Understanding Teachers' Knowledge and Perceptions on Writing Through a Self-Regulated Strategy Development (SRSD) Professional Development Opportunity

Abstract

Teachers must be equipped with the skills necessary to effectively deliver quality instruction, especially when implementing an evidence-based practice. Delivering these practices with high levels of fidelity requires knowledge that goes beyond what is learned in initial teacher preparation programs, often requiring ongoing and targeted professional development. In the current study, 19 teachers and instructional personnel attended and completed a professional development opportunity to learn how to use the Self-Regulated Strategy Development (SRSD) model, an evidence-based practice, when teaching writing. Pre- and post-professional development surveys were completed and analyzed to evaluate whether meaningful outcomes occurred. Results indicated that the professional development caused participants to re-conceptualize their knowledge and perceptions of quality writing and quality writing instruction and to explicitly share intentions to implement SRSD writing instruction in their classrooms. Results will be shared and implications for future research discussed.