Growing Extraordinary Writers: Leadership Decisions to Raise the Level of Writing Across a School and a District. (July 2016)

• Record Type: Journal Article
• Authors: Calkins, Lucy; Ehrenworth, Mary
• Is Part Of: Reading teacher. Volume 70:Number 1(2016:Sep.)
• Page Start: 7
• Page End: 18
• Publication Date: 2016-07
• Subjects: Assessment, Authentic -- Assessment, Protocols -- Assessment, Rubrics -- Assessment, Self‐assessment -- Assessment, To inform instruction, as inquiry -- Assessment, Genre studies -- Literature, Literary elements -- Literature, Motivation/engagement, Attitude -- Motivation/engagement, Choice preference -- Motivation/engagement, Expectations -- Motivation/engagement Self‐efficacy -- Motivation/engagement, Oral language, Discussion -- Oral language, Writer's workshop -- Writing, Writing across the curriculum -- Writing, Writing process -- Writing, Audience -- Writing, Genres -- Writing -- 2‐Childhood -- 3‐Early adolescence -- 4‐Adolescence -- 7‐Special needs; Reading (Elementary) -- Periodicals; Reading -- Periodicals; Reading -- Remedial teaching -- Periodicals; 372.405
• DOI: 10.1002/trtr.1499
• Languages: English
• ISSNs: 0034-0561

Abstract

Abstract: Increasingly, school leaders recognize the need for writing instruction to become a schoolwide priority. The writers' workshop approach that was popularized 30 years ago is still relevant; it is still important to give students protected time to write, opportunities to address topics and audiences that matter, and timely feedback. Recent research emphasizes that students also benefit from explicit instruction in the craft and structure of specific types of writing and from working toward clear images of good writing. Teachers can accelerate students' growth by developing shared expectations for good writing and a common language for talking about writing. Clear goals are important for teachers, too. Shared knowledge of effective writing instruction and ways to track writing growth over time lift the level of instruction across a school, supporting teacher‐to‐teacher collaboration. When student growth is regarded as feedback to teachers on their teaching, assessment‐based instruction helps schools participate in continuous improvement.