Strategic action planning for literacy improvement.

摘要

This research study is an embedded qualitative case study that explored how and why districts embarked upon the process of strategic literacy action planning as part of a state-sponsored pilot. This exploration of the development and execution of these plans sought to answer how, if at all, the literacy action plan affected literacy practices in the district and what factors supported the plan's implementation.;The study identified several factors in the literacy plan as successful practices for districts' organizational growth (defined by increases in student achievement). These include data-driven decision making, standards-based curricula, a strong focus on instruction, and targeted ongoing professional development---with a process that fosters shared purpose and organizational learning.;Analyzing data from focus groups, interviews, documents, and artifacts, this study makes three findings: (1) the literacy action planning process fosters shared purpose and organizational learning; (2) leadership---both centralized and distributed---is essential to plan development, implementation, and sustainability; (3) people will commit to a strong focus on interdisciplinary literacy instruction supported by professional development.;The study shows here that the conscious application of key strategies in a three-stage process may bring about desired districtwide change. To that end, districts should follow all stages of the planning process to their conclusion; district leadership should give teams authority and autonomy to set goals and make decisions; and the Department of Elementary and Secondary Education should recommit to using Guidelines for Developing an Effective Literacy Action Plan, which had lasting impact on the three districts examined.