Bonnie

TOM: I had a chance to co-present in a workshop with Jackie Denu, Eric Savelson, and Erica Chanowsky. In our workshop, we were making the case the young writing program at HVWP has served as a multi-dimensional type of professional development for the TCs who have been involved over the years. For example, we’ve learned from co=teaching, having access to English Language Learners, doing research, etc.  At our session, I was inspired by a couple of other models presented by other NWP sites:

a . At one site, they run a 2-week summer professional development program. For one-week, teachers participate in an “open” institute where they learn several strategies for writing instruction in TC-led workshops. In the second week, the teachers teach in a YWP, employing strategies that they learned in the first week. A TC oversees the teaching and supports the teachers in their planning, delivery and reflection.

b. At another site, they run an intensive professional development program for teachers in learning about ELL. Part of the curriculum is very much like any “open” institute. They read, write, and attend TC-lead workshops. Part of the curriculum also involves observing within a YWP so that they can see what they’ve been learning about /experiencing.