The overarching goal of this collaboration has been to support learners in building confidence and developing a growth mindset in writing. By creating new and engaging writing experiences, students have been encouraged to explore language in a more playful and meaningful way. A significant focus has been placed on using oral language as a tool to inspire writing, leveraging drama units and teacher-librarian support to foster creativity. Additionally, integrating online resources from RichNet and modeling ideation strategies such as listing and mind mapping has helped students generate ideas more effectively. Observations suggest that the more engaging the lesson, the more students are willing to take risks with language and experiment with their writing.

The collaboration has already had a tangible impact on student learning. Students have been exposed to writing experiences that may not have been part of previous classroom practices, allowing them to explore different modes of expression. By incorporating oral language activities and using mentor texts, students have demonstrated increased confidence in their ability to articulate ideas. A lesson observation with our teacher consultant, focusing on dual-entry journaling with a picture book as an anchor text, provided further insight into how structured approaches can enhance student engagement and output. These strategies have helped students develop a stronger connection to writing by making it more interactive and relevant to their experiences.

To assess progress, anecdotal observations have been collected, and formal assessment data will be gathered during spring reporting. Additionally, targeted questions will be used to gauge students' perspectives on their writing experiences, such as when writing feels easy or challenging, preferred writing environments, and pieces they feel proud of. These reflective questions will offer valuable insights into students’ evolving attitudes and self-perceptions as writers.

The opportunity to collaborate with peers has been instrumental in shaping teaching practices. The ability to exchange ideas with colleagues and immediately apply them in the classroom—rather than relying on a one-time professional development session—has been invaluable. The collaboration has fostered a sense of continuity across grade levels, helping teachers identify strengths and areas for growth in their students year over year. Additionally, ongoing dialogue with the district consultant and other educators has provided essential support, ensuring that teachers feel connected and informed about available resources. This process has encouraged a more intentional approach to literacy instruction while also bridging current and previous practices with new methodologies.

Looking ahead, the focus will remain on fostering a growth mindset in writing. Teachers will continue celebrating student work by highlighting progress over time, showcasing different writing styles, and using exemplars to clarify expectations. Future goals include inviting authors for workshops, explicitly teaching grammar and writing for different audiences, and refining assessment tools such as proficiency scale exemplars. Expanding collaborative opportunities, such as cross-classroom writing activities, will further enhance students' exposure to diverse writing approaches and reinforce their confidence as writers.