ABSTRACT
This chapter presents the findings of the study in relation to the impact on teachers and the school as a whole. The autonomy of the teacher was paramount and it sought to provide opportunities for teachers to respond to the pedagogical content strategies in unique and personal ways which in turn influenced the way they engaged children. An essential part of the professional development provided for teachers was provision of a wide range of professional readings on the current research base on how best to teach literacy. The development of professional learning communities is seen as an integral part of school change and literacy reform in the United States. Honoring teachers individuality created a strong change program, and teachers invested a lot of their personal time and energy in the process, often staying after school to work on professional development. Having an in-school coordinator would ensure continuous growth and renewal in the change process and help to drive it forward.
