congressional briefing: teacher leaders--teaching writing today in high-needs schools and districts

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Teacher Leaders: Teaching Writing Today In High Needs

Schools and Districts

Elyse Eidman-AadahlExecutive Director, National Writing

Project

Our purpose today...

First things first…• Why focus on writing?

• Why focus on professional development?

• Why focus on local teacher leadership?

These are success stories of high quality

professional development built on

partnerships at the federal, national, and

local levels.

SEED (Supporting Effective Educator

Development)

i3 (Investing in Innovation)

In 2013-14, federal support helped National Writing Project sites provide sustained professional development services of 30 hours or more to:● an additional 784 schools across the country;● 583 of these schools were Title I eligible.● In addition, NWP sites provided youth and family

programs for 45,000+ participants.

Desimone, L. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualization of measures. Educational Researcher, 38 (3), 181-199.

Supporting Effective Educator Development (SEED)

● 1,706 locally based K-12 teacher-leaders

● 43 NWP sites have completed work with 50 schools and

small districts across 28 states.

● SEED focused on high-need students. Schools averaged

72.3% eligible for Free or Reduced-Price Lunch.

Investing in Innovation grant program (i3)

● NWP College Ready Writers Program

● Participating LEAs are high-needs districts and located

in rural communities

● 44 districts in 10 states

● Teachers in each district are asked to participate in 45

hours of professional development

So these stories are about• Creating/supporting teacher leaders

• Putting them to work

• Creating partnerships to address high

need schools and districts

Robert Rivera-AmezolaPhiladelphia Writing Project

• Increasing Commitment to English Language Learners

○ 13,000 ELLs in the School District of Philadelphia

• Engaged Teaching - Inquiry as stance• Connection between professional educators and professional community

Keri FranklinOzarks Writing Project

Does Professional Development Make a Difference?

What Federal Money Through NWP Looks Like in Missouri

Laquey: i3 Partner School

Consolidated School District of ten rural villages

Students transported from almost all regions of Pulaski County covering 64 sq. miles with student population of over 750 students

Lack of community center (Laquey is unincorporated)

What It Means for Teachers and Students

● Andy Love, Bolivar High School

● Monett High School Student

(ANDY VIDEO)

Sandra HogueLouisville Writing Project

LWP SEED in JCPS

PHASE ONE: High Needs Urban School-based

PHASE TWO: District-wide Impact through Goal Clarity Coaches (GCCs) in E, M, H

PHASE III: High Need Urban School (Moving Forward) and GCC Cycle II

Keys to Success

● Chief Academic Officer of JCPS is a former TC and Co-Director of LWP● TCs working in various positions within JCPS – teachers, GCCs,

administrators, etc.● On-going professional development opportunities – SI, mini-conferences,

school-based, summer offerings● Intensive, deep professional development, traced directly to students● Active engagement for all participants

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