Navigating a Change in Curriculum: A Case Study of One School's Approach to Support Teachers During the Implementation of a New Literacy Program

Oak City Lower School administration recently transitioned to incorporating evidence-based literacy instruction in all classrooms. Teachers needed to change the ways in which they taught reading after years of teaching in a model that was not evidence-based. This study examines the professional learning experiences offered to teachers at Oak City to support teachers during this transition. It describes their perceptions of the effectiveness of these professional learning experiences and their views towards the implementation of these practices in their classrooms. A descriptive case study was used to collect and analyze data in two phases, incorporating data collection through document analysis, a survey, and interviews. Findings and recommendations are discussed as supported by the data from the study. The results of this study may be useful in determining the next steps for evidence-based literacy implementation and other future curriculum changes at Oak City School.