In the summer of 2016, in my former role as a secondary district literacy coach, I led a professional development session to middle level and high school English Language Arts (ELA) teachers in my district on best practices in teaching adolescent writers.
I wanted to lead a session that wasn't just me talking and telling. I wanted participants to be engaged. I yearned for teachers to leave with new learning and insights.
I ended up setting up this session like a workshop, providing participants with choice and inviting them to make something meaningful. You can see my plan here. I designed this staff development session based on what I learned from Samantha Bennett, who graciously guided me in developing it. (To me, Sam Bennett and Cris Tovani's explanation and examples for how to plan for and instruct using a workshop model makes the most sense. Check out Sam's That Workshop Book and Cris' So What Do They Really Know? for more on workshop.)
In the first part of the session I invited teachers to read an array of professional materials about teaching writers. I shared resources from some of my favorite teacher authors, including Katie Wood Ray, Katherine Bomer, Ralph Fletcher, Nancie Atwell, Penny Kittle, and Kelly Gallagher. In addition, I provided books on writing by Stephen King, Anne Lamott, Georgia Heard, and Natalie Goldberg. Participants could select which resources to read and determine what pieces that they were the most interested in.
As teachers poured through materials, I asked them to collect golden lines, or lines that particularly resonated with them. After teachers collected golden lines, I instructed them to star or circle one or two of their favorite lines. Next, each teacher shared his or her top golden lines with a small group and later with the large group. Based on conversations they had with each other about their golden lines, teachers were invited to add lines they heard about from their colleagues to their own list.
Finally, I asked each participant to create a writing manifesto based on the collection of golden lines or ideas based on what they read. The idea was that if teachers could create a writing manifesto, then they could articulate their beliefs on best practices AND be able to support their beliefs with theory or research.
Collecting golden lines gave teachers the opportunity to write a manifesto similar to how someone would create a found poem. However, had the option to create his or her writing manifesto using any format desired. Honestly, the format didn't really matter. What mattered most was that teachers thought deeply about their practices in writing and how he or she synthesized that information in order to make positive change for writers.
At the end of the morning session, teachers shared their writing manifestos in small groups and a few shared in the large group. This led to a fantastic discussion about instructing writers. This was, by far, one of the most powerful staff development sessions that I have ever led. All of the high school and middle level teachers were engaged. Many commented that they appreciated making something that mattered to them. I encouraged all participants to hang their manifestos in their classrooms or where they plan as a reminder that our beliefs about teaching writers matter for planning.
I wanted to lead a session that wasn't just me talking and telling. I wanted participants to be engaged. I yearned for teachers to leave with new learning and insights.
I ended up setting up this session like a workshop, providing participants with choice and inviting them to make something meaningful. You can see my plan here. I designed this staff development session based on what I learned from Samantha Bennett, who graciously guided me in developing it. (To me, Sam Bennett and Cris Tovani's explanation and examples for how to plan for and instruct using a workshop model makes the most sense. Check out Sam's That Workshop Book and Cris' So What Do They Really Know? for more on workshop.)
In the first part of the session I invited teachers to read an array of professional materials about teaching writers. I shared resources from some of my favorite teacher authors, including Katie Wood Ray, Katherine Bomer, Ralph Fletcher, Nancie Atwell, Penny Kittle, and Kelly Gallagher. In addition, I provided books on writing by Stephen King, Anne Lamott, Georgia Heard, and Natalie Goldberg. Participants could select which resources to read and determine what pieces that they were the most interested in.
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| A few of the writing resources I shared with teachers. |
Finally, I asked each participant to create a writing manifesto based on the collection of golden lines or ideas based on what they read. The idea was that if teachers could create a writing manifesto, then they could articulate their beliefs on best practices AND be able to support their beliefs with theory or research.
Prior to leading the staff development session, I created two samples to share with teachers. Below is my writing manifesto, based on a collection of golden lines from my favorite teachers of writers:
We live in the world as writers, searching for and capturing ideas for writing.
Writing is a process and by focusing on the process and habits of a writer, writing improves.
Good things happen when writers are able to articulate what they are doing and why.
The daily practice of craft sharpens the writer’s vision and tunes the writer’s voice.
The more you do it, the easier it becomes for you to continue to do it and the more you learn about how it gets done.
No matter where we start as writers, we can reach for more.
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I also wrote a poem as a different way to communicate my beliefs about writing. You can read it by visiting this post.
Collecting golden lines gave teachers the opportunity to write a manifesto similar to how someone would create a found poem. However, had the option to create his or her writing manifesto using any format desired. Honestly, the format didn't really matter. What mattered most was that teachers thought deeply about their practices in writing and how he or she synthesized that information in order to make positive change for writers.
At the end of the morning session, teachers shared their writing manifestos in small groups and a few shared in the large group. This led to a fantastic discussion about instructing writers. This was, by far, one of the most powerful staff development sessions that I have ever led. All of the high school and middle level teachers were engaged. Many commented that they appreciated making something that mattered to them. I encouraged all participants to hang their manifestos in their classrooms or where they plan as a reminder that our beliefs about teaching writers matter for planning.
Nearly two years later, both of my manifestos (my poem and my collection of golden lines) hang near my computer at school. They are daily reminders of what I strive to do as a teacher of writers.
