Literacy for ME: Maine's Comprehensive State Literacy Plan

Appendix C

Questions for Literacy Leadership Teams to Consider when developing plans:

  • How will educators, learners, community practitioners, parents, and other community members be involved in the plan development?
  • What professional learning and other support will educators, parents, community members, and the literacy leadership team members need before and as the plan is initially implemented?
  • What leadership functions will be required to implement the plan and what levels of leadership will be responsible for performing these functions? (See toolkit for suggestions of leadership functions by leadership role.)
  • What kind of infrastructure will be needed to support the plan implementation (e.g., scheduling for instruction, scheduling for faculty collaboration meetings, norms and protocols for collaboration meetings, and scheduling routine observations)?
  • How will the team monitor plan implementation?
  • How will plan implementation and outcomes be communicated to faculty/staff and stakeholders?
  • How will the team evaluate the effectiveness of the plan?

Ongoing responsibilities of the literacy leadership team include:

  • Supporting a child and family centered climate of collaboration, shared decision making, and continuous improvement that promotes and celebrates literacy achievement.
  • Coordinating and monitoring components of the literacy plan implementation.
  • Collecting multiple sources of evidence/data to track and revise literacy plan implementation as necessary.
  • Problem solving implementation challenges with stakeholders.
  • Regularly communicating with stakeholders about literacy plan implementation and its impact on teaching and learning.
    Exploring and recommending policy decisions to institutionalize plan components that have resulted in increased learner achievement.
  • Examining transition plans for learners over time to ensure that consistent outcomes for student learning are in place and that instruction and assessment practices are well aligned.
  • Seeking support from community partners to strengthen and increase effective practices, including extended learning opportunities.


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