each school district shall provide annual professional development in evidence-based foundational literacy instruction. Districts must use the New Jersey Department of Education (NJDOE)-established program or another evidence-based option that complies with P.L. 2024, c.52 (C.18A:6-149, C.18A:6-150).
Evidence-Based Literacy Administrator Training
School administrators serving preschool through grade 6 must receive annual training on the design and implementation of high-quality literacy instruction, using the NJDOE program or another evidence-based option. (C.18A:6-150(b))
Reading Disabilities Professional Development
Instruction on screening, intervention, accommodation, and use of technology for students with reading disabilities, including dyslexia, is required for certain teaching staff members for at least two hours annually. P.L. 2013, c.105
Note: Evidence-based literacy training can satisfy the dyslexia training requirements if the training is at least two hours long. However, the dyslexia training does NOT necessarily satisfy the evidence-based literacy training requirements.
Professional Development Requirements
The chart below outlines the topics, recipients, time requirements, and resources for the PD requirements. For more information on the NJDOE-created resources, see the section below the chart.
|
Subtopics |
Recipients (as described in law) |
Time Requirements |
NJDOE - Created Resources to Fulfill PD Requirements |
|---|---|---|---|
| Orthography, Phonological & Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension | Grades PK–3
|
Annually |
|
| Neurobiology of Reading, Advanced Word Study, Fluency, Comprehension | Grades 4–6
|
Annually |
|
| Design and Implementation of High-Quality Literacy Instruction (PreK–6) | School Administrators supporting preschool through grade 6 | Annually |
|
|
Subtopics |
Recipients (as described in law) |
Time Requirements |
NJDOE - Created Resources to Fulfill PD Requirements |
|---|
|
Subtopics |
Recipients (as described in law) |
Time Requirements |
NJDOE - Created Resources to Fulfill PD Requirements |
|---|---|---|---|
| Screening, intervention, accommodation, and use of technology for reading disabilities, including dyslexia |
|
2 hours annually |
NJDOE-created webinars and related materials serve as an option to meet the 2-hour professional development requirement as specified in PL 2013 c.105. |
Professional Development Resources
LEARning about Literacy – Professional Learning Series
The LEARning about Literacy: PLC Series was created by the NJDOE to support high-quality, evidence-based literacy instruction from preschool through grade six. The eight PLC sessions are intended to be facilitated at the local school level during 40-minute in-person meetings that include facilitator guides, discussion prompts, and classroom application activities. Topics include Phonological Awareness, Phonics & Word Analysis, Fluency, Background Knowledge, Vocabulary, Sentence Comprehension, Coherence Inferences, and Text Structures/Comprehension Strategies.
LEARning about Literacy and RAPID Courses: LMS
The LEARning about Literacy and RAPID Learning Management System (LMS) courses provide an asynchronous option for educators to explore the essential components of skilled reading through sessions grounded in the science of reading and aligned to Scarborough’s Reading Rope.
Each LEARning about Literacy and RAPID session focuses on a key strand of reading development, providing research-based guidance and practical strategies that educators can apply in their classrooms to support all learners, including multilingual students and those with disabilities. Each session includes opportunities for reflection, application, and collaboration, along with checks for understanding and practical tools to support instructional planning. The series is designed to build educator expertise in evidence-based literacy instruction and foster a shared language and approach across schools and districts.
- LEARning About Literacy (PK–6)
- RAPID: Foundational Knowledge in Phonological Awareness (PK–3)
- RAPID: Foundational Knowledge in Phonics (PK–3)
There are additional offerings on the LMS, including an Expert Series. New offerings are added throughout the year. Be sure to check back frequently. If coupled with other LMS offerings, these courses and webinars could satisfy the evidence-based literacy training requirements.
The LEARning about Literacy for Admin course builds the knowledge and capacity needed to establish, monitor, and sustain high-quality, evidence-based early literacy systems. Through five modules, participants will explore foundational principles of early reading instruction, effective universal screening and diagnostic assessment practices, tiered instructional delivery, and progress monitoring. When fully implemented, NJTSS-ER supports a continuous cycle of improvement, enabling leaders to use local data to drive equitable literacy outcomes for all students. This training is also helpful for teachers and other school personnel.
NJDOE Dyslexia Resources
The NJDOE’s Dyslexia page includes the New Jersey Dyslexia Handbook, resources for professionals, and NJDOE-created webinars and related materials that serve as an option to meet the 2-hour professional development requirement as specified in PL 2013 c.105.