WIN's Goals for 2007-2008 Professional Development

The approach by the SC Writing Improvement Network is to work within the frameworks of the National Board of Professional
Teaching Standards and the State Department of Education's English Language Arts Curriculum

• To inform instruction by analyzing data from Benchmark, PACT (EMSAP), and HSAP tests

• To inform classroom assessments by analyzing SDE released test items

• To select student texts for instruction and classroom assessment that align to the
  rigor of PACT (EMSAP), EOCEP, and HSAP

• To provide opportunities for teachers and administrators to work collaboratively to
  improve student achievement

WIN professional development projects consist of one or more of the following activities: 

(1) Two-Day Needs Assessment

Day 1:  WIN consultants meet with ELA teachers during their planning periods to review available test data and to discuss their specific curriculum, instruction, and assessment needs.  

Day 2:  WIN consultants visit ELA classrooms to observe interactions between teachers and students.  The purpose of these observations is to determine if additional curriculum, instruction, and assessment needs should be considered.  At the end of the second day, WIN consultants meet with administrators and all ELA teachers to make recommendations and prioritize professional development activities based on test data, conversations with teachers, and consultant observations.

(2) Large-Group Workshops

WIN consultants provide workshops that focus on reading and writing curriculum, instruction, and assessment strategies identified and prioritized during the Needs Assessment.  These day-long workshops, one during the first semester and one during the second semester, are held in the school’s or the district’s facilities (e.g., media center).

 (3) Classroom-Level Workshops

WIN consultants provide one-on-one, classroom-level professional development for an instructional team designated by the principal.  The instructional team could include any person in the following positions: ELA teacher, curriculum specialist/coordinator, coach, ELA teacher specialist, or ELA district instruction facilitator.  The principal or his or her designee is encouraged to attend workshops with the team.

During these classroom sessions, WIN consultants demonstrate instructional and assessment strategies customized for the unique needs of the students in these teachers’ classrooms.  These strategies extend curriculum, instruction, and assessment activities developed during the Large-Group Workshops by
 

• enhancing understanding of the new South Carolina  ELA Academic Standards and Support Documents and their alignment to instruction and classroom assessments;
• assisting with the rigor of instruction and classroom assessments; and
• increasing use of the writing process as an instructional tool.
  
   

(4)  Four-week Summer Institute

These intensive workshops are designed to assist teachers as they analyze existing curriculum and classroom assessment materials to determine appropriate rigor and alignment to the new Academic Standards documents.  During these sessions, WIN consultants and teachers revise and/or develop materials and explore research-based strategies that build capacity and lead to improved students achievement. 

Summer Institute sessions meet for 45 hours over a four-week period.  The number of days per week (i.e., three days or four days) and the time block per day (i.e., morning hours or afternoon hours) are determined by the principal.  All sessions are held in the school’s facilities (e.g., media center).

As a result of Summer Institute, teachers will have materials that

• align to the South Carolina  Academic Standards;
• enhance their understanding of spiraled concepts and skills addressed in the instructional strategies outlined in the Standards Support Documents; and 
• improve the rigor of their instruction and classroom assessments to better align with the expectations of statewide assessments.

Writing Improvement Network

Options for Sustained Professional Development Projects

Participation in WIN’s professional development projects requires a commitment by the principal to

1)      select an instructional team (six maximum for Option 2; nine maximum for Option 3; 12 maximum for Option 4);*

2)      ensure that instructional team members participate in all sessions (e.g., classroom-level workshops; after-school debriefings; daily summer sessions);

3)      ensure that instructional team members complete all assignments.

* The instructional team should include any person in the following positions: ELA teacher, curriculum specialist/coordinator, coach, ELA teacher specialist, or ELA district instruction facilitator.  The principal or his or her designee is encouraged to attend workshops with the team.

WIN will establish a payment schedule that accommodates individual school and district procurement requirements.