Examining Educators’ Perceptions of Adopting and Implementing High-Quality Instructional Materials for Literacy in Grades K-5

Given the current trend in early literacy legislation to require or incentivize the adoption of high-quality instructional materials (HQIM), this study surveyed district leaders (n = 149), school leaders (n = 260), and teachers (n = 780) in one U.S. state to understand their perceptions of and experiences with elementary literacy HQIM adoption, implementation, and professional development. Although 47% (teachers) to 57% (school leaders) reported that teachers had been well-trained in implementing the HQIM, respondents reported some difficulties with implementing the adopted materials. Internal professional development opportunities were more likely to be rated as helpful or very helpful compared with externally provided PD. Teachers were less likely than school leaders to perceive a need to shift their instruction or to consider their HQIM better than the materials they previously used, aligned to state standards, and to include activities and texts that would engage students. School leaders, in turn, had slightly less positive perceptions of these aspects than district leaders. Approximately one-third to one-half of educators reported being provided with resources other than the HQIM to use for literacy instruction. Results suggest a need for greater communication around the HQIM adoption process and ongoing support to foster teacher buy-in.