Interventions+II

=Interventions 2009-2010=


 * ==Dimension==

of Framework
|| ==Self==

|| ==Young Writers and Teachers== || ==Facilitators== || ==Interns== || ==**Next Steps**== || We've begun establishing a collective vision and rethinking the goals that we will align to it.
 * ==Alignment== ||

We've defined what quality looks like around Dispositions, process, craft, and we created anchors. || Have established:
 * Passion-driven writing purposes and goals, aligned to those of community
 * Goals relevant to process and craft

Writers and teachers are continuing to define and align vision, and their work is influencing the shape and potential of who we are and what we do. || Have aligned goals with Studio vision and goals.

Defined what quality looks like around Dispositions, process, craft. Created anchors.

Facilitators are beginning to define vision and align to that of the community. || Have begun defining vision and aligning goals with Studio vision and goals. || Identify a cross-role group to engage in true visioning work with. Aligning our actions and priorities to this.

Create definition of what it means to "make a difference" inside of our schools and community as well as indicators of what this may mean. Provoke deliberate alignment,goal-setting, and action-planning relevant to this. Begin developing and exposing fellows to protocols for accomplishing this.

Teachers, Writers, Facilitators, Interns may begin to define effective practices for teaching and assessing writing, what quality instruction looks like, and goals relevant to this. || Established a professional learning network and sought their perspective.
 * ==Representation== ||

Sought the perspective of colleagues at Communities for Learning.

Created opportunities for all stakeholders to provide input formally and informally, using surveys, interviews, and via meetings.

Presented to colleagues at New York State English Council and the NYS Middle School Association and sought perspective and feedback.

Conferring with writers and teachers and interns to seek their perspectives, identify needs, and develop interventions.

Writers voices were included in our newsletters and writers helped to select the pieces published within our anthologies. || Some began advocating for representation inside of their schools.

Young writers began leading sessions, strands, and professional learning opportunities for teachers within and beyond our community, in response to their interests and needs. Teachers learned from them and used their perspectives to inform their work. This inspired them to talk with and learn from their own students more often.

Writers learned to gain the perspective of their potential audiences as they were drafting. || Facilitators seek to understand the writers they work with and shift in response to their needs. || Interns seek to understand the writers they work with and shift in response to their needs. || We may seek better representation within organization as a whole and pursue ways to include members who have been unable to attend.

We need to hear from parents and teachers and administrators within organizations more.

We need to share framework with fellows and support them as they consider how it might be used to improve their own learning and work. || Courage: Seeking representation, publishing, presenting, following hunches
 * ==Culture== ||

Expertise: Presentation at NYSEC and NYSMSA, sharing of resources, thinking and work online.

Understanding: Research and study of best practices and innovative practices, use of formative assessment to identify needs, practicing active listening

Reflection: Blogging, paper journal, conversation

Collegiality: Including others in design, assessment, facilitation, sharing of expertise, C4L, actively inviting others to use what they are passionate about to serve our community and help me problem solve

Perseverance: Anticipating where we/I may struggle to persevere and planning proactively || Writers and teachers know, reflect, and set goals around the dispositions. They provide evidence of how this work has changed them.

Writers and teachers began engaging in collaborative work, assessing their strengths and their needs as collaborative learners and demonstrating how collegiality has helped them grow over time.

Instruction was largely student-centered and directed.

Fellows share expertise by publishing in our newsletters, presenting at local and state conferences, visiting each other's classrooms and acting as critical friends, leading learning strands and break-out sessions, and by publishing their work (academic journals, dissertations, our anthology, ning, self-publishing, contests, school publications).

They reflect online in ning and on blogs and via their paper journals and responses. ||  ||   ||  Opportunities for young writers and teachers to reflect on their evolving understandings about what it means to teach and learn within a community can be created.

Deeper reflection around the Dispositions, goal setting, and progress could happen.

Relying on the Dispositions to frame our work and problem solve.

Goal setting and assessing growth around the Dispositions for young writers and teachers. || Identifying potential facilitators and interns, positioning all fellows as leaders within the program.
 * ==Sustainability== ||

Grounding our instruction and work in those skills that will sustain us as learners over time.

Investigating and continuing to define what we hope to sustain and action-planning.

Turning program, product, and lesson design over to fellows.

Intentionally guiding fellows toward leading change within their schools and organizations. || They articulate how they are using what they learned in Studio to influence others outside of Studio.

They pursue internships, teaching opportunities, and other positions of leadership within and beyond Studio.

They consider how they might use what they have learned to establish Studio environments inside of their schools and organizations. || Grounding our instruction and work in those skills that will sustain us as learners over time.

Investigating and continuing to define what we hope to sustain and action-planning.

Turning program, product, and lesson design over to fellows.

Intentionally guiding fellows toward leading change within their schools and organizations. || Grounding our instruction and work in those skills that will sustain us as learners over time.

Investigating and continuing to define what we hope to sustain and action-planning.

Turning program, product, and lesson design over to fellows.

Intentionally guiding fellows toward leading change within their schools and organizations. || Structuring sessions that are facilitated by young writers

Training facilitators

Identifying those interested in teaching writing and providing them training and an internship

Creating opportunities for young writers to facilitate full sessions more often

Intentional study of how writers and teachers are influencing school culture ||