Frequently Asked Questions

How can professional development in writing improve student outcomes across grade levels?

High-quality professional development in writing equips teachers with strategies that immediately impact student learning. When teachers understand how to structure independent writing time, model authentic writing, and provide targeted feedback, students develop stronger skills in idea generation, organization, and revision. This doesn’t just improve standardized writing scores — it also builds confidence and engagement, leading students to enjoy writing and see themselves as capable writers.

Because our training emphasizes best practices in writing instruction that focus on the development of the writer, improvements are visible across grade levels. The instructional practices shared will help teachers target their instruction while implementing high-impact techniques that can be used throughout grade levels. Kindergarten students may begin producing more detailed drawings and labels, while upper elementary and middle school students strengthen their ability to draft, revise, and publish extended pieces. 

Over time, administrators often see more consistent growth across grade levels, reduced teacher frustration, and classrooms where students are not only producing better writing but also enjoying the process of writing itself.

What makes your approach to writing instruction different from commercial programs?

I believe teachers — not programs — are the key to effective writing instruction. Commercial programs often rely on scripted lessons that focus narrowly on producing a polished final product, but they rarely develop teachers’ expertise or address the authentic needs of student writers. My approach is different: I train teachers in the best practices of writing instruction, so they have the confidence and skill to make responsive decisions in their classrooms.

This training helps teachers focus less on the product and more on the writer behind the work. When teachers learn how to center their instruction on students’ needs, they can guide writers to experiment with craft, develop their own style, and build confidence in their unique voices. Instead of every student writing in the same formulaic way, teachers learn to celebrate and nurture individuality in writing.

By focusing on authentic writing practices, teachers help students see themselves as real writers with their own voices, rather than as learners trying to fit into a preset mold. The result is a classroom where teachers feel empowered, students are more engaged, and writing growth is both deeper and more sustainable than what commercial programs can offer.

Do your trainings align with state standards?

Yes. My trainings are designed to strengthen writing instruction while fully supporting state standards. Rather than adding something extra to teachers’ plates, I help them see how best practices in writing instruction naturally align with the expectations already outlined in your state standards.

Teachers learn how to use authentic strategies — such as modeling with mentor texts, conferring with students, and providing time for independent writing — to meet standards for narrative, opinion, and informational writing. These practices not only ensure compliance but also make the standards meaningful and attainable for students.

Because the focus is on the writer rather than just the product, students are developing the critical thinking, craft, and stamina they need to grow as lifelong writers. Administrators can feel confident that teachers leave training equipped with both the expertise and the flexibility to address standards in a way that promotes student engagement and authentic writing development.

What measurable results can we expect after working with you?

Schools that work with me see results in both teacher practice and student learning. Teachers report increased confidence in teaching writing, a clearer understanding of best practices, and more effective ways to respond to students during independent writing time. This shift in teacher expertise directly translates to stronger student engagement and greater independence as writers.

For students, administrators can expect noticeable growth in the volume of writing produced, the stamina to sustain writing, and the ownership students take in their work. Engagement levels rise as students view themselves as writers with unique voices, rather than as learners completing assignments. Over time, this leads to improvements in writing skills, including organization, clarity, and the ability to revise with purpose.

The degree of measurable skill growth depends on the level of support a school or district chooses — from one-time workshops to ongoing coaching and consulting. However, in every case, the combination of increased teacher expertise and student engagement results in a writing culture that is stronger, more sustainable, and better aligned with long-term literacy goals.