In a seminal article, Cynthia Coburn (2003) offers advice for deep and lasting change in school renewal efforts such as those entered into by Cornerstone Literacy and its district partners.¹ Coburn addresses depth, sustainability, spread, and shift in ownership of school change efforts. The implementation strategies offered here address those four dimensions, all of which require school and teacher reflection to reach optimum development.

By offering the research-based instructional techniques found in this section, teachers and schools can examine beliefs about classroom practices and develop a roadmap for change. While these tools are not all inclusive, they do provide a starting point for careful analysis of instruction and school renewal. Their usefulness, however, lies in coaching and developing in professional communities attempting to move toward more intentional teaching.