Education Commons^™

An Honorary Team Member: The Role Of A Literacy Coach In Supporting Writing Teachers, Macie Kerbs

Teaching/Writing: The Journal of Writing Teacher Education

When teachers collaborate around student writing with the support of a literacy coach, their practice becomes more intentional, and their students grow as writers. The aim of this study was to explore writing teachers’ language and practice as they engaged in a professional learning community around a single unit of study for poetry writing with the support from a coach. The findings reveal a recursive process of collaborative professional learning that includes the following phases: assess, analyze, teach, reflect, adjust. Through job-embedded coaching combined with the structure of a Professional Learning Community (PLC), teachers acted more agentively in their planning, …

Tell Your Story… Share Hope, Nicole Sieben

Teaching/Writing: The Journal of Writing Teacher Education

This manuscript emphasizes the practice of storytelling in writing teacher education, particularly how it applies to encouraging graduate methods students and undergraduate college students to tell their stories amidst a pandemic that upended their semesters and for many, their lives. In this piece, a writing instructor examines the effectiveness of inviting students to provide feedback on their level of comfort with the change of instructional mode from face-to-face to remote instruction and with their level of concern/comfort in the current life circumstances. By way of example, the piece shares a specific poetry writing assignment that engaged students in storying their …

Getting To What Is: Poetry As A Genre Of Access For Multilingual Learners, Audrey A. Friedman, Joelle M. Pedersen, Chris K. Bacon

Teaching/Writing: The Journal of Writing Teacher Education

This paper explores the poetry writing of 15, multilingual ninth graders to construct a practitioner framework for analyzing writing as discourse with multilingual learners (MLs). Grounded in an understanding of poetry as a genre of access for both teachers and students, we asked: How does poetry—read as a specific, situated discourse—reveal linguistic and cultural competence among MLs in an urban, high-school classroom?

Using four tools of Critical Discourse Analysis—situated meaning, significance building, connections building, and identity building—we analyzed student poetry produced via an online mentoring platform. Through applying these lenses, three major themes emerged, which structured our framework: language experimentation, …