Collaborative Assistance in a Highly Prescribed School Reform Model: The Case of Success for All

Abstract

This article focuses on how the Success for All Foundation (SFAF)—the nonprofit intermediary organization that promotes Success for All—works with educators in schools to increase capacity for learning and instruction. Success for All is a comprehensive school reform model that primarily centers on early literacy intervention. Building on research on intermediary organizations and situated learning, we examine how SFAF structures professional development and the types of relationships the organization cultivates with practitioners. At a glance, although much of the theory, strategy, and tools driving the SFAF's approach to school reform seem technically oriented and highly prescribed, our investigation indicates that the deeper process of creating knowledge for school improvement is a collaborative, situated endeavor. Moreover, the study reveals that the process of learning and professional development within the program is a result of the ongoing, dynamic interplay among the SFAF, local conditions, and the broader policy context. Implications for policy and practice are discussed.

Notes

¹ States apply to the Department of Education (ED), which allocates grants based on the number of students living below the poverty line. States, in turn, distribute funds to local educational agencies on a competitive basis. A panel of experts reviews state proposals, which require a plan to implement a scientifically reading-based instruction program and monitor student progress. Once approved, states are required to submit annual implementation and progress reports. The ED's panel of experts and consultants oversee the implementation process. The ED has set up a National Center for Reading First Technical Assistance to aide states and districts with implementation, including assistance in reviewing programs, materials, and assessments. The assistance is divided by three regional centers operated by the University of Oregon College of Education, The University of Texas at Austin, and Florida State University.