Maine ASCD Journal of Maine Education

Journal 2015

The Journal of Maine Education is published by the Maine chapter of ASCD with acknowledgements of in-kind contributions from the University of Maine at Augusta. Our mission is to shape, energize and customize learning for all Maine educators.

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Page 16 of 122

Volume XXXI - Page 17 - 2015 Differentiated Professional Development SUPPORTING SUBSTANTIVE CHANGE IN WRITING INSTRUCTION IN ONE DISTRICT In 2012-2013, our district identified the need to improve student writing in grades K-8. Writing instruction, as well as the amount of writing and types of writing students did, was highly variable, up to individual teachers and dependent on personal comfort levels, available materials and idiosyncratic scheduling. Teachers working with the Teachers College writing workshop approach had seen good results so there was enthusiasm for extending the approach to more classrooms. With full school and district support, the Writing Team and the Director of Curriculum put into place a research-based multi- layered professional development model that included differentiated support and options for widespread engagement with both the professional development design and its implementation. 1 e specifics of the model have continued to evolve based on feedback from teachers. Below, we describe components of the model, results we have seen so far, and our next steps. JULIE MELTZER with Mount Desert Island Regional School System K-8 Writing Team Members CONNECTING WORKPLACE AND OUTSIDE-OF-WORKPLACE PROFESSIONAL LEARNING For brief summaries of the current research on effective teacher professional development see, for example, the five research-derived principles for professional development that translates to changes in classroom practice from The Center for Public Education HERE and the recommendations for effective professional development based on a synthesis of the research put forward by the National Comprehensive Center for Teacher Quality.

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