Hampton City Schools's K'5 ELA leader outlines shift to structured literacy and teacher supports

Mary Holoffield, the newly appointed K'5 English language arts curriculum leader for Hampton City Schools, said the district has moved to a structured literacy approach and is focusing this year on refining classroom resources and supporting teachers through materials and professional development. The interview (date not specified in the transcript) was recorded for HCS Connects, the district's outreach series.

Holoffield, who previously served as an ELA teacher specialist for three years, told the host that her work has included school walkthroughs, observation feedback and division-level professional development to support reading instruction. "I like to be helpful. Like that's my goal in life. I want to be helpful in everything that I do," she said, describing the role as one that exists to "help make teachers' lives easier" and build resources that support classroom instruction.

The nut of Holoffield's description is a focus on structured literacy ' what she called "the science of reading" ' taught from kindergarten upward. "The country has gone to structured literacy, the science of reading," she said, adding that Hampton began shifting before the state moved toward the approach. The district is teaching foundational skills such as phonics and language structure beginning in kindergarten and integrating writing so students write about what they read.

Holoffield said the K'5 ELA team is small: she oversees three K'5 teacher specialists who provide direct support to the district's elementary program. The hosts note the district serves 18 elementary schools and several preK'8 sites; Holoffield's description of her duties emphasizes coaching, resource development and targeted professional development rather than large-scale personnel changes.

On curriculum materials, the interview discussed last year's broad set of changes: new standards, a new screener and new curriculum choices. The host said the state required curricula to come from an approved list, which prompted the district shift last year; Holoffield said Hampton used focus groups to gather teacher feedback on HMH materials and implemented tweaks and printable resources to ease classroom use.

Holoffield outlined how the district connects instruction to "signature experiences" across grade levels. Examples include projects tied to grade-level themes and lighter classroom traditions such as a second-grade "dream jar," an activity she described as helping students connect reading themes to future aspirations.

On training and supports, Holoffield said the team provides walkthroughs, observation feedback and professional development; the work is aimed at building teacher confidence in the new materials and instructional routines. She emphasized that this year's agenda is largely iterative: "not a whole lot of change this year. More about just improvement and support."

Background details offered in the interview: Holoffield grew up in Toano/Williamsburg, attended Williamsburg Christian Academy, earned a bachelor's degree from Lee University and completed a reading specialist endorsement and master's in reading and curriculum and instruction via a UVA cohort supported by Hampton City Schools. She also described a seven-week student-teaching experience in Ukraine during college.

The interview did not record any formal board votes or policy citations by statute. It refers generally to a state move toward structured literacy but does not name a specific statute or the agency citation; that policy detail was not provided in the transcript.

Holoffield and the host closed the episode by reiterating the emphasis on teacher supports and refining materials based on teacher feedback. The district intends to continue focus groups and printable resource development as part of implementation.

Ending: The episode concludes with the host thanking Holoffield; the interview date is not specified in the transcript and the state policy referenced is not named in the record.