Implementation Study of an Urban Elementary Whole Faculty Professional Development to Improve Writing Capacity

Abstract

Modeled on the work of the National Writing Project, this chapter details a year-long professional development (PD) focused on writing which was conducted with an elementary faculty (grades kindergarten through 5th) in an urban setting in the United States. The PD resulted in several strategies that were identified that served as a means to foster writing capacity. Strategies included 1) embedded writing practice in content discipline areas; 2) the dedicated time the PD provided for teachers to think, discuss, and share writing practice and products; 3) the efficacy of displaying student work, especially in hallway walls, classrooms, and common areas; 4) anchor papers; and 5) use of children's literature as mentor texts for writing. Three areas were identified that exemplified practical applications: structured collaboration, participants developing skills related to teaching the writing process, and developing school-level practices. Through this implementation study, writing pedagogical practices emerged as equity pedagogy.