Change occurs at the three levels: the intrapersonal, the interpersonal, and the institutional. The need for clarity, structure and support at the institutional level is often overlooked when examining effective literacy practices. There is a tendency to focus on the activities within the classroom conducted by effective teachers, which are often facilitated by the school infrastructure and its culture that contribute to strong, communicative, resourced and informed practices.
From Irvin, J, Meltzer, J & Dukes, M. (2007) Develop and Implement a Schoolwide Literacy Action Plan. In Taking Action on Adolescent Literacy. ASCD Press.
Retrieved from http://www.ascd.org/publications/books/107034/chapters/Develop-and-Implement-a-Schoolwide-Literacy-Action-Plan.aspx on 28 November 2013
While we are on the topic, it is worth examining the research background to the whole-school Standards Based Change approach to literacy development from well-known literacy academics Kathryn H. Au and Taffy E. Raphael: http://schoolriseusa.com/research-publications/