Analysis of Responses:

Teacher A seems to be in stages 1, 2, and 3 primarily. This person has a lot of questions
on how the writing changes will affect younger grades of K-2, especially in regards to
technology and time. From looking at the data, this person needs support on what technology
would look like in a K-2 classroom. Teacher B is in stagest 1, 2, 3, and 4. They have questions,
but seem to be willing to increase technology into the classroom more. Furthermore, teacher B is
looking to find procedures to put into place that will benefit her instruction and be helpful to
students as they take on more writing. This teacher also sees the benefit of working with coaches
to put writing into more subjects allowing for more practice in different writing genres.
In regards to technology concerns, The Institute of Education Sciences mentions that
Students can begin learning to use a word processor in first grade. By the end of second grade,
students should be able to use a word processor to produce and revise text (2012). This would
support helping this teacher take on skills that are appropriate for K-2 and challenge students to
learn technology. This teacher also needs to understand how the more access kids have to
technology when they are younger supports curriculum and skills in upper grades. Technology
and writing does not always mean just focusing on going through the writing process but could
be used in many programs and pieces of work to keep student interest and develop their skills.
In regards to time, both teachers thought the process involved in creating new pacing
guides and finding new resources would be time intensive outside of the weekly PD time. In one
study, a school classified collaboration time as being PD time, grade level planning, and
interdisciplinary team planning (Cook and Faulkner, 2010). If the teachers are trying to
incorporate writing into more areas, then it will take time in year one of implementation. But, if
they are planning writing within science they just planned for two subjects within one planning

time. As the subjects overlap, teachers will see how incorporating writing in the subjects will
help them be better planners. Cook and Faulkner quote the Middle School Association state that
if teachers make a daily commitment to the planning time, then a team can function to integrate
curriculum, analyze test data, review student work, discuss current research, and reflect (2010).
This is the overall goal of the new writing procedures for Peoria and teachers will see the overlap
once we begin implementation.