The PCL model is based on seven principles of apprenticeship learning as originally described in Apprenticeship in Literacy (Dorn, French, & Jones, 1998). These principles include: 1) observation and responsive teaching; 2) modeling and coaching; 3) clear and relevant language for problem-solving; 4) adjustable and self-destructing scaffolds; 5) structured routines; 6) assisted and independent work; and 7) transfer of knowledge, skills, and strategies across changing contexts.

The seven principles of apprenticeship learning are aligned with the ten features of the PCL model. The features are interrelated and dynamic; allowing schools to use them as a tool for managing and coordinating comprehensive literacy changes. The ten features were first explained in Results that Last: A Model for School Change (Dorn & Soffos, 2003) and Shaping Literate Minds: The Development of Self-Regulated Learners (Dorn & Soffos, 2003); and they are described on the PCL website. The strength of the model resides in the school’s ability to coordinate these features systematically, thus enabling continuous school improvement.

Feature 1: A Framework for Literacy uses a workshop approach for meeting the needs of all students, including an integrated curriculum, inquiry-based learning, and differentiated instruction. Students acquire problem-solving strategies for working on tasks that increase in complexity and difficulty.

Feature 2: Coaching and Mentoring uses scaffolding techniques to assist teacher in taking on new learning, including a gradual release model for assuming responsibility (Dorn & Soffos, 2006).

Feature 3: Model Classrooms are transformed from traditional approaches of instruction into literacy labs that become settings for observing the model in action.

Feature 4: High Standards are based on state, national, and professional standards with benchmarks along the way to ensure that all children reach their highest potential.

Feature 5: Accountability includes a school-wide, seamless assessment system with multiple measures for evaluating success, such as formative and summative assessments, student portfolios, assessment walls, and school reports.

Feature 6: Interventions are targeted to meet the needs of diverse readers, including Reading Recovery for the lowest students in first grade and K-5 intervention groups for other needy students.

Feature 7: Professional Development is embedded into the school climate, including literacy team meetings, professional learning communities, teacher book clubs, peer observations, cluster visits, teacher conferences, and demonstration levels.

Feature 8: Well-Designed Literacy Plan is created for continuous improvement, including short and long-term goals as related to literacy with a benchmark of three years with a monitoring system.
Feature 9: Technology is used for communications, presentations, data collection, publications, and networking opportunities.

Feature 10: Spotlighting and Advocacy are techniques for disseminating information on the model, including news releases, research articles, and presentations by school teams, and schools site visits.