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Professional Development

Schools and School Systems

                  Rationale:

       We of the SWGWP are committed to the improvement of student writing and to the notion that the best way to accomplish this purpose is to improve the teaching of writing. Toward that end, our work is based on several basic assumptions:

       1. The university and the schools must work together as partners.  The top-down tradition of past university-school programs is no longer acceptable as a professional development model.

2.  Successful teachers of writing can be identified, brought together during university Summer Institutes, and trained to teach other teachers in follow-up programs in the schools.

3.  Teachers are the best teachers of other teachers; successful practicing teachers have a credibility no outside consultant can match.

4.  Summer Institutes must involve teachers from all levels of instruction, elementary school through university; student writing needs constant attention and repetition from the early primary grades on through the university years.

5.  Summer Institutes must involve teachers from across the disciplines; writing is as fundamental to learning in science, in mathematics, and in history as it is in English and the language arts.

6. Teachers of writing must also write: Teachers must experience what they are asking of their students when they have students write; the process of writing can be understood best by engaging in that process first hand.

7.  Real change in classroom practice happens over time; effective professional development programs are on-going and systematic, bringing teachers together regularly throughout their careers to test and evaluate the best practices of other teachers and continuing developments in the field.

Professional Development:

                   We of the NWP/SWGWP are committed to the following guidelines regarding professional development:

1. Teachers teach other teachers to teach writing. (The teacher consultants from the Summer Institute demonstrate methods of teaching writing as process.)

2. The teacher consultants and the coordinator of the professional development program are paid for their efforts and their transportation.

3. The school or school system is responsible for the cost of professional development.

4. A professional development program is provided for cost to cover transportation and pay for the teacher consultants and the coordinator.

5.  Professional development programs are handled in up to 10 three-hour sessions (NO fewer than 5) scheduled through the SWGWP Director.

6.    The professional development schedule will be worked out according to the needs of the system or school.

7.     The suggested number of teacher participants is limited to 20 to 25 per coordinator.

8.    The school or school system provides an appropriate facility and needed equipment. Should a school or school system wish to use the professional development programs of the SWGWP, these guidelines will be followed, stipulated, and agreed to in writing. Contact Dr. Peggy Ellington for more information.

Suggestions of ways for helping the Southwest Georgia Writing Project:

9. provide stipends for teacher fellows;

                  10.     help promote the notion of and opportunities for professional development.

Questions or comments? Contact: Director, Dr. Peggy Ellington, Webmaster, BJ Bagwell