By setting goals and establishing priorities, administrators commit support to teachers for learning the essentials of research-based instruction. Student standards, curricular frameworks, textbooks, instructional programs, and assessments are closely aligned with one another . When academic standards, curricular frameworks, textbooks, instructional programs, and assessments are aligned, teachers can more readily commit effort and resources to implementing them. Reading components, principles, or practices are most likely to be used when they are embedded in the core program adopted by the district. If everyone is committed to an effective approach, results are usually better.
Professional development is given adequate time and takes place in school as part of the work day .
Teaching children how to read and write is a complex activity that is learned with knowledge, coaching, and experience. Because teachers are professionals who do more than manage a room full of students, they need time to reflect on the success of their lessons with others who are working toward similar goals. Professional development could easily include an average of three hours per week or 80 to 100 hours per year in study, collaboration, observation of master teachers, and research. School-based professional development should focus on the evidence for student learning and remedies for insufficient progress. The expertise of colleagues, mentors, and outside experts is accessible and engaged as often as necessary in professional development programs .