PHASES OF IMPLEMENTATION

Literacy Collaborative is implemented in several phases to support and build the school's internal capacity to sustain long-term school change. Implementation is carried out in several phases that can be tailored to meet the needs of individual schools. Most schools begin implementation of the primary model first and follow with the implementation of the intermediate model. However, some schools prefer to begin both models simultaneously. The following phases of implementation apply independently to the primary and the intermediate models.

Phase One: Awareness and Planning

A school-based leadership team participates (if geographically feasible) in a series of five one-day seminars that provide a model for instruction and professional development. These seminars assist teams to define their role as a school leadership team and provide direction in working effectively as a team. The seminars also assist team members in developing a long-term plan for implementing Literacy Collaborative over the next several years. During this phase schools are encouraged to examine the specific needs of their school while learning about the Literacy Collaborative model. In essence, the team-training phase provides the time for schools to measure their needs against the Literacy Collaborative model.

The team then selects a teacher to be trained as the literacy coordinator. Some schools combine phase one and phase two so that the team is training simultaneously with the literacy coordinator training.

Phase Two: Leadership Development and Start-Up

There are two major components of phase two: the training of the literacy coordinator and awareness building about Literacy Collaborative throughout the school and community. During the training year, the literacy coordinator in-training attends seven or eight weeks of training at Lesley University, teaches literacy daily for two and one-half hours to three hours, attends local guided meetings, videotapes his/her own teaching, and receives on-site visits from Lesley University faculty. The literacy coordinator-in-training receives nine graduate credits, with an option to earn six additional graduate credits.

During this phase, the school-based leadership team creates awareness for teachers, parents, community members, and other stakeholders to increase their knowledge and interest in Literacy Collaborative. The team also takes a leadership role by purchasing books and materials necessary for effective start up.

The literacy coordinator together with the leadership team collects school-wide student data using specified assessment tools to determine a baseline from which to measure program progress and student growth over time. To provide continued support, the Lesley University liaison schedules two or more on-site visits.

Phase Three: Intensive Inservice Course for Classroom Teachers

During this phase, the classroom teachers participate in a year-long professional development training of 40 - 45 hours taught by the school-based literacy coordinator. Classroom teachers who are involved in this initial training course also participate in regularly scheduled coaching and analysis of teaching with the literacy coordinator.

To implement this phase, the literacy coordinator has 30 - 50% release time to work in classrooms demonstrating, coaching, and supporting colleagues who are participating in Literacy Collaborative. Release time for coaching is an ongoing requirement in subsequent years for classroom teachers involved in continuing professional development.

In year two, the literacy coordinator participates in on-going professional development through attendance at the Northeast Early Literacy Conference (primary), twice-yearly professional development sessions at Lesley University and the biannual National Literacy Coordinator Institute. In addition, the literacy coordinator continues to communicate with the Lesley University faculty liaison for support in implementing the model specific to the needs of his/her particular school. The liaison schedules two or more full-day on-site visits.

The school-based leadership team continues to oversee the implementation of the model and assess the strengths and needs of the school. Specifically, they focus on strengthening home-school connections, evaluating staffing needs, monitoring the purchase of appropriate materials, and overseeing instructional practices. Additionally, they collect student data using specified tools to begin measuring program improvement as compared to the first- and second-year baseline data. The leadership team analyzes these data to look for improved student achievement with the support from Lesley University and the National Data Evaluation Center at The Ohio State University.

Phase Four: Professional Development and Refinement

This phase is a continuation of professional development and coaching for classroom teachers and is provided by the literacy coordinator. The school-based leadership team reassesses school needs and realigns their school goals, plans actions to achieve their goals, monitors progress, and communicates school outcomes. Additionally, the leadership team continues to collect and analyze student data as part of the longitudinal evaluation of program implementation and improvement.

Phase Five: Continued and On-going Implementation

The literacy coordinator continues to provide professional development in all forms and the team continues to monitor implementation. The literacy coordinator and the leadership team continue to communicate with the Lesley University faculty liaison to be sure that the model is meeting the needs of the school and maintaining its integrity over time.