Friday, March 29, 2013

PRODDING THE PROCESS


I am a teacher of writers.  This year I have had the fortune to coach nearly 200 teachers as a fairly large district has taken on writers’ workshop and using units of study that are organized around genre study.  I have looked at my role in this initiative as one who prods the process forward.   I meet with various teams (each of the seven schools has six teams) in approximate monthly meetings or workshops and we discuss their progress in taking on writers’ workshop and in writing in a particular genre within the narrative, informational and opinion modes of writing.   In this role, I am someone who has gotten to see the district progress as a whole as I have worked with administrators, teachers and students alike.

Some of the strategies used this year in our work include:

  • using self-reflective tools;
  • looking at student work;
  • collaboratively planning units within a genre focus;
  • modeling lessons;
  • providing specific information in a direct manner;
  • working 1:1, in small groups and across grade levels and between grade levels  to provide a variety of support;
  • unpacking units of study collaboratively;
  • providing communication and resources via email and other modes of communication
  • viewing video resources to discuss modeled strategies;
  • dissecting a writers’ workshop in a day and in a unit and providing more detailed support on one aspect of the workshop (mini-lessons, conferencing, notebooks, etc.).


The list goes beyond this quick brainstorm.  At the beginning of the year teachers had a range of enthusiasm—as is true in any change process.  I worked with teachers who were frustrated—some to tears.  I worked with teachers who were already doing workshop and some who didn’t know what workshop was.  Some teachers fully embraced the concept and instruction from day one.  Some teachers embraced the initiative as they felt more comfortable or as they saw student success.  Some teachers are traditional and others not quite so.  Some view themselves as writers—others do not.  Some teachers were very well-versed in types of genre writing.  And again—some were not. 

The year has gone on and I have been fortunate to prod the process forward.    This week these are some of the comments I have received from teachers and administrators:

  • My students have never written so much.  They have grown so much in their ability.
  • My students love writing.  It is their favorite time of the day. 
  • I know more about teaching writing than I ever have.  I can teach a genre of writing knowing where I need to go throughout the unit.
  •  I love the flow of writers’ workshop.  It is predictable and that is so good for kids.
  •  My students are taking the state assessment in a few weeks.  The quality of their writing has never been so high. 
  •  I am amazed at the growth of this student from the pre-assessment piece that shows where he was before instruction and the piece that shows where he is after instruction.
  •  I (teacher) love writers’ workshop.  It is my favorite time of the day.
  •  We have never had this kind of writing on the walls throughout our building.  Parents are amazed. 


Year one of this process is completing at the end of June.  As in any change process, true change takes time and much effort.   Today I am celebrating that we continue to prod this process forward and as we do students and teachers are growing in expertise and confidence.


16 comments:

  1. Wow. Deb, what an accomplishment. You have a lot to be proud of with this work, and I feel very lucky to be your colleague. Somehow you know the good balance regarding when to prod, when to listen, when to share...and the teachers who work with you are very lucky. Thank you for sharing this part of your - and their - journey. xo, a.

    ReplyDelete
    Replies
    1. And, Amy, I am glad we get to share this dance together. The work you are doing enhances the work I am doing and vice versa. As always, it is good to work with you on this endeavor!

      Delete
  2. It sounds as if it's gone very, very well, Deborah. I wonder if you are using the Fontas & Pinnell Genre Study materials in any way? I am leading the primary teachers in discussions using the book as a base, reading a chapter at a time, & sometimes just continuing to talk and to share favorite mentor texts. Is this your first year in this "huge" work? I liked hearing the good and the not so good, especially the comments! Good for you for being part of this, & I suspect it's a very big part!

    ReplyDelete
    Replies
    1. We are using the Lucy Calkins Units of Study. It has been a great experience!

      Delete
  3. As you went over the differences in teacher readiness for this I was thinking how much it is like their classrooms also. All students come in with different backgrounds in things and different ways they have done things, and different readiness, taking to new learnings much the same as their teachers. The teachers are just an adult parallel to a 6 year old!

    ReplyDelete
  4. You should celebrate! It sounds like you've done an incredible job supporting your colleagues through this transition. Congratulations!
    Catherine

    ReplyDelete
    Replies
    1. Thanks. I am celebrating. I was one layer of a change process. Many have made this a very successful initiative!

      Delete
  5. Wow! When you meet with teams, what is your focus? How long are your meetings? Are they embedded in the school day?

    ReplyDelete
    Replies
    1. The focus varies according to the team. As short as an hour and as long as a day. Yes, during the school day:)

      Delete
  6. When you can say this:
    "My students love writing. It is their favorite time of the day."
    ...you know that you have accomplished something remarkable - bravo!

    ReplyDelete
    Replies
    1. Isn't that the truth! The teachers have done a wonderful job in setting up a climate where students love writing.

      Delete
  7. The reflections are such a great tribute to your work and the passion of the teachers who have worked with you this year

    ReplyDelete
    Replies
    1. Thank you. This team effort has been very gratifying!

      Delete
  8. Wow! What an accomplishment you have led. I love the comments about the quantity and quality of writing.

    ReplyDelete
  9. The first year I was moved from the library into a kindergarten classroom I was assigned an aide for 30 minutes a day. I made that my writing time, because it forced me to have a writing workshop every day. It was some of the hardest work of the day and oh so very flawed but in the past 4 years we've learned so much. I envy the teachers you work with. I was on my own with the set of Lucy Calkins books.

    ReplyDelete
  10. Congratulations...on this great work. This would really be my dream job. I love to be around teachers and I really believe in workshop...how much better could it be? Will you be able to look at let's say third grade and fourth grade scores after you have implemented Calkins? xo

    ReplyDelete