Implementing Research-Based Reading and Writing Programs Overcoming Obstacles to Teacher Change: Three Case Studies. Technical Report No. 462

Implementing new instructional strategies and programs is a challenging task, and the need for teacher renewal and updating is apparent when the advances in literacy research in recent years and the increasing gap between this knowledge and the training of most teachers are considered. Among the obstacles to teacher change are short-term inservice attempts, teacher isolation, norm of the status quo, learning needs of teachers, and an expectation of fidelity to the plan for desired change. These obstacles can be overcome by recognizing that change is a process, not an event, and requires time and ongoing support. Three case studies demonstrate staff development efforts to implement research-based reading and writing instruction. The case studies (all in a K-12 school district with over 20,000 students, 1,000 teachers, and 30 schools and only one reading and one language arts coordinator) include a process writing program at the elementary level, a revision of the remedial program in reading and writing at the junior high level, and a staff development inservice program for elementary school reading specialists designed to implement sound research-based reading instruction. All programs were effective in enhancing student performance. (One table of data is included, and 48 references are attached.) (RS)