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Writers Workshop

Embedded Professional Development


October 21, 2013
Tell me and I forget.
Teach me and I remember.
Involve me and I learn. Ben Franklin
Little Silver School District

Todays Purpose
1. Establish Purpose
2. Address Concerns
3. Setting Norms

4. Clarify Expectations of all Participants


5. Identify Needs

What is Job-embedded
Professional Development?

Job-embedded professional development (JEPD)


refers to teacher learning that is grounded in day-today teaching practice and is designed to enhance
teachers content-specific instructional practices
with the intent of improving student learning
(Darling-Hammond & McLaughlin, 1995; Hirsh,
2009).

Why are we doing JEPD?


JEPD is a shared, ongoing process that is locally
rooted and makes a direct connection between
learning and application in daily practice, thereby
requiring active teacher involvement in cooperative,
inquiry-based work (Hawley & Valli, 1999). Highquality JEPD also is aligned with state standards for
student academic achievement and any related local
educational agency and school improvement goals
(Hirsh, 2009).

In JEPD, teachers primarily draw from the


professional knowledge that exists in their own
school and among their colleagues (Wei et al.,
2009), which is informed by other professional
development opportunities that help teachers learn
research-based practices (Killion & Roy, 2009;
Lieberman, 2000).

Concerns

Establishing Norms

Check egos at the door!

Using Resources Effectively

Finding a Balance
Materials
and
Resources

What
Needs
to be
Taught

Where weve been and where


we need to go...

What do we believe about


effective writing instruction?
What are the beliefs of the NCTE?
What are our beliefs?

How do our beliefs translate to day-today classroom practices?

How does a workshop model support


our beliefs about writing?
http://vimeo.com/45715708

How can I use a variety of


resources to plan mini-lessons?
Look at your next Writers Workshop unit and
decide what genre of writing this unit supports.
Make a list of everything you believe students need
to learn in order to write well in this genre. Then
compare your list with your teammates lists.
Now . . . use this list to choose mini-lessons from a
variety of resources or to write your own minilessons!

Where do I need additional PD?

What do I need to do when it is


my turn to teach?
Several Days Before:

Plan your lesson as you normally


would (or plan with Kim or Laura).
Before the lesson AM (15 minutes): Talk your
team through your lesson before you teach it.
During the lesson (40 minutes): Teach your lesson!
You and Kim or Laura will confer with your students. Your
teammates will take informal notes.
After the lesson (45 minutes): Your team will briefly
debrief with you and Angie and Kim or Laura. The rest of
the time will be spent addressing other areas of PD that you
requested.

What Colleagues need to do


when they are observing
Before the lesson: Hear teacher explain the
lessons objective and focus. Ask questions about
the expectations/ outcome
During the lesson: Observe through the lens of
the impact on the students. Take informal
notes.(see handout)
After the lesson: Meet and briefly debrief with
presenter and Angie and Kim or Laura. The rest
of the time will be spent addressing other areas
of PD that you requested.

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