What kind of assessment practices support an equitable, student-led English classroom? How do we make the implicit explicit by getting students to understand and articulate the “why” of their writing choices in both argumentative and creative writing?

This ongoing program seeks to create a community of learners that will explore these questions and collaborate on best practices for teaching writing. In each session there will be time set aside to apply new learning to your unique context.

Topics will include:

• Utilizing SEL practices to invite the whole student into the classroom
• Centering collaboration via the workshop model
• Co-creating rubrics
• Cultivating writing opportunities that feel meaningful to the student
• Designing assessment practices that support risk-taking, fumbling, and learning from their mistakes

In our first meeting (fall), we will focus on community building and the use of storytelling, as well as introduce the workshop model. Our second meeting (winter) will be a deep dive into the research behind various assessment practices. Our final session (spring) will provide space for reflection and time for sharing case studies; together, we will workshop challenges and celebrate successes. Our meetings will be supplemented with webinars to address questions and check in on the application of new learning.

This series is designed for 7th-12th grade humanities teachers, humanities department chairs, academic deans, and directors of 21st century learning. New teachers as well as mid-career and veteran teachers interested in reassessing their approach to teaching writing are welcome.