Three Reading Apprenticeship Implementation Support Models: District Level, Region Level, and State Level

• In Event: Distributed Leadership to Sustain Literacy Learning for Teachers and Adolescents: Lessons Across Time and Contexts

Abstract

Purpose
Long-term sustainability and capacity-building of a literacy intervention are essential to ensuring that it reaches all students equally. During 2022–23, WestEd implemented Reading Apprenticeship across 3 partnership models (district in Texas, region in Michigan, state in Arizona). We will present qualitative findings to demonstrate how to support implementation, inform scale-up efforts, and ensure sustainability of the intervention. All 3 locations include large proportions of racially/ethnically diverse and ELL students, who can particularly benefit from Reading Apprenticeship.

Theoretical Framework
This one-year implementation study examined 3 partnership models that provided implementation support to teachers. The models differed in which organization (i.e., state, region, or district) WestEd partnered with to provide recruitment and implementation support. Reading Apprenticeship professional learning included 5 days of in-person PD for teachers, 3 days of in-person PD for Teacher Leaders, monthly school team meetings, and online PD for administrators to guide their support of implementing teachers. Partnering administrators provided support at all levels depending on their role, including ensuring funding, substitutes, and other resources.

Methods
This mixed-methods study examined buy-in at all levels, from teachers through administrators, using survey, administrative data, focus groups, interviews, and observations.

Data Sources
Teacher Leader focus groups were conducted in each partnership model to gather insight into how buy-in and plans for sustainability evolved throughout the year. We also investigated how local partners and facilitators could better support teacher leaders and the extent to which local partners effectively support ongoing Reading Apprenticeship implementation at schools.

Interviews with instructional leaders/administrators were conducted in each partnership. Instructional leaders/administrators were recruited based on their knowledge of implementation at the school. Interviews focused on reasons for joining the grant, efficacy related to implementation, early impressions related to buy-in for the program, the scale-up implementation experience, successes and challenges encountered, buy-in for the program, and plans for sustainability going forward.

Interviews with relevant decision makers were conducted to assess partner-level buy-in and capacity for sustainability of Reading Apprenticeship beyond the grant. We interviewed key leaders at the district, county, and state level whose buy-in is needed to garner policy support and funding to sustain Reading Apprenticeship. Interviews focused on familiarity with/understanding of Reading Apprenticeship partnership and implementation efforts, buy-in for the program and its sustainability, specific sustainability planning efforts, and likelihood of securing funding to support the program going forward.

Results
Focus group and interview transcripts were coded in NVivo using a combination of inductive and deductive coding. Initial findings indicate that buy-in from teachers, in addition to support from administrators at various levels, are crucial to successful, sustained implementation; however, this support looks different in various contexts. Full results will be ready at the time of AERA 2024.

Significance
Reading Apprenticeship has been shown to be effective in improving teacher practices and student outcomes. However, for the program to continue having positive impacts on teacher and students, it must have strong roots and buy-in from all levels of administration and distributed leadership. This study examines what that successful support looks like in different contexts.

Authors

• Robyn Elkins, American Institutes for Research

• Michaela Gulemetova, American Institutes for Research

• Raquel C. Sanchez, American Institutes for Research