Leadership-Influenced Practices that Impact Classroom Instruction Related to Writing: a case Study of a

Introduction

Since the Michigan Educational Assessment Program was first implemented in 1970, much has been written concerning the importance of writing instruction for an educated Michigan citizenry. This state has placed increased importance on becoming college educated, while at the same time school leaders and classroom teachers have experienced frustration in developing successful writers who can gain college admission and succeed once enrolled (Schmoker, 2006). This chapter examines the prominent theories of leadership practices that effectively impact classroom instruction. Specific attention is paid to Douglas Reeves’ (2004) theory on connecting leader practices and classroom teachers. Studies examining his theory are reviewed, focusing on main leadership practices: (1) leadership supervision, (2) a comprehensive curriculum, (3) strong professional development, and (4) leaders with knowledge of curriculum, instruction and assessment.

Students who do not have a rigorous writing curriculum or instruction will not likely enter or succeed in college (Marzano, 2003; Wagner, et al., 2006). Therefore, this chapter also examines the most prominent theories of classroom instruction related to writing literacy: phonics, basal, trade book and writer’s workshop, with specific attention paid to the comprehensive Four Blocks framework, which includes all four components. The chapter concludes by identifying institutional settings that have received limited attention in previous research of schools with successful writing scores. It provides a framework for reviewing the implementation of a comprehensive writing curriculum by leaders and teachers in a school that has a measurable at-risk population.

Connecting Leadership Practices and Classroom Instruction

A number of studies have examined the impact on teachers when new programs, such as those requiring certain effective strategies, are implemented. Some educators commit to the strategies proposed by their leaders and the vision of greater success for all, with no child left behind, while others do not. Reeves’ (2004) theory of connecting leaders and classrooms is considered to be a way that school leaders along with teachers can improve student achievement (Mazzoni & Gambrell, 2003; Pearson & Raphael, 2003). The concepts of (1) leadership supervision, (2) comprehensive curriculum, (3) strong professional development, and (4) leaders knowledgeable regarding curriculum, instruction, and assessment, are significant components of Reeves’ theory of connections. Let us examine each of these components in more detail.

First, Reeves (2004) believes that supervisors of a school system are most accountable for the success of the students. The foundation for his work is found in Marzano’s (2003) theory regarding effective supervisors. In an effort to determine what makes supervisors successful, Marzano (2003) found that effective principals took the pulse of the building, identified a strategic intervention, and continually examined the effect of that intervention on achievement. The supervisor used small group leadership and inspired the staff with strong guidance, optimism, honesty and consideration.

Influenced by Marzano, Reeves (2004) wrote that leaders must coach and supervise their colleagues systematically, through discussions and action items related to student achievement and best practices. Interaction needed to occur between leaders and teachers before teachers were committed to the implementation of new curriculum and instruction. Reeves extends the findings of Berman and McLaughlin (1977), who in their study of teacher efficacy with 342 teachers found that, without the support of the school administrator, efforts at innovation failed. Reeves’ work also parallels with the work of Collopy and Bowman (2003), who studied the writing instruction and current and future teachers at Winthrop University and Fort Mill (SC) Elementary School, and found that it is the principal who rallies the teachers’ enthusiasm and keeps them focused on innovations, while distributing resources and staying alert to teacher concerns.

Reeves’ (2004) theory is supported by Saha and Biddle (2006), who surveyed 120 principals in the United States and Australia and found that most experienced pressure from their peers to be innovative, and as a result supported innovation and provided the supervision necessary for its success. In addition, Saha and Biddle found that that the success of the innovation was correlated more to the enthusiasm of the supervising principal than to the strategy used to encourage the innovation, and that the collegial approach was more effective than the authoritarian approach. They also discovered that the principals’ ability to acquire and apply research knowledge was the underlying reason for the staffs’ positive attitudes toward innovation.

Similar to Reeves’ (2004) findings, Lewis and Batts (2005), in a study of differentiation with 32 teachers at North Topsail Elementary, in Hampstead, NC, discovered successful supervisors provided professional development, instructional videos, assigned readings, and observations of the students’ successes and growth. In addition, Ferrero (2005) in his study of belief systems and practice in seven great small high schools supported by the Bill and Melinda Gates Foundation, concurred with Reeves’ (2004) thinking. He wrote there are many ways for a school to be good, but they definitely needed one shared philosophy regarding the necessity of high standards for all staff, a philosophy that was also championed by the supervisor. This was confirmed by Corbett, Wilson and Williams (2005) in their study of one school in two districts where the teachers said they were responsible for student success. They discovered that these great urban teachers shared common beliefs, namely, they did not accept failure for their students and it was critical to those teachers that they receive time and support from their supervisor.

Overall, these research findings affirm the important role that systemic supervision can play in supporting teachers in their quest for improved outcomes.

In addition to systematic supervision, Reeves (2004) believes that a school system must be willing to assess and report on the relationship of the curriculum efforts to authentic implementation in the classroom. Such curriculum must be written with the goal of producing a literate citizenry (Ornstein, Behar-Horenstein, & Pajak, 2003). Subsequently, to be effective, curriculum needs to be aligned with instruction as well as with the state assessments that are utilized to monitor students’ growth and school effectiveness. Such a curriculum contains standards and benchmarks that are appropriate for each grade level and agreed upon by leaders in the respective fields.

The foundation for Reeves’ (2004) thinking on the importance of a comprehensive curriculum was established in Marzano’s theory of effective schools. When examining effective schools over the last 35 years, Marzano (2003) cited the critical school-level factors as being a guaranteed curriculum, challenging goals and feedback, parent and community involvement, safe and orderly environment, and collegiality and professionalism (Good & Brophy, 1986; Marzano, 2000; Reynolds & Teddlie, 2000; Scheerens & Bosker, 1997). He used the results of five previous research efforts to place these factors in the order of impact on student achievement, discovering that a guaranteed curriculum was first on the list.

Influenced by Marzano, Reeves (2004) went on to claim that a comprehensive, aligned curriculum produced successful schools only if the school system was willing to determine and document the relationship of the curriculum alignment to actual implementation in the classroom. This measurement via the school improvement plan must assess a few things consistently rather than many things once a year.

According to Reeves (2004), as well as Guskey (2003), the focus on the comprehensive curriculum, which resulted in changes in instruction and increased student success, caused changes in teachers’ beliefs. They both noted that this change process comes in stages, requiring extra effort from the teachers and involving stress. In addition, the teachers need regular feedback regarding the progress of their students’ learning to keep motivated. If supported in their use of the curriculum, the teachers then find the time to translate research based strategies into sound instruction and subsequently modify it for their diverse student populations (NICHD, 2000; Snow et al., 1998).

While also investigating the impact of curriculum, over the course of two years Knapp (1991) found that schools made up of a majority of at-risk students which had higher than expected achievement spent more time on reading and writing curriculum and instruction. Teachers allocated twice as much time as others in less successful schools. However, in a related study Allington and Cunningham (1996) discovered that typically teachers were so isolated they had no idea how much time other teachers devoted to reading and writing curriculum and instruction.

On the whole, these research findings confirm the important role that comprehensive curriculum can play in sustaining teachers in their quest for improved outcomes.

Professional Development

In addition to systematic supervision and a comprehension curriculum, Reeves (2004) stresses that teaching is a science as well as an art in that certain teaching practices have a high degree of success. The No Child Left Behind mandate made professional development even more important than previously, requiring educators to be fully certified and highly qualified for their positions. To examine the impact of professional development, Marzano (2003) researched teachers using a 66-item survey instrument about their use of instructional strategies, a classroom management plan, and support of curriculum design. He found that expert teachers had more strategies at their disposal than ineffective teachers. These teachers had a list of rules, procedures and interventions with consequences. They knew curriculum standards and benchmarks and made sure that their students had engaging exposures to them; in addition, they used aligned assessments to determine mastery.

Reeves (2006) extended the research of earlier studies when he wrote that, due to all the challenges in education today, teachers require a step-by-step process that narrows the research-to-practice gap while meeting students’ needs. According to Blasé and Blasé (1998), teachers needed to be involved in the planning of professional development in order for them to be concerned about the content and implementation of the professional development. In their inventory of 809 teachers from the southeastern, midwestern and northwestern United States, they found that professional development needed to take place in the daytime, perhaps grouping teachers when students attended art, music and physical education classes, starting school at different times, releasing students or gaining funds for buying substitutes (Fullan, 2003; Murphy, 1997). In addition, according to Kelleher (2003), professional development was most successful when embedded in the teachers’ work. Where an effective implementation of aligned instruction and curriculum occurred, principals had provided staff development that allowed teachers to study together regularly, build a strong commitment to meeting the needs of each student and encourage one another as the changes in instruction occur (Strickland, Ganske, & Monroe, 2002). Teachers who worked alone rarely modified instructional practices and, as a consequence, widened the research-to-practice gap (Greenwood & Maheady, 2001).

Reeves’ (2004) work also supports the findings of Fullan (2003), who found that change rarely occurred as a reaction to a mandate. Instead change occurred because educators had experienced a shift in their educational philosophy. Teachers talk and problem-solve, thereby enhancing the school’s capacity to improve student achievement (Fullan, 1998). Teachers then commit to change and they try to make a difference in the lives of their students by adjusting their classroom instructional strategies. King and Newmann (2000), in their study of two schools and professional development as well as school capacity, also discovered that learning capacity, as relates to both educators and students, was at the very base of school improvement and accountability. Taylor and Pearson (2002) in their study of two teachers per grade in eight high-poverty elementary schools, representing demographic and geography diversity, found that good teaching resulting from professional development really mattered.

Reeves’ (2004) theory was also impacted by additional research conducted about what constitutes meaningful professional development for practicing teachers that will stretch their learning capacities (Anders, Hoffman, & Duffy, 2000). Guskey (2003) and Hawley and Valli (1999) reviewed those characteristics, as did Desimone, Porter, Garet, Yoon, and Birman (2002). They found these principles of good professional development: (1) it connected to student learning, (2) the goals were clear and accepted, (3) it involved active learning for teachers, (4) it was embedded in the context of work in schools, (5) it was continuous and ongoing, and (6) it was related to an inquiry as to what strategies are currently used and which could be better. Furthermore, in 2003, Everett, Tichenor, and Heins, in their study of 42 teachers involved in professional development at one site, discovered that teachers felt a greater sense of professional knowledge and collegiality due to a professional development experience. Borko, Davinroy, Bliem, and Cumbo (2000), in their study of two veteran teachers of intensive math, discovered that teachers who designed and used assessments that were aligned with instructional goals, grew in conceptual knowledge, had higher expectations for their students and allowed for active student participation.

In support of Reeves (2004) who studied the importance of professional development in schools, Fisher, Lapp and Flood (2005) in their study of literacy accountability demands found there were needs for professional development that involved consensus scoring and planning. Their information about the usefulness of peer review came from research conducted in multiple places around the world. They noted that in Japan a small group of teachers planned instruction, delivered that instruction and then met again to discuss the outcomes of the lesson, even as in the United States an evaluation model was used that considered the perspectives of multiple people when looking at performance.

In agreement with Reeves’ (2004) premise, and attempting on a large scale to broaden teachers’ learning capacities, the Literacy Specialist Project was launched in August 2000 by the Ohio Department of Education. The goal was the spreading of foundational knowledge about literacy instruction to K-3 teachers and building capacity within school districts for high quality professional development (Kinnucan-Welsch, Rosemary, & Grogan, 2006). Participants in the study included 14 faculties from 10 universities, 353 literacy specialists and 2,490 teachers in 122 districts. They found that competent, accomplished teachers played a critical role in student success, and that professional development can play a vital part in the teachers’ success.

Overall, these research findings verify the important position that professional development can play in supporting teachers in their quest for improved student outcomes.

As a fourth key component in addition to supervision, curriculum, and professional development, Reeves (2006) acknowledged that certain teaching practices have shown more success than others, and he expects the supervisor to set the direction of the professional development agenda. For example, at Oceanview Elementary in Virginia, the principal and team leaders provided professional development, and in five years reading scores increased 37 percentage points. Similarly, Albert-Laszlo Barabasi’s (2003) research indicated that effective leaders found the key members of their schools and cultivated their commitment to change models. Such persons shared information, squelched negative rumors, taught key skills and modeled values consistent with the desired improvements.

More support for Reeves’ (2004) work came from Kelehear and Davison (2005) who studied 882 students and 61 certified teachers working in teacher teams in a K-5 school in Georgia. This school was successful when the supervisor believed that teachers needed to be included in decision-making with curriculum, scheduling, budgeting and personnel to build a sense of responsibility. In addition, these teacher leaders were found to be most effective as “gentle nudgers” of their colleagues, not “bulldozers” (Ackerman & Mackenzie, 2006).

Furthermore, Reeves (2006) studied Simpson-Waverly Elementary School, where 94 percent of the students qualified for free or reduced-price lunch. Many did not live with their parents, low morale among students and low achievement were common. Principal James Thompson changed his leadership approach to a network-supporting role. His role at staff meetings became one of a listener, where he questioned teachers whose students did well about the strategies they use, stressing that the focus of the conversation was on learning, not evaluation. He set up a peer-to-peer teacher network and structure for mutual observation. Simpson-Waverly students outperformed some of their more affluent suburban neighbors on achievement measures. The school now is a statewide model for academic excellence. Principal Thompson advised finding and listening to the islands of excellence within the school. Leaders seeking change must give up their dream that human organizations function as hierarchies and see the importance of networking.

In conclusion, similar to Reeves (2004), others have found that there is often a knowing-doing gap (Pfeffer & Sutton, 2000), whereby school leadership knows what to do, but the effect of hierarchical communication hinders effective actions. Within this hierarchy, attention must be paid to the fact that teachers, principals and superintendents emphasize instructional matters differently, while principals and superintendents focus more on managerial and political matters (Shen, 1998).

Overall, these research findings verify the important role that the leaders’ knowledge of curriculum, instruction, and assessment can play in supporting teachers in their search for improved outcomes.

Classroom Instruction Related to Writing

Having completed the review of empirical research regarding leadership-influenced practices that impact instruction, we can now turn our attention to literacy instruction. This includes reading and writing, the specific area most in need of attention in many school systems across our nation. In categorizing the research examining literacy and trying to determine the best comprehensive literacy curriculum and instruction, the federal government collected data from first-and second-grade classrooms around the United States in the 1960s (Allington & Cunningham, 1996). They found four main approaches. These include phonics, basals, trade books, and writing. Let us familiarize ourselves with these four approaches in more detail.

First, the alphabetic or phonic approach of sounding out letters is the original method used for literacy curriculum and instruction in our country (Allington & Cunningham, 1996). Research conducted by Adams (1990) and supported by Reeves (2004), came to the conclusion that most children can decode the letter-sound system, but teaching this system directly speeds up the literacy process. Furthermore, at-risk students who have had limited experiences with reading and writing need this explicit decoding and subsequent encoding writing instruction.

Second, a basal reader approach to reading is utilized. This includes an emphasis on sight words and comprehension, rather than phonics (Allington & Cunningham, 1996). This approach gives teachers reading material that they can use to guide the teaching of pattern words, vocabulary and comprehension. A variety of genres, authors, topics and cultures is presented to the students. In addition, such basal readers are organized around certain grade-level goals and standards for the year.

Third, the 1960s brought the trade book curriculum, utilizing an individualized program developed by Veatch (1959). The strength of this program is that the children select their own books based on their interests, the teacher conferences with them about their self-selected texts. Students respond to the text in writing. This approach to reading was also a part of the whole language movement of the 1980s.

Finally, in addition to being influenced by the phonic, basal and trade book theories, literacy instruction was being influenced by the writing workshop approach, developed in the late 1980s. The writing workshop approach uses the underlying premise that the easiest material for a child to read is his or her own writing. Analogous to reading trade books, this is considered to be a meaningful activity, and children who engage in more writing activities become fluent in writing as well as in reading (Tierney & Shanahan, 1991).

These four literacy strategies have been thoroughly examined and cited by experts in the field of literacy, including Reeves (2004), to be among the most widely accepted strategies. However, research and observation indicate that no single approach is successful for all learners (Pearson & Raphael, 2003). Since every reading approach, individually, is seen to have some positive as well as some negative outcomes, combination approaches work better than any single approach (Bond & Dykstra, 1967). Another benefit for the use of a multi-method approach to literacy curriculum and instruction is the attention paid to the wide array of learning styles of students. Some children are better at learning letters and sounds, others at writing, some enjoy choosing their own books and others relish talking about the stories. The foundation for a comprehensive literacy curriculum, therefore, involves all four different literacy approaches used throughout the history of our nation (Mazzoni & Gambrell, 2003).

Desiring to build a comprehensive literacy program framed and influenced by each of the four main historical approaches, Cunningham and Hall (1998) built a framework referred to as Four Blocks (Cunningham, Hall, & Sigmon, 1999). Thirty to forty minutes each day is to be given to the following: (1) the writing block, which includes process and focused writing; (2) a words block, which addresses sight words, phonics and spelling; (3) a self-selected reading block, which includes genre instruction for writing and reading, read alouds, and independent reading; and (4) a guided reading block, in which comprehension strategies are taught, discussed and shared in writing and conversation. The first principle of their framework is the importance of making a schedule, including each of the four components, and sticking to it.

Specifically describing the writing block, Cunningham and Hall (1998) recommend the use of a writer’s workshop model (Calkins, 1994; Graves, 1995). This includes writing instruction in which students choose their own topics, write, revise, edit and share, all while being viewed and treated as real authors. There is a mini-lesson in which the teacher writes and models, time for students to write while the teacher conferences individually, and time for sharing in small or whole group. The foundation for this work is found in Graves’ (1995) theory of the importance of modeling; Routman’s (1994) theory, which asked teachers to demonstrate as writers who wrote with a reader in mind, used self-selected topics and conferences to assess; and Calkins’ (1994) theory which stressed the importance of sharing and children taught to viewing themselves as authors. These principles were thought to be the strongest links to writing success, and these concepts of modeling, conferencing, and sharing were the three strategies featured in the Cunningham and Hall (1998) framework of writing instruction.

Reeves (2004) agreed with Adams (1990), who found that children, especially those at risk, needed a rich variety of reading and writing experiences, as well as direct instruction in letter-sound patterns. This variety is included as the second principle of the Cunningham and Hall (1998) framework: a focus in each block on multi-level instruction made possible through mixed-ability grouping (Hall & Cunningham, 2003).

Our earlier review of the connections between leaders and teachers demonstrated that there is a high level of significance placed on the interaction between the leader and the teacher and the impact that interaction can have on the teacher’s individual decision to use or ignore effective literacy strategies. Therefore, it is noteworthy that Hall and Cunningham (2003) created for leaders a concise checklist of the instructional practices, enabling administrators to understand exactly which strategies need to be implemented and when they need to be implemented for effective literacy instruction to occur. Figure 1 offers an overview of the Four Blocks Literacy Framework.

30 – 40 minutes of Self-Selected Reading Read aloud, genre study Read and conference Share	30 – 40 minutes of Guided Reading Discuss thinking strategy/purpose Read Share purpose through discussion and writing
30 – 40 minutes of Working with Words Practice Word Wall Write - On the Back Word Study Word Activity	30 – 40 minutes of Writing Model Write and conference Share writing

Figure 1. Four Blocks Model of Balanced Literacy. Framework Developed by Cunningham & Hall.

Regardless of the support received by experts in the literacy field on effective literacy instruction, the comprehensive Four Blocks framework has been critiqued for the ways the strategies are applied and the framework’s usefulness for educators and students. Simultaneously, however, these critiques also provide evidence for the fact that an assortment of sound instructional strategies are included within Four Blocks, several of which had been used in classroom practice for many years.

Focusing not on the recommended strategies, but on the ways in which the strategies were used, Hibbert and Iannacci (2005) offered a critique of the commercial products available for a balanced literacy program, one being the Four Blocks framework. They challenged the literacy framework in relation to time limitations and discernment. They pointed out that the block approach is too constrained by time and that teachers said they had trouble finding the time to do each block each day and staying within the time limits. Nevertheless, in an attempt to provide a balanced critique, Hibbert and Iannacci (2005) noted that the Cunningham and Hall (1998) framework had encouraged the current movement toward more mixed-ability grouping, which they deemed very valuable.

Rettig and Canady (1999) found that teachers and students said it was difficult being productive when time allotments were rigid. In addition, time constraints were not compatible with Spiegel’s (1998) claim that balanced literacy was about teachers making instructional decisions depending on the students’ mastery of certain skills. These types of decisions that Dudley-Marling and Murphy (2001) and Dewey (1939, 1968) sought from educators were considered to be under-developed if an educator used a literacy instructional model. They feared that the effect of touting one particular balanced literacy program as essential for a school’s success discouraged an educator’s creativity.

Finally, the Four Blocks model defines comprehensive and balanced literacy as consisting of the daily implementation of the four main approaches to literacy instruction (Cunningham, Hall, & Defee, 1991). To other researchers, though, all aspects of reading and writing should receive appropriate, rather than equal time (Ruiz, Vargas, & Beltran, 2002; Strickland, 1998).

Empirical Research on the Implementation of a Literacy Model

Examinations of the usefulness of a comprehensive literacy framework have been done in various educational settings. A review of this empirical research is presented with specific attention paid to the methodology, institutional setting, and operational definitions used to evaluate the implementation of and accountability for a comprehensive framework.

There are several ways of categorizing the research examining the implementation of a comprehensive literacy framework. Some research was initiated by implementing a quantitative methodology with studies done in both public and private schools. In addition, the research is further divided in terms of the definition of a comprehensive literacy program, the support given by the administration and the impact on educators and students. This review of empirical studies dealing with a comprehensive literacy curriculum and instruction is initially divided by the definition of the implementation of the program and further categorized by the impact on the institutions in which the study was conducted.

Definition of the implementation of a comprehensive literacy curriculum. Data in the mid-1990s revealed that failure to learn to read at grade level by third grade or age nine was correlated with nearly every undesirable social, political, and economic problem (Fielding, Kerr, & Rosier, 2004). In addition, in 1994 the National Assessment of Educational Progress results indicated that fourth-grade literacy scores were declining. Therefore, by the late 1990s, public and political opinions stated that literacy instruction was in dire need of reform. Public outcries for accountability in the United States have challenged public schools since the No Child Left Behind Act (NCLB) became law on January 8, 2002, with the goal of closing the achievement difference between high and low-performing students. This law clearly states that educators are responsible for the measured growth of all their students in reading, mathematics, and language, including those students at risk of not meeting state test standards.

The NCLB system for school improvement (Fullan, 2003; King & Newmann, 2000) asks educators to produce an implementation plan for more effective teaching and learning strategies that changes the ways schools conduct business (NICHD, 2000; Snow, Burns, & Griffin, 1998). Schools are allowed to determine their school’s unique culture and make their own school improvement plan and program decisions for improving literacy (U.S. Department of Education, 2002). Moreover, NCLB mandates do not determine the reading or writing curricula, methods of instruction or material to be used for classroom instruction. It states only that literacy instruction must encompass research-based programs and practices. Their literature and documentation do not specify proven strategies nor do they indicate how the step-by-step process of implementation of such researched based practices could or should take place.

As a result, a large number of studies have examined the implementation of various researched literacy methods. Educators are challenged to interpret research-based literacy strategies, decide how to incorporate them into their classroom practices and how to adapt these practices for their own unique student populations. Showers and Joyce (1996) found that classroom instruction improved with the following sequential improvement process: (1) a research-based strategy was presented to the staff, (2) the skills required for implementing that strategy were demonstrated, (3) the skills required to adjust the process were practiced, (4) conversations occurred with colleagues to develop a plan to incorporate the skills within a classroom, (5) peers supported one another in the implementation process, and (6) data were collected and used to fine-tune the researched practices to meet individual needs. Therefore, researchers discussed how schools, not just classrooms, could create an environment that allowed teachers to study together regularly, to build a strong dedication to meeting the needs of each student through successful instruction practices, and to encourage one another as the changes occurred (Strickland, 2002).

Literacy programs are sometimes implemented on a system-wide basis. Researching such a system-wide literacy effort, Bartholomew (2006) examined the mayor’s prescription for a balanced literacy program implementation process in 1,400 of New York City’s public schools, involving 1.1 million children and 134,000 employees, starting in 2002 (City of New York, 2004). In this case, Mayor Michael Bloomberg used standardized mandates that dictated almost everything the classroom teacher could do. This new centralized organizational structure produced strained relations with teachers requested to implement the standards. There was a loss of job ownership by teachers and principals. This in turn supported research that found teachers and principals thrive in environments that value staff member contributions in problem solving (Litt & Turk, 1985; Serviovanni, 1967). According to Bartholomew, more research is needed on maintaining job ownership even while reshaping and implementing new policies and effective practices.

In addition, the academic world seeks to improve upon existing research regarding the implementation of a literacy curriculum and instructional framework. A study attempting to define an exemplary implementation model for school reform that school leaders could use was conducted by Southworth and Doughty (2006). They examined whether school leaders made a difference by studying the distributed leadership model (Elmore, 2000; Leithwood & Riehl, 2003; Spillane, Halverson, & Diamond, 1999). After six years of rigorous research at England’s National College for School Leadership, the following lessons were learned: (1) the context in which educators work, whether rural or urban, local or regional, is an important factor in school improvement; (2) good leaders must also be good managers; and (3) principals as leaders and as practitioners must understand their own vision and have an understanding of best practices for literacy instruction and be able to focus on teaching and learning.

Very small and focused implementations occur as well. Hall, Prevatte, and Cunningham (1995) described a three-year project in two schools in which teachers explored changing the organization of literacy to the Four Blocks model. They allowed for more multilevel instruction, eliminating the need for ability grouping and eliminating seat work. These types of changes, combined with professional development, were found to be important pieces of their successful interventions plans.

Cognitive, emotional, social and instructional factors must be examined when determining how to support at risk students who are learning or acquiring literacy strategies (Lipson & Wixson, 1997). At its foundation is how quickly children gain strategies for decoding words. Juel (1988) reported that 88% of the children who scored in the lowest quartile in reading at the end of first grade remained below the 50^th percentile at the end of fourth grade. This included students identified as at risk as well as others not defined as at-risk students. Many of these at-risk children have few opportunities to participate in significant literacy-related experiences and are less likely to build up automatic skills (Adams, 1990). Researchers Kameenui and Carnine discovered that studies agree that there is a small amount of time spent on writing instruction in our K-12 schools (1998). Instead, in the name of creativity, arts and crafts dominate literacy instruction, the state writing criteria never gets taught and writing is assigned with a vague set of instructions (Schmoker, 2006).

Many at-risk children find reading and writing to be difficult and frustrating. Due to the fact that so much cognitive energy has to be focused on decoding and encoding, the students are less likely to engage in reading and writing on their own. If they do not write or read, they are less likely to develop fluency, vocabulary, and an understanding about the world. These students have no motivation to write and read. This downward spiraling of literacy achievement has been noted to be a key determinant of school failure (Stanovich, 1986). This lack of success in literacy achievement in school has a strong impact on a child’s earning potential. The income level of those who have not graduated from high school is $10,838, which is barely above the official poverty line in the United States (Marzano, 2004). What about those students who do make it into college? The sad state of literacy education is one indicator as to why an estimated one half of those who enter college do not return for their sophomore year (Olson, 2005).

Marzano (2003) examined the resource supports for the literacy programs of schools that included at-risk students. His research revealed that parents with at-risk children needed to be informed as well as educated in how to help their struggling students. The students’ background knowledge and vocabulary needed to be enhanced through experiences such as field trips and the students’ self-esteem needed reinforcement. Marzano (2004) stated that the research on school success provides clear guidance in relation to effective schooling, but posited that we need to reflect and conduct studies on how to turn school improvement research into structured action.

In an attempt to turn literacy research into action, at-risk students were placed in small tutoring groups and studied by Hiebert, Colt, Catto, and Gury (1992). This small group-tutoring program for at-risk students included systemic word study and practice with easy books, and it showed improvement for those students studied. In a similar vein, Taylor, Frye, Short, and Shearer (1992) planned and implemented a small-group in-classroom tutoring program for struggling first-graders. This included repeated reading of trade books and fluency. These researchers used a quantitative methodology with assessments given and comparisons made to average peers. Results indicated that variance occurred based on the skills of the tutor. In addition, comparable small group tutored-programs identified as Reading Recovery (Clay, 1985) and Success for All (Slavin, Madden, Karweit, Livermon, & Dolan, 1992), characterized by one-on-one reading and writing tutoring for struggling first-graders, resulted in evidence supportive of success.

If school staff offers tutoring for at-risk students, more positive and effective changes in literacy instruction occur at the classroom and school level according to Broaddus and Bloodgood (1994). They used interviews, a survey, observations and reflective notes to examine students’ perceptions of literacy over three years in a rural K-6 building school in a mid-Atlantic state housing 350 students. Twenty-nine percent of the schools were comprised of minority groups, and 32% received free and reduced price lunch.

The positive impact of school staff on at-risk students was also studied by Doorman and Alber (2005) who conducted an examination of an implementation program that involved teacher study teams in many of Mississippi’s lowest performing schools. The schools’ plans for improvement allowed teachers time to study together over a three-year period. They found that educator dialogue and problem-solving were indeed effective for building a school’s capacity to improve student achievement (Fullan, 1998, 2003). This included having an action plan that included conversations to understand what works according to literacy research as well as a study of effective assessment pieces (Blythe, Allen, & Powell, 1999; Showers & Joyce, 1996). The faculties found that the conversations related to student work and assessments reduced their workload, promoted a better understanding of effective literacy strategies and encouraged instructional modifications. This confirmed earlier research that also found that effective instruction increased when administrators and teachers studied student data and mapped the use of evidence-based practice (Baker & Smith, 2001; Fuchs & Fuchs, 2001; Greenwood & Maheady, 2001). Many of the studied schools also asked for research on how to use a structured procedure to make their reflective process more effective and utilize common planning time effectively.

In another K-5 elementary school setting with a team consisting of a general education teacher and a special educator, at-risk students benefited within the class of 24 fourth- graders and two teachers (Schnorr & Davern, 2005). Their research revealed that paired teachers are effective if they have a shared knowledge of successful literacy practices.

Overall, tutoring intervention programs for at-risk students did not support or connect with the implementation of comprehensive literacy programs within the classroom setting (Shanahan & Barr, 1995). The lack of connection between the methods and materials and between the classroom and the tutoring program hinders the delicate learning of the students who are most in need of consistent instruction (Allington & Cunningham, 1996). Likewise, Shanahan and Barr (1995) stated that an at-risk intervention program is a different model from one that has overall goals for school change (Slavin, Madden, Karweit, Dolan, & Wasik, 1992). These researchers, as well as Gaskins (1998) from the Benchmark School program, agreed that school systems needed congruence between classroom instruction and remediation, with professional development that had the teachers taking ownership of the program.

In summary, tutoring programs are one component of a comprehensive literacy program. It is no wonder Graff’s (2003) estimates only 20 percent of students arrive at college with the ability to write even ostensibly well. Furthermore, a third or more of college students need remedial English (Schmoker, 2006).

Literature Review Conclusion

There are several reasons why public schools have become increasingly interested in improving their success rates (Fielding, et al., 2004; Wagner, et al., 2006). The failure to pass state tests measuring academic achievement impacts the school in terms of public perception, and in turn impacts school district enrollments and budgets. In addition, the competition between countries in a global knowledge economy has continued to increase. The result causes unparalleled expectations on public school education leaders demanding a systemic change in the public school and the use of more effective tools (Wagner, et al., 2006).

Michael Fullan (2003) asserts that leadership is to this decade what standards were to the 1990s. Researchers call for more studies on how to help leaders build high-performing school systems, specifically in the age of accountability. They also ask for leader-influenced practices that impact classroom instruction with school systems moving away from outdated 20^th-century models of leadership.
Chapter III: Methodology

Introduction

The goal of this study is to examine to what extent and how leadership-influenced practices effectively impact classroom instruction within the context of a writing program. Therefore, this study is about how one school’s leaders were able to influence their classrooms in such a manner as to successfully impact student success in writing. The school is the unit of analysis, and the educators provided data on how their classroom-level activities are influenced and effectively impacted by four leadership influenced practices: (1) systematic supervision, (2) comprehensive curriculum, (3) supported professional development, and (4) the leaders’ knowledge of curriculum, instruction and assessment.

The study focuses on 14 individual teachers employed at the same institution, with various degrees of experience, and working with an at-risk population of students. In addition, the study examines the two leaders at the school, specifically the principal and the reading specialist. The goal is to examine what role, if any, the leaders and their leadership practices had played upon the experiences of the classroom teachers. This research is important because it deals with the teaching practices of an at-risk population of students and the factors that contributed to the success in writing of these students and their educators, despite the challenges they faced.

Definition of Terms

For the purposes of this study, several terms must be given operational definitions in order to understand the goals and methods of this research. Specifically the following five terms must be defined: (1) at risk, (2) systematic supervision, (3) comprehensive curriculum especially as pertains to writing, (4) professional development, and (5) leaders’ knowledge about curriculum, instruction, and assessment.

The literature provides several criteria by which a student may be considered at risk. Some of these include students with high absenteeism, students with special needs or first generation students. For the purpose of this study, however, students were considered at risk if they are from a low socio-economic class.

Reeves (2004) posited that leadership supervision must be a strong component of a student-centered accountability system. Such supervision involves leaders examining their buildings’ practices and supervising the connection of those practices to student achievement. This might involve supervision practices such as having the leader visit each classroom daily to observe what is being taught and how it is being taught. It includes recognizing teacher best practices at staff meetings.

Many studies dealing with education define curriculum as any program of study. Since this study examines the students who are able to be successful writers, curriculum was defined as a balanced, comprehensive literacy program aligned with the state grade level expectations. Within a student-centered accountability system, the leaders must be committed to implementing a comprehensive curriculum, particularly in the core basic subjects such as reading, writing and math. As part of their supervision practices, the leaders examine if standards, such as the Michigan Grade Level Content Expectations, are actually being taught or courses of study planned to reflect the standards. For example, one well-known comprehensive structure for literacy and writing instruction at the elementary level involves a balanced literacy framework entitled Four Blocks (Cunningham & Hall, 1998). Within a student-centered accountability model, leaders would ascertain whether or not the students are able to master grade level curriculum expectations as evidenced through the use of rubrics within this curriculum, and if not, provide support to the teachers as needed to accomplish this goal.

In addition, Reeves’ theory implies greater success via student-centered accountability when educators are congruent philosophically with the use of best practices because they are well versed in them. This philosophical alignment occurs when leaders make teachers’ successes the focal point of strong professional development, and the teachers are involved in the development of professional development planning and activities. This might be evidenced through the use of the school literacy coach directly supporting the teachers as they seek to utilize the best practices discussed and agreed upon in the professional development.

Finally, Reeves notes that leaders must be knowledgeable regarding curriculum, instruction, and assessment. For example, the discussions of principals and reading specialists at faculty meetings must focus on student achievement as well as instructional practices, and parent contacts are initiated to focus on academic achievement.

Research Method

As is suitable to the nature of this study and the subject matter to be reviewed, a qualitative research approach was implemented. There are several factors that must be included in the selection of a methodology, such as the setting for the research, the goals of the study, and the nature of the subject matter. Each of these factors is therefore examined specifically.

This study examined educators employed at one school site, including their experiences with comprehensive curriculum, systematic supervision, professional development, and leaders knowledgeable about curriculum, instruction and assessment. Data were collected from within the teachers’ working environment, a natural setting where events occur (Creswell, 1998). This qualitative methodology was appropriate for an examination of the connections between teachers and leaders at a specific institution which implemented a comprehensive literacy program that included supervision, professional development activities associated with a literacy agenda, and leaders knowledgeable about literacy.

The choice of a qualitative study was based on the ability of the researcher to generate a description of a certain event or an understanding of a definite setting or environment (Bodgan & Biklen, 2003). This research sought to understand the factors that went into developing a particular group of teachers that was impacted by their leaders. It attempts to gain an understanding of the story behind each teacher. As such, qualitative methods are appropriate for research that attempts to recognize and make meaning of specific experiences (Patton, 1990). Therefore, this methodology was utilized with the participants of this study.

The implementation of a qualitative approach is also fitting for this study since schools, because of various professional developments in different programs, utilize numerous writing strategies. Qualitative research can therefore be used as a rationale or justification for a specific reform or change (Creswell, 2003). As a result, the findings of this study may be of interest to both the participants and other schools. This research sought to understand the factors that went into teachers’ connecting to their leader and what role, if any, such leaders may have played in making those connections. Information obtained using a qualitative approach in this setting may be useful to schools in discussions about effective writing and leadership practices for both teachers and leaders.

The type of subject matter selected for examination also determined the selection of a qualitative approach. This research sought to study the mechanisms that 14 educators identified as being significant to their ability to teach successfully. It would be complicated to identify all the possible variables that might be identified by these teachers as impacting the sense of accountability for their students’ successes, due to the vast number of possibilities. Factors such as financial concerns, family pressures, a change in a marital situation, mental and physical wellbeing issues, and surfacing career aspirations are just some factors that could have been recognized by these teachers. Qualitative research is fitting when variables are difficult to define or identify (Creswell, 1998). Therefore, the use of this methodology was appropriate.

Case Study Approach

Qualitative methods can be utilized with any of five specific traditions: biography, phenomenology, grounded theory, ethnography, or case study (Creswell, 1998). The case study approach was chosen, due to the purpose and goals of the research to understand the impact of leadership practices on writing instruction within one school.

The case study tradition has been used in many similar settings, including education (Tesch, 1988). As a result, it is suitable for a study dealing with the experiences of educators. Additionally, this methodology allows for the study of a group of individuals as compared to a biography, which concerns one person (Creswell, 1998). The case study approach is fitting for the study of 14 teachers and two leaders in one building with at-risk students. It is a case study of how these participants functioned, producing the curricular and instructional system currently in place.

The case study approach was also appropriate because the subjects of this study have shared an experience that is unique to them. Within this case, all of the teachers of writing and the leaders are identified as being educators of at-risk students. The challenge was to discover what factors these educators identify as being influential in that process of developing successful writing students and how they understand that writing development occurred. The case study tradition tries to make meaning of the actions or interactions that happen to people in certain situations and to look at the process in which these individuals assign meaning to their experience (Bogdan & Biklen, 2003). The attempt was made to comprehend what transpired that enabled these educators to connect to their leaders’ beliefs. The researcher tried to determine what factors the educators themselves thought were influential in their ability to be committed to their school’s plan of improvement in literacy.

The case study approach was also suitable given the goals of this study. Case studies value in-depth interviews with study participants (Creswell, 1998). These interviews give the researcher the ability to gain more depth as to the details of the leadership practices and classroom instruction. The opportunity to follow up with participants in the midst of the study allowed the researcher the opportunity to better determine what factors go into the capacity to connect to leadership. This permitted the participants’ experience to be divided into textural and structural categories so the researcher could examine both the what and how of the experience. The study determined how the teachers connect to their leaders instead of merely investigating the factors that caused them to connect to the leadership.

The data analysis process within the case study tradition also upheld the goals of the study. There are potentially several factors that may play a part in an educator’s decision to connect to the school’s leadership and be held accountable for at-risk students. The case study approach is noteworthy in that it allowed for methodological reduction to take place in the data-analysis portion of the research (Creswell, 1998). The ability of the researcher to recognize themes or clusters of factors that went into the connections of the teachers and leaders during the data-analysis phase allowed for a further understanding of the experience of these educators with their at-risk students.

Primary Data Collection

Suitable data collection and analysis was ensured through the attention given to this particular school. All participants are part of the same school, required for this method of study to be considered suitable (Creswell, 1998). In addition, every effort was made to collect data from this group of teachers in order to help gain a fuller understanding of the case being considered (Creswell, 2003). Careful attention was given to the process of choosing the setting for this research and the method of data collection and analysis.

The study took place at an accredited, elementary public school, K-5, with a population of approximately 400 students. This school’s MEAP writing scores increased dramatically for fourth grade, from 59.6 % passing in the winter of 2004 to 91.6 % passing in the fall of 2005. With 403 students and 24 teachers, there is a ratio of 17 students per teacher. The Asian population is 10%, Black population is 12%, Hispanic population is 14%, and the White population is 62%. Based on free and reduced lunch count numbers, 59% of the school’s students are considered to be at risk. It is a multi-ethnic, multi-cultural school where support services are extended to students in regular education, special education, and in English as a Second Language.

Selection of Participants

Collection of data began by identifying the pool of participants from the teachers who teach at the school. This process of participant selection continued by contacting the school administrator to obtain that office’s assistance in providing the list of teachers. Using contact information found in the school directory, the teachers identified as potential participants were invited to participate in the study. An email was delivered to each teacher with an explanation of the goals of the study and an invitation to take part in a personal interview lasting between 45 and 90 minutes. Interested teachers were invited to a time to review the goals of the study and the consent form.

A follow-up email was sent to all teachers who had shown a desire to participate in the study and signed the consent form. This email confirmed the date, time and location of the interview. Additionally, the email included the interview questions. These questions asked participants to examine and record their experiences with comprehensive literacy. Their responses were reviewed prior to the interview. The objective of this process was to provide participants with an additional opportunity for reflection outside of the interview process and provide the opportunity to enlarge upon these issues during the 45-90 minute time frame spent with the teacher.

Data Collection

Various kinds of data were collected for this case study. Interviews were scheduled at a time that was convenient for the teacher and took take place in an office within the school building. Each session was audio taped to guarantee accuracy of records, permitting the researcher to focus on the teacher and his or her responses. The interview protocol and questions are included in Appendix A, and each interview lasted between 45 and 90 minutes. Prior to the interview, the educator signed a consent form permitting the session to be taped and transcribed verbatim for data analysis. A second interview was requested if clarification was needed. A third party was employed by the researcher to make certain of the accuracy, and to diminish potential bias, in the transcription process. All participants had an opportunity to review the written record at a later date to ensure accuracy and to permit any follow-up questions or comments. The principal and the reading specialist were also interviewed with the possibility of a second interview for clarification purposes. The interview protocol is included in Appendix A. In addition, professional development plans and data on how they were carried out were gathered, and test scores were examined. Information as to how supervision was conducted was also collected and recorded. Finally, documentation and artifacts from the School Improvement Plan, teacher evaluation processes, and bulletin board displays were reviewed.

Ethical Considerations

Attention was given to all guidelines put forth by the HSRB at Western Michigan University (WMU). With that in mind, there were several steps taken to make certain that the privacy of study participants is protected (Locke, Spriduso, & Silverman, 2000). A protocol of informed consent was followed to make sure that participants are protected. This included getting permission from the HSRB prior to beginning any process of collecting data. Educators who are invited to take part were notified orally and in writing about the goals of the study as well as the data collection, analysis, and storage methods that are used in the study. Prior to conducting an interview, every participant was asked to sign a consent form signifying his or her desire to be included in the study (see Appendix B). Additionally, each participant was informed of his or her right to withdraw from the study at any time. Participants were also notified that they could review the written transcript from their interview and at that point make any helpful statements they felt were reasonable.

Consideration was taken to inform participants about the process of data collection, security, and storage. In this case, the recordings from the interviews and transcriptions are being stored in a locked filing cabinet in the office of the researcher. These materials will be transferred to Western Michigan University at the conclusion of the study and stored there for a three-year period. During this period of time, the records will be available for inspection and copying by individuals who have been authorized by the institution sponsoring the research.

Data Verification and Analysis

An important factor in the data-analysis portion of this qualitative study is that the researcher was the primary source for data collection. As a result, the researcher made every attempt to limit the impact of any bias that may have existed. The direct involvement of the researcher in the data collection and analysis is one of the key challenges of qualitative research (Creswell, 2003), so steps are taken to limit the impact. This is accomplished through a process wherein the study participants are allowed to review and clarify transcripts from the interview and statements made during data collection.

In an attempt to limit any bias in this study, each educator was given the opportunity to review the record from his or her interview and make any statements or clarifications deemed appropriate. Additionally, attempts were made to confirm data by triangulating through multiple sources, rather than relying only on educator interviews. Particularly, this involved several sources: inviting teachers to include any records or artifacts that they felt spoke to their experience, reviewing academic records or scores with teachers, and/or exploring journals in conjunction with the study participants.

The purpose of analyzing data in qualitative research is to divide information into as many categories as is appropriate (Jacob, 1987). The objective of this process is to identify themes from the frame of reference of the study participant and then to attempt to explain these patterns (Creswell, 2003) or understand the essence of their experience (Creswell, 1998). In order to accomplish these goals, the method of data analysis implemented in this research involved the use of coding.

Moustakas (1994) states that data should initially be divided into statements in a process known as horizontalization. This allows for categories of data to be developed where responses are clustered together to create themes within the data. From these clusters, the researcher sought to develop two distinct categories of data; one textural, dealing with the what, and the other structural, dealing with the how of the experience.

In this case, this involved distinguishing between the actual experiences of what happened to the educators and how they experienced their professional development. Since the case study approach to qualitative research was utilized in this study, the researcher sought to develop codes for the data through a process of reading and rereading the participant’s transcripts. A post-hoc approach to the data analysis process was used in an attempt to gain an understanding of the occurrence. Through several readings of the data, the researcher reflected on and reviewed the responses of the individual participants in an attempt to create codes for similar experiences and to determine if they are textural or structural in nature, with the goal of dividing the codes into various categories. The overall purpose of the coding process utilized was to gain an understanding of the essence of the experience of the study participants (Creswell, 1998). From this process, the researcher gained a meaningful understanding of the factors that went into their ability to connect to their leaders, regardless of the challenges faced. The data analysis was directly connected with the research questions, with data coding in relationship to each research question, identifying patterns found within.

Limitations

While the researcher made reasonable efforts to anticipate potential issues in the process of conducting this study, there were still limitations present in this project. The research was conducted using a qualitative methodology with a limited number of study participants. As a result, the responses of the 16 educators who participated cannot be applied to other educators or to a larger population of educators. The finding of this study can be used only to better understand and explain the experience of the individuals involved in the research.

Summary

The goal of this research was to understand the experiences of educators regarding their views on what impact, if any, comprehensive curriculum, supervision, and professional development had on connections between leader-influenced practices and classroom literacy instruction. The implementation of a qualitative approach was appropriate because it allowed for a story to be told and gave the ability to generate an understanding of the meaning of an experience (Patton, 2003). Specifically, the use of the case study approach within the qualitative tradition was used for this study because all of the participants had similar experiences developing students who were successful on the state writing assessment, including the students generally classified as at risk. The researcher acknowledged and responded to ethical considerations in the research process, as well as followed appropriate methods of data collection and analysis to gain a deeper understanding of the experience of these educators and the factors influencing their students’ success in writing. Chapter 4 now follows with those findings.

This qualitative study endeavored to learn more about leadership practices cited by Reeves (2004) and others as having the potential to effectively impact classroom instruction within the context of a writing program at a successful elementary school. This chapter contains the results, with findings categorized into themes and sub-themes with explanations and discussion presented for each grouping. A discussion of the connection of these themes to Reeves’ theory of student-centered accountability is presented in the “Review of Research Questions” in Chapter 5.

The purpose of this chapter is to provide the results of research findings and an analysis of the data resulting from personal interviews that took place with fourteen school teachers and two school leaders at a ethnically diverse school that had demonstrated significant improvements in their state writing scores. Questions asked during the interviews were open-ended to allow for in-depth responses. Some responses led to additional questions, which enabled the respondents to elaborate further on their answers, thereby adding to the richness of the descriptions contained in this analysis. A set protocol for all interviews was followed in an attempt to address the research questions while still allowing for dialogue and discussion to take place.

The researcher followed the process outlined by both Creswell (1998) and Patton (2002) for data analysis, which included identifying key words and phrases, organizing the information thematically, interpreting the meanings of phrases, and analyzing the meanings for what they revealed. The goal of this approach is to uncover the meaning an individual attributes to his or her understanding in a systematic way using themes or clusters of data.

Leadership and School Activities

During the 1990s, prior to the implementation of the Four Blocks literacy curriculum, the staff at the school had been using a literacy program that was tightly scripted for teachers. In addition, the students had been grouped by their reading level, regardless of their age. The state assessment scores in reading and writing were among the lowest in the district. Therefore, upon the arrival of the new literacy specialist in 1998 and new principal in 1999, the decision was made by the staff to evaluate data and research regarding best literacy instructional practices. Subsequently, they voted to all use the framework of the Four Blocks and during the next six years the school’s MEAP fourth grade writing scores went from among the lowest in the district at 59.6% to among the highest at 91.6%.

As noted in Chapter 2, there has been much research and many recommendations regarding effective leadership-influenced practices that impact classroom instruction and, in turn, student outcomes. At the school level, Marzano (2003) cites the leader’s role as critical for establishing the goals, climate of the school, attitudes of teachers, classroom practices, organization of curriculum, and opportunities for students to learn, in addition to being essential for a school’s improvement and achievement. Building on this study, Reeves’ (2004) theory of student-centered accountability attempts to understand student achievement scores with information relating to at least four indicators, including a leader’s supervision, the comprehensiveness of the curriculum being used, teaching practices supported by professional development, and the leader’s knowledge of curriculum and instruction.

It is important to acknowledge these activities associated with effective leaders because such characteristics existed in the administrator and literacy specialist who participated in this study. Both supervised by constant and unwavering support of the school wide decision to improve student learning through the use of the Four Blocks framework, a large-scale, five-year initiative. Their leadership activities included evaluation of the teachers’ instructional practices through frequent visits of the classrooms in which they observed the utilization of the various strategies listed an administrator’s Four Blocks checklist. Staff was asked routinely as to which materials were needed to implement the program, and the purchases were made accordingly. The leaders provided a comprehensive curriculum through their distribution and support at staff meetings of the state expectations of grade level content.

Minutes from staff meetings revealed that professional development specifically focusing on the Four Blocks strategies was conducted in bi-monthly staff meetings, six afternoons of professional development yearly, opportunities to hear Four Blocks speakers and visits to schools successfully using the Four Blocks. The leaders themselves regularly attended professional development on the Four Blocks in which they learned specifically how the instructional strategies supported the alignment of the state curriculum, instruction and assessment. In addition, the leaders attended professional development specifically intended for leaders interested in implementing the Four Blocks strategies building wide. The literacy specialist received multiple days of in-servicing on the implementation of the Four Blocks as a literacy coach as documented by the District Curriculum Office. Supportively, the literacy specialist modeled lessons for the teachers until they had the strategies mastered.

At a classroom level, both Marzano (2003) and Reeves (2004) found effectiveness was based upon a teacher’s instructional strategies, classroom management and curriculum design, all impacted by the leadership practices. Therefore, prominent instructional strategies related to writing were also examined in this study, namely: modeling, an opportunity to write, conferencing, and sharing (e.g., Atwell, 1998; Bromley, 1998, 2002; Cambourne, 1988; Graves, 1995; Kane, 1997; Murray, 1985; Peterson, 2000; Routman, 1996; Shanahan, 1997; Vygotsky, 1978).

It is important to acknowledge these specific strategies, since such new strategies associated with effective writing instruction were utilized by the teachers in this school. Teachers used the Four Blocks (Cunningham & Hall, 1998) framework for writing and reading instruction. Students worked with one literacy specialist, a full time counselor, paraprofessionals and volunteers who served within the classroom to supplement a teacher’s capacity to personalize instruction. These strategies were organized into a framework of phonics, guided reading, self-selected reading, and writing components, called the Four Blocks (Cunningham & Hall, 1998). After being presented with options, the teachers agreed to use the Four Blocks framework and strategies. The School Improvement document revealed that the teachers received necessary and desired materials and professional development that supported the Four Blocks. Each block was studied in depth by the teachers during the bi-monthly staff meetings. All teachers devoted two uninterrupted hours per day to literacy instruction as defined by the Four Blocks. Books defining the format and strategies of the Four Blocks were purchased for all staff and studied in-depth during book clubs and staff meetings. The strategies were modeled in the classrooms for teachers. Additional bi-monthly book clubs were led by the leaders in which the teachers discussed related strategies from additional books that supported the school’s areas of weakness as determined by the state assessments. In addition, state test scores were analyzed by teachers during planning times and Four Blocks strategies were designated to address areas of concern. Despite the difficulties that come with change, five years later state test scores for those at or exceeding mastery in writing were at 91.6%.

Participants

Participants meeting the criteria for participation in this study were employed full or part-time by the school during the spring of 2007. After a review of institutional data, the researcher identified fourteen teachers who had worked for a least one year with the two school leaders (principal and literacy specialist), and who consented to participate. Seven of the fourteen had ten or more years of classroom experience. Four were hired by the new administrator. In these findings the names of the participants have been changed and specific grade level designations have not been included to protect confidentiality. Interviews were held at the school building with each conversation audio taped and transcribed verbatim. Participants were given the ability to review the contents of her or his transcript in an attempt to validate the data through “member checking” (Creswell, 2003).

Themes

The leadership influence category consisted of themes related to (1) supervision, (2) curriculum, (3) professional development and (4) knowledge of instructional components; while the instructional strategies’ impact included themes related to (1) a framework that provided coherence both inside and out of the classroom and (2) the roles of specific writing strategies. Table A1 in Appendix E contains summary data regarding which participants offered information that lead to the identification of each theme.

Leadership Themes

Leadership Theme 1