At Arrowhead, I have been given the chance to implement a radical, choice-driven learning improvement system. In my Advanced Composition courses, the administration and I noticed a lack of student contact with the teacher. We noticed a lack of improvement in student writing and we noticed a lack of personal responsibility when it came to writing.

Collaboration with others: Throughout this process I was able to collaborate with a variety of individuals. This not only provided me with new perspectives, but it also provided me with professional opportunities. I learned, from working with David Hay (Kettle Moraine Principal), Karen Nipko (KM Summer Academy Director) and Eric Lehmann (teacher at iQ Academy) how I could use writer’s workshops in an online setting. At the beginning of the process, I also spoke with many Arrowhead staff members. My administration (Dave Watry, Bonnie Laugerman and Craig Jefson) was supportive, encouraging and excited about the changes we were making. This reminded me how much support I have—and how if I have an idea, all I have to do is speak up and share those ideas. In my teaching situation, if I am ever unhappy with the status quo, or if I want to make a change, I have an administration that will support and encourage me to make changes (to make the learning and working environment better)! I needed to implement a radical change because I want to not only make students better writers, but also make them more interested and engaged in the development of quality writing. And I want to make them like writing more.

How I grew professionally within the standards: I addressed and met standard (1) The teacher understands the central concepts, tools of inquiry and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. In doing this, I now offer Advanced Composition course as a hybrid writer’s workshop course. Smaller groups (on a rotating basis) met with me in writer’s workshop groups of four to five students. In the writer’s workshops, my students are expected to cooperate. I started out the semester talking with them about cooperation. The students had poignant responses. They talked about how if the class didn't cooperate--didn't listen to each other, didn't bring assigned drafts, didn't respect each other--how the lack of cooperation would not only affect the individual student not listening, doing home or respecting, but also the entire class. Students talked about how schoolteachers expect them to cooperate, but no one teaches them how to do this. Students also talked about how external factors (years of interaction, rumors, etc.) can impact their ability to cooperate with each other. Other students talked about how it was easier to cooperate at work than it was at school. I also met standard (7) The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, and the community and curriculum goals. I was able to do this within the writer’s workshop model because students demonstrated learning and growth when they were able to:

• Set and have a goal they can reach (that makes sense to them)
• Be internally motivated • Be positively challenged
• See they are useful in the learning process
• Be given a chance to practice what they’ve learned
• Produce quality work they’re proud of
• See the outcomes of their learning
• Do something
• Complete enjoyable assignments
• Take charge of their learning
• Become competent in the subject
• Be partners with the teachers in their own learning
• Evaluate their own learning

How my growth affected student learning: Indeed, the writer’s workshop process has many benefits: the focus is on quality work, students are building partnerships, there is increased accountability, the process fulfills students’ needs, and the student is asked to self-evaluate and work on personal improvement. This, in turn, increases a student’s self-esteem and the quality of his or her work. The hybrid course is different than other academic experiences. The traditional high school experience requires students to be in class. The teacher requires students to sit in rows, take diligent notes and listen to them. But there is nothing traditional about a hybrid experience. In hybrid, students are given choices. They decide to come to one writer’s workshop or all of them. Students decide how many drafts they’ll complete. They decide what they’ll write about and what they’ll share. The students decide when—and if—they need to complete a new draft. Students decide what needs to be improved upon in their writing. And the focus is on quality, not on a grade.

The students had success in the writer’s workshop model. I had success too. I enjoyed my workshop classes more. The students are easier to work with, they’re internally motivated and they had clear, measurable goals. The workshop model, in infancy, has been a success. But it has not been a universal success. There have been one or two students who have struggled—or failed—to make wise decisions. And I have struggled to find the correct way to respond to these students. To help students decide to make the right choice, I talk about how the administration and I are relying on the maturity and independence of the students. I try to encourage them and place trust in them. When I first introduced the hybrid course schedule to parents, they balked and said the same things: my son isn’t responsible enough, my daughter can’t be trusted, my son isn’t smart enough, my daughter isn’t organized enough. But, instead of ignoring their warnings, I took them to the students. And the students wanted to take what they had (my trust, confidence and their own power) and prove their parents wrong. But those same worried, questioning parents all came back to parent-teacher conferences saying the same things: my son proved me wrong, my daughter wrote better this semester than I thought she could, my son is ready for college, my daughter is excited about writing. Indeed, in meeting the students’ needs (and providing them with choice and the opportunities to create quality work), students exceeded any expectation I could have set for them. In the end, students found ways to learn that worked for them; they applied what they were learning to their own lives and they found self-esteem and confidence.