SCHOLASTIC LITERACY
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perceptions regarding the program’s impact on students; and (d) their attitudes towards the program, including recommendations for improving Scholastic Literacy. Implementation Prior to its implementation, teachers received professional development on Scholastic Literacy, though this varied by school. For most, the initial professional development sessions consisted of a full day of training prior to the start of school, and there were routine check-ins from Scholastic representatives throughout the school year. The initial training was viewed as being informative, but teachers felt that it could have been improved through more “small group instruction” and “seeing the lessons being modeled.” Survey respondents requested more training on the writing aspect of the program, specifically regarding how to use graphic organizers more effectively and how to manage their class time in order to address all of the components. One focus group participant suggested that Scholastic “embed discussions within the training about how to structure and plan” for implementation. Overall, 62.8% ( n = 27) agreed that the group training on Scholastic Literacy adequately prepared them for implementation; a similar number (58.1%, n = 25) indicated agreement with the statement “I am pleased with the Scholastic Literacy professional development I received.” Survey respondents were asked to indicate the frequency with which they engaged with each of the various components of Scholastic Literacy. Teachers reported that some of the components were never used; for instance, half of teacher respondents reported never using the Digital Family Guides, and 63.6% of respondents said they never used the Big Books. More than one-third of respondents never used the Whole-Class Flip Charts, Picture Cards, Authentic Texts with Teaching Cards, or the Writing Workshop Resource Books. Conversely, some of the components were used regularly and with fidelity, as displayed in Figure 2. Most predominantly, the Teacher’s Edition and the Read-Aloud features were central to instruction for most teachers.
© Johns Hopkins University, 2023
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