Implementation of Washington State Essential Academic Learning Requirements: Middle school literacy practitioners' perceived needs for support

This study was designed to identify the resources, professional topics, and types of support perceived to be of primary importance for professional growth by literacy teachers at the middle school level. These teachers were in the process of implementing the Washington State Essential Academic Learning Requirements.;The data collected, utilizing questionnaires and focus group interviews, were analyzed and reported as descriptive data in eight tables supported by field notes and quotations from the interviews.;The study found that middle level literacy teachers involved in curricular change regard their colleagues as integral to this process. These teachers clearly expressed a need for time to plan and discuss with their colleagues as a high priority, yet they reported a strong need for time to prepare and plan for their individual teaching responsibilities as well. In addition to the expressed need for support from their colleagues, the teachers identified support from building administrators as a high priority.;The teachers with 3 or more years of teaching experience indicated a desire for financial compensation for release time and curriculum materials as they implement this curricular change. In contrast, teachers with only 1 to 2 years of experience reported a great need for financial compensation for fees required to attend workshops and conferences.;Assessment practices and whole class instruction were reported as topics of great need for professional development. The teachers agreed that sample lessons and specific instructional strategies would improve their knowledge base and assist them in implementing the academic learning requirements.;Fellow educators were again identified as the highest priority for sources of information for professional development related to this curricular change. They also reported a desire for information from trainers from the Commission on Student Learning and assessment consultants.;Clarification of the perceived needs of these teachers in the field will strengthen the design of professional development opportunities at the state and local level.