Implementation of a staff development process to improve the elementary reading curriculum

This study describes the design, development, and implementation of a staff development program for improving elementary reading curriculum in a mid-size school district. It also discusses how teachers\u27 thinking changed regarding the reading process and the extent to which these changes in thinking were reflected in actual classroom practices. The literature supported the need for a staff development process managed by professionals within the district and characterized by: informed, collegial dialogue enhanced by fundamental theory in education and reading, continuous sessions spaced over time, and ideas that are tested in practice. The program resulted from concerns about the quality of professional experiences needed to cope with mature staffs, district/staff morale, prescriptive teaching methods, and curriculum requirements in reading. The research methods utilized included participant-observation supported by the techniques used in interpretive, qualitative research. The primary sources of data collection were: field journals, interviews, surveys, class plans and recorded observations. A final assessment was accomplished through an extensive interview of one-half of the 44 participants at the conclusion of the program. Through the process teachers increased their knowledge base of general education and reading, enhanced their repertoires of teaching strategies, and made informed decisions about teaching and learning reading. These decisions reflected an holistic approach to language learning and focused on the intellectual improvement of students. Teachers transferred knowledge to instruction in varying degrees and with ranges of sophistication that incorporated simple to complex instructional methods. As a result of the program, one-half of the teachers made fundamental and wide changes in their instructional methods; one-fourth made some changes; and one-fourth were resistant, making no changes in their approach to teaching reading. The study provided evidence that a viable staff development program can be implemented in a mid-size district with limited financial resources using the expertise of in-house staff. The program, however, must incorporate planned processes for staff\u27s interactions with significant content, allow teachers choices in their methods, and provide a vehicle to bridge theory and practice