Christina Tettonis
Hellenic Classical Charter School
646 Fifth Avenue
Brooklyn, New York 11215
718-499-0957
How can I develop a collaborative professional development learning
community that uses common language when analyzing writing data in
order to accelerate student achievement?


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My novice as well as my experienced teachers had not received professional
development in the area of writing.
An adult learning survey administered in September revealed that 100% of the
teachers were at the “developing” stage when asked about their knowledge of the
writing workshop model, writing standards, looking at student work, the writing
process, conducting a writing conference, and kicking off a writing genre.
My conversations with teachers and my informal analysis of student work
confirmed that our teachers needed adult learning in the area of writing.
Process
 The School Bottom Lines were established as follows: Classroom Environment,
Looking at Student Work, The Writing Workshop

The Development of A Professional Development Plan with a Timeline:
It included the planned activities, target groups, accountability measures, and
expected outcomes. Topics included the following: looking at the standards
(which made teachers more familiar with the writing standards), the writing
genres, the writing process, writing teaching points, writing lesson plans, the
workshop model, the classroom environment, the writing exhibit portfolio,
writing stamina, the writing conference, the writing notebook, publishing
celebrations, kicking off a genre, author studies and establishing classroom
routines.

The Development of A Writing Curriculum Map:
A writing curriculum map was written and included the following genres:
personal narrative, response to literature, narrative procedure, authors as mentors,
poetry, informational text and persuasive writing.

Professional Development in The Writing Workshop Model
The mini lesson, independent work time and share time
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
Professional Development in A Purposeful Classroom Environment
Writing center including a variety of papers and other writing materials, Authors’
gallery, Author’s chair, Writing folders

Distribution of a professional development survey

My Belief of Professional Development was Made Public:
Vision/Commitment to improve Teaching and Learning
Professional development: Ensuring knowledgeable and effective teachers
Professional development: Focused on and resulting in high student achievement
Professional development is valued as a powerful change agent for total school
improvement

A Protocol for the Class Writing Exhibit Portfolio:
The portfolio was referred to as “the exhibit”. Each piece of writing inside the
exhibit was called an “entry”. An “entry slip” was attached to each piece of
writing. The entry slip described the writing task, evaluated the piece according
to the standards, and provided an explanation of why the piece was chosen. The
exhibit included the following:
A request for evidence of writing accomplishment in particular genres
A request for evidence of writing craft
A request for evidence of writing conventions
Teachers were asked to think about the following questions:
“Does this piece of work show that this student can meet the standards?”
“Is this his/her best work?”
“Are there particular writing genres that I did not address as thoroughly as I
could have?”
“Do I need to modify entry slips according to student ability and needs?”

Individual Teacher Learning: One on One Conversations:
It became common practice for me to meet with each classroom teacher at least
once or twice a month to talk about student work. These one on one
conversations became powerful. Teachers were invited to bring a piece of student
writing to the meeting.

Lesson Plan Formats and Observations:
Lesson plan formats were reviewed and I asked teachers to do a writing lesson as
their formal observations. I also reviewed all schedules and flow of the day charts
to ensure that writing was being taught on a daily basis in each grade starting with
Kindergarten.
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
What kind
of
notebook?
What goes
in it?
The Implementation of the Writing Notebook:
Kindergarten
*Class or Group
notebook
*Photographs
*Pictures/Drawings
*Magazine Cutouts
*May contain writing
*Stickers
*Special things to put
in the notebook box
*Rhymes/songs/poetry

First
*Class
notebook
and
transition
into an
individual
notebook
*Lists
*Magazine
Cutouts
*Pictures
*Seeds!
Begin as a
class to
introduce
them to this
idea

Second
*Every
student has
their own
notebook
3-4
*Every student has
their own notebook
5-6
*Every student
has their own
notebook
7-8
*Every student
has their own
notebook
*Table of
contents
*Pictures
*Photos
*Memories
*Family
Stories
*Trips
*Beautiful
words or
language
*Wonderings
*Questions
*Reflections on
life/work
*Vocabulary that
stands out from
skills block
*Lists
*Feelings
*Free writing/seed
pieces
*Mapping the heart
*Lifting Lines
*Memories/personal
experiences
*Practicing the
Craft/Elements of
Genre

*Writing in the
content area
*Conversations
*Experiences
*Carrying the
books home
and with you.
Trust the
students with it
*Ideas or Info
from the
content area
*Primary
Sources
*Taking notes
to support
writing genre
*Add in the
practice of other
genres listed in
standards
(poetry,
persuasion)
*Generating
Ideas
*Advertisement
and propaganda
*Taped
Conversations
*Free Writing
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
Professional Readings:
Helping Teachers Learn by Eleanor Drago Severson
A School Leader’s Guide to Excellence by Carmen Farina and Laura Kotch
The New Standards
Best Practices by Steven Zemelman, Harvey Daniels &Arthur Hyde
On Solid Ground, by Sharon Taberski

Intervisitations with my Cahn Ally Denise Spina, Principal PS 30
Conducted focus walks on writing
Outcomes:
 Student Writing Exhibit Portfolio for every child in the school. Every genre is
represented. Students self selected their entries.
 Successful implementation of the writing workshop model. The beginning stages
of writing conferences and keeping writing conference notes.
 June faculty conference dedicated to celebrate student work by reviewing student
writing portfolios. Most entries met all the elements of the standards. Teachers
had a clear understanding of the rubrics.
 State Review commented on the quality of writing in the school.
 My lead peer review teacher decided to use a writing lesson as her first peer
review.
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Formal and Informal Observations evidenced a greater understanding of the
writing genres and the writing process.
Teachers have invited parents to publishing celebrations and children read their
published pieces while sitting in an author chair.
Celebration of student writing on bulletin boards.
My one on one conversations with teachers are driven by analyzing student work.
Faculty members are starting to ask for additional professional development.
Student writing stamina has substantially increased evidenced by their work in
their writing notebooks.
Next Steps
 Study groups
 Focus walk teacher planning committees
 Writing unit plans for writing
 Professional Development facilitated by teachers
 Lesson plan formats
 Writing conference notes
 Teacher commentaries
Resources
 Helping Teachers Learn by Eleanor Drago Severson
 A School Leader’s Guide to Excellence by Carmen Farina & Laura Kotch
 The Primary Literacy Standards
 Best Practices by Steven Zemelman, Harvey Daniels &Arthur Hyde
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