Exploring the Instructional Effectiveness of High-Growth K-2 Teacher Teams in Foundational Reading

Abstract

This study examined high-performing teacher teams in Title I elementary schools that demonstrated significant student growth in foundational reading skills. Using an explanatory sequential mixed-methods design, we identified K-2-grade-level teams within a district with the highest growth on Acadience Reading. The study explored (1) student growth and proficiency outcomes in these high-growth teams and (2) how teachers described their instructional practices and outcomes. Focus group interviews were conducted, and thematic analysis revealed key factors, including collaboration, data responsiveness, professional development, and content/pedagogical knowledge. Recommendations and directions for future research are discussed.