Figure 11.1. Circles of Implementation of ELA/Literacy and ELD InstructionThis adult learning environment mirrors the type of learning that this ELA/ELD Framework
envisions for California classrooms: It motivates and engages teachers’ efforts, integrates their
learning, respects their knowledge and capabilities, and challenges their intellect. As students grapple
with complex texts and concepts, persist through difficulties, and set their own goals for learning,
so too do their teachers and leaders. The safe, nurturing, yet rigorous conditions needed to support
the development of children and adolescents are also needed to support their teachers and leaders.
Ensuring that California’s students experience high-quality ELA/literacy and ELD instruction and
achieve the standards requires specific and sustained attention to implementing the evidence-based
practices described in this framework. This chapter describes the adult learning, leadership practices,
and resources necessary for such implementation.
Implementing the ELA/ELD Framework Within a
Collaborative and Learning Culture
Fixsen and Blase (2009) identify implementation as the “missing link” in the successful translation
of evidence-based theories and models to practice. It is not enough to identify advanced standards,
high-quality instructional materials, and effective instructional practices; school communities need to
successfully establish and integrate multiple program components and sustain effective instructional
practices in order to ensure high-quality teaching and learning experiences for all students. This
requires that schools attend to the stages and components of implementation while also fostering
a collaborative school culture that equally honors and engages students, educational professionals,
parents and families, and community members.
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