Mastering Implementation: A Case Study of Literacy Curriculum Implementation at Charles Carroll Barrister Elementary

Abstract

This improvement project addressed the complexities of introducing a rigorous literacy curriculum within a diverse elementary school in Baltimore, Maryland. Through a qualitative investigation, this study delves into the challenges inherent in implementing significant changes in curricular programming and examines the extent to which necessary supporting structures were present or lacking in the school's overall strategy. Employing a thematic discourse analysis to unveil recurring trends in the gathered data, the results underscore the absence of a clearly defined and universally embraced vision for materials use, along with professional collaboration structures operating on a consistent cadence within the broader implementation strategy. The implications of these findings point toward the significance of fostering change leadership. By prioritizing strategies to alleviate apprehension and ambiguity among educators, this approach has the potential to mitigate the overarching implementation obstacles encountered by teachers. This research not only highlights the hurdles encountered during the implementation of a comprehensive literacy curriculum but also emphasizes the critical role of proactive change leadership in creating the conditions necessary to enact and sustain instructional transformation.