The following observations were observed by Heather Knill-Griesser, Primary Teacher Consultant, early in the new school year.

I have observed tremendous growth in each of the classrooms with respect to classroom organization and teaching strategies. I have also noted the tremendous difference in the professional dialogue that is occurring in the school. There is a buzz in the staff room at recess breaks with professional dialogue and discussion focused on balanced literacy and effective classroom practice. I have observed student work posted in both the halls and the classrooms. Daily plans completed by teachers are reflective of curriculum expectations and a balanced literacy program.

T. Knoster (1991) has created a chart that describes Leading Structural/Cultural Change that was presented at the TASII Conference in Washington, D.C. Knoster indicating that Beliefs + Vision + Goals +Action Plan + Incentive minus Resources minus Skills = Frustration and Anxiety. Frustration and Anxiety are what I observed at Princess Elizabeth School in the spring last year as the project began. What I am now observing is Beliefs + Vision + Goals + Action Plan + Incentive plus Resources plus Skills = Change at Princess Elizabeth School. (Reflective Journal Entry, H. Knill-Griesser, September 24, 2002)

Teachers at Princess Elizabeth School shared stories detailing how the Balanced Literacy Program improved student learning in their classrooms. Alison Cooke, Grade 3 teacher, reorganized the structure of her room, to create an optimal learning environment for her students.

I removed my desk to change the focus to student centered learning and to make me more approachable to my students. This also pushes the teacher to continually circulate amongst students and remain an active participant in lessons. For organizational purposes I turned the student desks so that nothing could go in them. Then we created spaces for work storage. Now students file math, writing, etc. in appropriate places and the room is not cluttered with "stuff". This helps to keep the students organized and reduces the number of missing pieces of work. The removal of the teacher's desk has improved the Teacher- Student rapport in my classroom. (Putting Theory into Practice Survey, January 2003)

Linda Symons, a combined Grade 1 and 2 Teacher at Princess Elizabeth School shared the 'success' story of two students in her classroom.

A grade two boy , who repeated grade one and is on an Individual Education Plan (IEP) came to me in September unable to recognize simple words like 'I'. In November the 'light' came on. Actually it was more like a 'lightning bolt'! He discovered he could read and has been consumed by reading ever since. The words "I can't" are not part of his vocabulary any more. He is truly empowered with all aspects of the daily program!

A grade two girl, very similarly, was uninterested in any kind of reading and was evaluated at the pre-primer level. Five months later she has independently completed her second Junie B. Jones chapter book and is starting on her third! (Putting Theory into Practice Survey, January 2003)

Deb Kellner, a Junior and Senior Kindergarten Teacher in a blended program commented,

I have seen 'the lights turn on' in my children's faces this year. We have been concentrating on Jolly Phonics, learning the sounds of the letters. I have seen great success in this, as most of my students know all the Jolly Phonics' sounds. The next step was learning to blend sounds to read words. You can actually tell by the childrens' faces, and also by their delight and enthusiasm when they understand the concept of blending. They get so excited and are so proud of themselves when they read a word! I call them my smart 'chocolate chip' or 'oreo' cookies. (Putting Theory into Practice Survey, January 2003)

Mary Kress, a Junior and Senior Kindergarten Teacher, shared her delight regarding a conversation that occurred with a parent,

During a parent conference, I was told that a Senior Kindergarten student has been 'writing' words and messages to her parents at home. I was surprised and pleased because this student had not shown any interest last year in phonemic awareness, let alone writing! (Putting Theory into Practice Survey, January 2003)

Patti Stanley, the Grade one teacher, remarked that in her class,

"Everyone believes they can read. They see words they know and want to share their knowledge and successes with the teacher."

Margaret Macleod, gave her Special Education perspective on the success of the project.

Students at the beginning of the year exhibited low self esteem and were frustrated with trying to read. They had given up. By filling in the gaps with the use of the Four Blocks model and the Developmental Reading Assessment tool (DRA), specifically focusing on lots of work with the working with words block and guided reading, students are building their self confidence and are aware of the growth in their own abilities. They are showing enjoyment in reading, using the wonderful variety of levelled books available because of this project. Students are now showing a willingness to attempt to read math problems, library books, and newsletters. Although they continue to read below grade level they are closing the gap. They are excited about reading and even ask to read in their spare time! (Putting Theory into Practice Survey, January 2003)

Janet Kilgannon, the Grade 2/3 teacher shared the following successes of implementing the balanced literacy program,

• Time on task: The two hours each morning covering all aspects of language is really precipitating growth.
• Many parents during interviews commented on the confidence with which their children are reading, and their accuracy.
• One parent commented, "She is reading so well, she reads every night, and she reads such hard literature." The parent inquired, "She can read this book now. She's really reading. Could she read it to the class?"

Janet also commented that the professional benefits of the project have included professional development that is current, useful, immediate, and hands-on. It provided renewed interest, enthusiasm, and energy for teaching reading. Janet remarked that student behavior has improved in the classroom and school (Putting Theory into Practice Survey, January 2003).

Evidence of success was shared, early in the project, by Dr. Dale Willows at a Primary Division Meeting.

"Dale commented to the primary staff that she was so impressed by all the good things she observed happening in the school today. She commented that success is evident in the children. The students are more competent and focused"(Reflective Journal Entry, H. Knill-Griesser, November 7, 2002).

This success was reiterated a few days later by occasional teachers who were working in the building,

How do we know that there is improved student learning at Princess Elizabeth School with regards to literacy? An occasional teacher, who had been at the school earlier in the year, commented, "I know the project is successful because the kids are really reading!" She commented that she could not have made this statement earlier in the year. A second occasional teacher commented, "I notice an improvement in the students' writing ability as well!" This was definitely validation that the project is improving student learning at Princess Elizabeth School. (Reflective Journal Entry, H. Knill-Griesser, November 12, 2002)

An on-site visit from Cathy Bauslaugh, Principal Leader -Curriculum and Assessment (GEDSB)and Bill Valoppi, Program Co-ordinator-Elementary Curriculum Assessment and Research (GEDSB) resulted in feedback that supported the school's claim of success.

1. Planning - There is a plan. It is clear. Teachers know what the expectations are and everything they implement in the classroom has clear roots of what they are supposed to do and why. Daybooks reflect curriculum expectations as well as addressing the needs of special needs students. I also like the accountability of different assessment strategies
2. Professional Development - We like the way you have it organized by division and the organization of the prep time for primary teachers allows for ongoing professional development, planning and dialogue. The workshop opportunities provide opportunities for concepts, approaches and expectations to be modelled. The follow up activities are monitored and assessed at a later date.This professional development model supports the learning model of "MODEL/GUIDE/SHARE/INDEPENDENT."
3. Literacy Initiatives - We are impressed with the Jolly Phonics program and the delivery of this program by staff. This program provides consistency in the approach taken throughout the primary division. This is truly "alignment."
4. The Four Blocks^TM provides the structure for your approach to teaching. Once again you have a strategic plan of where you are starting and everyone knows what the journey looks like. Staff have an opportunity to go "in depth" within each of the 4 blocks. The opportunity to reflect on practice is embedded in the learning.
5. Levelled books - Once again you have developed a strategic approach to the resources in the classroom. This process requires a great deal of research. I saw fiction as well as non-fiction materials in each of the classrooms.
6. Data Collection - The diagnostic tools that have been administered to each of the students in the primary classroom provides a baseline of data upon which you will be able to collect updated data at the end of the year. This in turn will give staff an opportunity to analyze results and determine which aspects of the program have noticeably improved student learning/performance.
7. Student Interest/Motivation - We notice the high % of time students were actively engaged and on task. I like the use of the partnership in Linda's room when using the white boards. (E-mail correspondence, December 2002)

What conclusions can we draw from our evidence?

Although the Improvement Plan was a catalyst for change at Princess Elizabeth School, Dan and Heather recognize that it is the teachers' willingness and commitment to change that has contributed to the school's success and improvement in student learning. The teachers are dedicated in their efforts to "engage in a variety of learning opportunities both individual and collaborative that are integrated into practice for the benefit of student learning" (OCT, 1999, p. 13). Acting as both team members and leaders they engaged in shared problem-solving and decision-making to innovate and effect change at Princess Elizabeth School.

Cathy Bauslaugh and Bill Valoppi commented, "You've got a dynamic school with staff authentically involved in the process of lifelong learning and discovery of BEST PRACTICE."

Final Thoughts and Next Steps

But how can change successfully occur without the input of additional funding? We would like to suggest the following top ten principles for attempting to change the instructional practices in any school based on recommendations from Allington and Cunningham(2002).

1. Identify teachers who want to participate in the change process. Be honest with teachers about expectations and alternative opportunities for professional growth.
2. Take stock of resources in your school. Classroom libraries may also be built using donations from parents, parent-teacher organization fundraising, or local business support. Old basal reading anthologies can be used to create little books by isolating selections and designing individual book covers. Book clubs' bonus opportunities offer another strategy to build a library collection. Online reading programs, for example readinga-z.com, provide reading books at a specified cost. School Book rooms provide teachers with easy access to a collection of books organized by difficulty.
3. Involve teachers in planning and gathering of school data. It is critical that teachers are involved in the collaborative effort of creating the school plan for improvement and gathering assessment data to track student progress.
4. Collaboratively decide what you need to change with respect to instructional practice. Dr. Dale Willows (2002) encouraged the staff to consider the components of a balanced literacy diet and follow the recipe when implementing the component. The components of a balanced literacy diet included: motivation for literacy; concepts of print; word/world knowledge; language development; listening/thinking skills; sight words; phonemic awareness; letter-sound connections; letter formation; spelling; schema development; real reading and real writing. A tip from great reading and writing chefs included following the steps of modelled-shared-guided-independent practice.
5. Remember change is gradual. There are no quick fixes to change and change takes time. Patience, persistence, time, and energy are needed to change well-established instructional routines and practices.
6. Focus on one component of a balanced literacy program at a time. Princess Elizabeth School staff initially implemented all components of the balanced literacy program into their daily program, however, implementation of professional development opportunities of the four blocks model was gradual, beginning with the Working with Words block, followed by the Guided Reading, Self-Selected Reading and Writing Block.
7. Create an action plan for professional development opportunities and the sharing of instructional practices. Professional development opportunities, organized by division, have resulted in focused professional dialogue and increased teacher knowledge. Providing professional development opportunities in afternoon sessions, rather than in after school sessions, have proved to be less stressful for the staff. Next steps will include continued divisional meetings, professional reading and discussion opportunities, and sharing of best practices by touring classrooms at the end of professional development sessions. Visits to other classrooms both locally and provincially foster teacher development and instructional change.
8. Encourage family and school community involvement. Princess Elizabeth School shared the school initiative with parents early in the school year. Monday evening library sessions, were provided by the administrator and parent volunteers to permit parents to read and sign out books with their children as well as participate in planned literacy sessions. "Guest" readers attended these sessions to model the "read aloud" component of a balanced literacy program.
9. Think commitment and collaboration, not control. Shared decision making with a team facilitator fosters ownership of the initiative by all participants with the focus on improving student learning.
10. Beliefs + Vision + Goals + Action Plan + Skills + Collaboration + Resourcefulness = Change

Supporting teachers to implement a Balanced Literacy Program to improve student learning requires effective leaders who have sensitivity to the process of implementation.

They know that change is a process, not an event. They don't panic when things don't go smoothly during the first year of undertaking a major innovation or new direction. They are empathic to the lot of people immersed in the unnerving and anxiety-ridden work of trying to bring about a new order...The leader as coach helps people develop and invests in their capacity building(Goleman, 2000)...they still have an urgent sense of moral purpose, they still measure success in terms of results, but they do things that are more likely to get the organization going and keep it going. (Fullan, 2001, p. 41)

References

Allington, R. & Cunningham, P. (2002). Schools that work: Where all children read and write. Boston, MA: Allyn & Bacon.

Blanchard, K. (2002). Whale done!: The power of positive relationships. New York, NY: The Free Press.

Cunningham, P., Hall, D., & Defee, M. (1991). Non-ability-grouped, multi-level instruction: A year in a first grade classroom. Reading teacher, 44, 566-571.

Cunningham, P., Hall, D., & Sigmon, D. (1999). The teacher's guide to the four blocks. NC: Carson -Dellosa Publishing Company, Inc.

Fountas, I., & Pinnell, G. (1999). Matching books to readers: Using leveled books in guided reading, K-3. Portsmouth, NH: Heinemann.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Knoster, T. (1991). Presentation at TASII Conference. Washington, D.C.: Enterprise Group Ltd.

Ontario College of Teachers. (1999). Standards of practice for the teaching profession. Toronto.

Willows, D. The balanced and flexible literacy diet: Putting theory into practice through professional development. Ontario Institute for Studies in Education, University of Toronto.

Appendices

Appendix 1: Putting Theory into Practice: Voices from "The Kitchen" of "The Balanced and Flexible Literacy Diet": January 2003 (PDF)