Teachers College Writing Project Next Steps for Collaboration and Implementation -Harding, Kensington Hilltop, Madera, Montalvin, and Peres-

Paradigm Shift to the Common Core State Standards High Leverage Area Shift for Teachers and Students in terms of: Depth of Thinking Engagement Application Ownership and Autonomy Writing as a Process Paradigm Shift to the Common Core State Standards Why Writing? Katherine - Reading and Writing as skills; Eyes on print all day; Necessary for engagement and access; Teachers need to feel at home with reading and writing skills; Instruction needs to be explicit; No one reading skill/strategy/technique/secret of the trade

Getting Essentials in Place School-wide implementation- Looks different at each site, at the start and now Montalvin Kensington Madera Harding All schools started with: Voluntary implementation Differentiated materials and peer support Teacher leadership direction Katherine - All schools shared:Calendared Collaboration; Teachers in various places in their careers; Contrived Collegiality; Writing as an area of focus

What Units of Study Look Like Components of Program https://vimeo.com/55966103 Linda

Our Instructional Leadership Principals’ Professional Learning Community “You aren’t what you eat, you are the conversations that you’re in.” Lucy Calkins Instructional Rounds Workshop application for principals Our own work and learning Judy - Good instruction is a process much like writing as a process. The process has provided, and has been, the big learning. Process of collaboration, study, and building our expertise as educators.

Next Steps - Systematic Development for All Professional Development for Teachers Teachers College Summer Institutes Systematic on site support from Teachers College professionals Professional Development for Principals Participation in Teachers College work with teachers Principals PLC with regular Instructional Rounds All

Teacher Led Initiative - Or Your Next Steps Results for students, teachers, and school communities: Engagement - teachers and students Ownership - teachers and students Both a curriculum and a professional development self motivated teachers as learners Authentic Collaboration Alison