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Implementation and Training
The Literacy Collaborative program requires a five-year commitment from the school and the literacy coordinator. The school-wide implementation of Literacy Collaborative takes place in several stages over five years, beginning in the first year with the training of a literacy coordinator and a school leadership team. The school leadership team is comprised of administrators and classroom teachers, as well as the literacy coordinator and specialists in reading and special education. If implementation is at the primary level, a Reading Recovery teacher is also part of the leadership team.
The members are charged with informing the school about the components of Literacy Collaborative, developing an evaluation plan for measuring Literacy Collaborative effectiveness and tracking student progress, and engaging in discussion with the school community about the model and how to apply it to their school’s unique circumstances.
Classroom implementation begins the following year when the literacy coordinator begins teaching the required 40-hour professional development course to the first group of teachers. Teachers learn about the language and literacy framework, the theories behind it, and how to implement the practices through regular meetings and assignments over the course of the school year. The teachers also learn how to monitor the progress of their students through individual student assessments, data collection, and analysis. The literacy coordinator provides ongoing coaching for teachers as they learn to implement the framework.
Years 2 through 4 are dedicated to training all classroom teachers and implementing the Literacy Collaborative model in every classroom throughout the school, as well as working with the district, parents and interested community members to support the learning community.
By year 5, full implementation should be reached, with every teacher in the school having participated in the training. In subsequent years, teachers continue to collect and analyze student data and to receive coaching and professional development to hone and update their teaching of the framework.