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Building Literacy Capacity: The Conditions for Effective Standards Implementation

In the report Building Literacy Capacity: The Conditions for Effective Standards Implementation, released in October 2015, research from the National Center for Literacy Education (NCLE) presents a profile of what it takes to get standards implementation right.
By focusing on schools where teachers indicate that standards implementation is going well, both improving classroom practice and benefiting students, we can pinpoint what those “strong-implementation” schools are doing differently to support the integration of new literacy standards in their classrooms.


Watch a full recording of the web seminar report release from October 13.


What We Found...

Based on national surveys in 2013 and 2015 and a large-scale qualitative study in 2014, the report identifies specific conditions and strategies in "strong implementation" schools. We have identified five core components that can be used as benchmarks to inform the ongoing work in schools on standards and for policymakers to use in providing support for effective implementation. This overview introduces these five components, and a series of focused briefs to be released in upcoming months will document more specifically what these practices look like in places where the implementation of new literacy standards is going well.
A Blueprint for Success...

Assessment: In schools driven by capacity building rather than compliance, new assessments are more likely to be seen as useful feedback on the learning process and a fair measure of what students can do.
2015 Assessment Brief--Capacity-Driven Schools: Positive Assessment Climates

Instruction: Teachers who work in capacity-driven systems are making the most substantial and standards-aligned changes in their instruction.

Leadership: Teachers in schools where standards implementation is working well describe a style of leadership that balances clear direction with teacher ownership.

Professional Learning:
Schools making the most progress with standards invest in professional learning, and particularly in time for structured teacher collaboration.

Curriculum: Rather than investing in purchased materials and focusing on fidelity of implementation, capacity-building schools invest in time and support for teachers to review, adapt, and even create their own materials to reflect the instructional shifts of the standards.


Related Resources

Building Literacy Capacity: The Conditions for Effective Standards Implementation

Report Overview-Catherine Nelson (PPT)




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NCTE - The National Council of Teachers Of English

A Professional Association of Educators in English Studies, Literacy, and Language Arts