The PCL model acknowledges school change as a dynamic, continuous process that requires commitment and collaboration at many levels. Improved achievement results from understanding how children learn and the direct connection between teacher instruction and student learning. Systemic change is a result of the ability to problem-solve with colleagues who work with children, who share common experiences and who are committed to continuous school improvement processes. In addition to the Comprehensive Literacy Model (CLM) and Comprehensive Intervention Model (CIM) coaches, other key staff positions are important to the success of PCL.
Classroom teachers understand their roles and responsibilities for implementing the PCL model as outlined by the Jacobson Center for Comprehensive Literacy. Teachers organize their classrooms to meet the needs of diverse learners, including selecting appropriate materials and working with whole group, small group and individual learners. Teachers use a workshop approach to learning across the curriculum, including reading, writing, language and content workshops. Small group reading and writing instruction is provided to meet the needs of diverse learners; explicit mini-lessons are tailored to meet the needs of all students across the curriculum. Daily one-to-one conferences are scheduled with students during the workshop framework. Teachers engage in pre- and post-conferences with the CLM coach. They participate in weekly grade-level team meetings and in intervention team meetings with the CLM Coach and CIM Intervention teachers.
Building administrators understand the school’s roles and responsibilities of implementing the PCL model as outlined by the Jacobson Center for Comprehensive Literacy. This includes the implementation of CIM with depth and fidelity, including Reading Recovery® for struggling first graders and supplemental intervention groups across all grade levels. They implement a schoolwide, seamless assessment system with multiple measures for evaluating student progress over time. They attend team meetings and provide common release time for teachers to study professional texts and problem-solve on teaching and learning issues. They provide funding for a wide range of reading materials to match student needs. They ensure that the CLM coach, classroom teachers and CIM Intervention teachers adhere to the roles and responsibilities as outlined by the Jacobson Center. Building administrators participate in the Jacobson Center Network of Literacy Administrators. They attend the Summer Institute and the Jacobson Center and Reading Recovery Academy. They secure funding for school teams to also attend these events.
District/Area Education Agency Administrators
District and/or AEA Administrators understand the schools’, district’s and/or AEA’s roles and responsibilities for implementing the PCL model as outlined by the Jacobson Center for Comprehensive Literacy. This includes the implementation of CIM with depth and fidelity, including Reading Recovery® for struggling first graders and supplemental intervention groups that provide layers of support for struggling learners across all grade levels. District and/or AEA Administrators support the CLM and CIM Coaches with the necessary materials to implement the model and ensure that principals and literacy coaches meet their roles and responsibilities within the model. They provide funding to implement the PCL model.