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Measuring Teacher Buy-In and School Commitment to Implement Reading Apprenticeship

Sun, April 14, 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 100, Room 110B

Abstract

Purpose
We will present quantitative findings from the 2022–23 implementation of Reading Apprenticeship to examine the scale-up outcomes across 3 partnership models (district-wide in Texas, region-wide in Michigan, and state-wide in Arizona) and explore factors associated with teacher buy-in and school commitment.

Theoretical Framework
Strong buy-in and commitment to a literacy intervention from teachers, school administrators, district and state education practitioners and policy makers, regardless of how promising or effective it is, are essential for its implementation. However, understanding the contextual factors of implementation and support mechanisms needed, are key to successful implementation leading to improved outcomes.

Methods
We performed statistical analyses to describe participating districts, schools, teachers, and students across the 3 partnership models by constructing means and percentages. Regression analyses were conducted to investigate which factors may be associated with improved scale-up outcomes and unpack the mechanisms of how different partnerships support uptake rates and teaching practices. Finally, two-stage least squares regressions were estimated as teacher self-reported buy-in and perceptions of school commitment may be correlated with the number of monthly school team meetings held or the levels of integration into classroom teaching, teacher/department meetings, and school plans.

Data Sources
Participation data was used to gauge the extent to which Reading Apprenticeship participants engaged in the planned PD activities and to construct PD uptake indicators (e.g., number of PD days attended and attendance at school team meetings). Participation data was also used to construct fidelity of implementation measures based on pre-established thresholds for PD attendance. The data include attendance from in-person institutes, Teacher Leader meetings, online courses, and school team meetings.

Administrative records at the school and district level were collected from the National Center for Education Statistics (NCES) to describe the settings and populations of each partnership model. District characteristics included variables such as the number of schools and students served, and locale (rural/suburban/urban) School characteristics included school size, grade range, student ethnicity, number of students eligible for free or reduced-price lunch.

Survey of participants including teachers, teacher leaders, instructional support staff, coaches, and administrators was administered during spring 2023 to gather feedback on their experiences with Reading Apprenticeship and the extent to which they report implementing it in their classrooms. Specifically, we collected information on the uptake of Reading Apprenticeship PD activities, levels of integration into teaching, levels of buy-in and commitment to Reading Apprenticeship, and sustainability and contextual factors.

Results
Statistical analysis with quantitative data gathered from over 350 teachers and 50 teacher leaders across the 3 partnership models is ongoing and results will be available at the time of AERA 2024 and included in our presentation.

Significance
Reading Apprenticeship has been shown to be effective in transforming teachers’ classroom practices and in improving student outcomes. As the framework is widely used, unpacking the specific district, regional, and state partnership characteristics and necessary supports is critical for operationalizing them. This study contributes to defining the supports so they become embedded in the PD model to ensure implementation sustainability across local contexts and scalability models.

Authors