Best Practices in Literacy Instruction Kindergarten through Grade Five

One of the key factors in retaining both new and experienced teachers in the field of education is providing them with sustained and meaningful professional development. While some states have begun mandating formal induction programs, nationally few teachers have access to sustained professional development about their subject matter or teaching methods. Recent cuts to educational funding have exacerbated this problem. The purpose of this paper is to present a viable and sustained professional development in service course based on research-based instructional strategies in literacy acquisition (K-5). This paper presents literature on three aspects of professional development (P.D.) including: teacher retention, qualities of effective P.D., and the most essential and efficacious strategies in literacy instruction. Administrators, literacy specialists and P.D. facilitators should find this paper useful as a model for planning sustained professional development despite limited funding and resources. The review of research-based literacy practices has practical application for elementary teachers, literacy specialists, and those working in teacher education.