Upper elementary students: a perfectly complicated time when children find themselves rapidly changing and growing physically, yet still embracing their adolescence emotionally. The demographic of my school is Title I, which means that we receive federal funding because of our low-income status. However, as is the saying: low income, not low ability.
Not only will attending this professional development from the project target student deficiencies, but it is highly revered for turning students into leaders in thinking, reading and writing.
This project is particularly unique because it does not impact one classroom, but will springboard a reading and writing revolution for all our upper elementary students throughout the entire school.
This five day professional development (via Zoom) has a reputation for reinvigorating and inspiring teachers every year in reading and writing globally. Likewise, the teacher outcomes from this professional development is known to yield high outcomes for all children, regardless of socioeconomic status.
Small and large groups will be conducted to not only make me a more effective writing teacher within four walls, but also become a leader when it comes to teaching writing virtually.
This professional development aims to teach skills like providing students with feedback, conferring with children about their work, working in small groups, assessing writing, teaching letter/sound relationships (phonics), using real stories to inform children's writing and "above all, about building intimacy and connection through writing, including digital and virtual writing." (TCRWP Website)
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