To determine the extent to which student learning is improving in literacy through our focus on writing, we will look for evidence in student work, classroom observations, “conferences” with teachers, and student voice.

Following the Summer Professional Learning Session with Matt Glover, many of our staff are deeply engaged in implementing Writer’s Workshop strategies. These strategies emphasize student choice, authentic writing experiences, and building confidence as writers. We expect to see students taking greater ownership of their writing, experimenting with ideas, and demonstrating increased stamina during writing sessions.

What we hope to see and hear:

• Student Learning: Writing samples will show growth in idea development, organization, and voice rather than just mechanics. Students will begin to use mentor texts and strategies modeled during mini-lessons to enhance their writing.
• Student Behaviour: Students will approach writing tasks with enthusiasm and persistence, spending more time engaged in the writing process (drafting, revising, and sharing). We anticipate fewer instances of “I don’t know what to write” and more evidence of risk-taking in writing.
• Student Voice: Through conferences and reflections, students will express confidence in themselves as writers and articulate the strategies they are using (e.g., “I tried adding details like you showed us” or “I used a mentor text to help me start my story”).

We will gather evidence through writing portfolios, teacher observations during Writer’s Workshop, and student self-assessments. Progress will be monitored over time to ensure that students are not only improving in technical skills but also developing a positive identity as writers.