1. Jennifer Evans 2014 St. Clair County RESA
Teacher Self-Reflection for Writing Workshop
Tasks Not Started In Progress Achieved Achieved with Fidelity
Implement Writing
Workshop and prepare
Materials:
 My goal is to have all
necessary materials for a
Writer’s Workshop.
 My goal is to use the
WriteWell curriculum.
 My goal is to be organized
and prepared.
 My goal is to have
materials accessible for use
during the lesson.
My books, examples and
other materials are at a
beginning point in terms
of acquisition and
organization.
I have heard about
WriteWell .
I have attended a
workshop about Writer’s
Workshop.
I have attended a
workshop about the
WriteWell curriculum.
I have a collection of
mentor texts, but it is
minimal and not adequate
for the needs of my class.
I have some other
materials, but they are not
yet organized.
I know about keeping
writer’s notebooks, but I
am not using them yet.
I am beginning to use
WriteWell lessons and
have implemented at least
one unit of study.
I use the pre and post
assessments in WriteWell
but am not confident in
using the rubrics to score
the papers.
I have a good amount of
mentor texts and I am using
them.
I have an easel, white
board, etc. and am using
them.
I am using writer’s
notebooks and keeping
records.
I am using WriteWell
lessons, but I skip around
and do not do all of the
lessons.
I use the pre and post
assessments in WriteWell
and understand how to use
the rubrics to score them
and identify areas of need.
I use a predictable structure
for Writer’s Workshop to
implement the instructional
and assessment
components of the
WriteWell curriculum to
inform instruction resulting
in student achievement.
I provide high quality Writer’s
Workshop everyday during
writing instruction.
I usesthe instructional and
assessment components of the
WriteWell curriculum effectively
resulting in high levels of student
achievement.
A well-organized collection of
mentor texts exists and is being
used.
I have a meeting area and an
area for guided writing with
easel, white board, etc. as well as
relevant center activities
established.
My students know how to use
notebooks, share and confer.
I have a well-organized, usable
record keeping system that
guides instruction.
I use WriteWell with fidelity.
Management:
 My goal is to highly engage
students in productive
reading/writing activities
I have not yet established
a system for independent
writing.
Students need a great deal
I have begun to teach
students how to engage in
independent writing and
build stamina, but the
My system for independent
writing is well established
and I am conferring with
individuals.
My classroom is well managed
during the entire writing block.
Students are engaged in
independent writing.

2. Jennifer Evans 2014 St. Clair County RESA
while I am working with
individuals or groups.
 My goal is to highly engage
students in productive
reading/writing activities
while I am conferring with
individuals.
 My goal is to create a
positive literacy
environment.
 My goal is to develop
appropriate routines and
procedures.
of attention and I cannot
work productively with
small groups or confer
with individual students.
routines are not yet
established.
I am beginning to
establish a schedule that
will allow for independent,
relevant work while I
teach small groups and
work with individuals but
results are usually
unproductive.
I am beginning to teach
WriteWell mini-lessons
focusing on writing.
Students are using writer’s
notebooks and logs, and I
am working with groups
and/or conferring on a
regular basis.
Students are able to work
independently most of the
time and be successful.
Relevant activities are completed
and learning is transferred.
Students are able to work
completely independently while I
work with regular guided writing
groups and confer with
individuals.
Grouping:
 My goal is to form small
groups of students who are
similar in their
development of a writing
process.
 I also use data to identify
particular needs and
interests for focused guided
writing groups.
I am just beginning to
observe students’ writing
behaviors and to think
about forming groups.
I have not identified other
ways that I use to group
students.
Usually I teach the whole
class.
I have not started
conferring with students.
I don’t really know how to
form groups correctly.
I have formed and met
with some
needs/interest/skill based
groups when I notice that
there is something that
students need to learn or I
look at assessment data.
I know how to apply some
assessment measures and
have tentatively formed
some level or skill-based
groups.
I do this inconsistently.
I continue to meet with
needs/interest/skill based
groups on a regular basis,
using relevant data to
determine groupings.
I am keeping regular
records of writing
behaviors.
I confer with students on a
regular basis, however I am
still conferring about the
“writing assignment” and
not the “writer.”
Every student in my class is
served with small group
instruction.
Students know how to share and
improve their writing.
Groups meet regularly, and
strategies/skills taught are based
on assessment.
Appropriate goals are selected to
meet the needs of the writer.
Learning transfers to other
situations and instructional steps
move the students to higher
levels of proficiency.
I confer with at least 3-5 students
daily and the conferences result
in increased student productivity
or quality work.

3. Jennifer Evans 2014 St. Clair County RESA
Lesson Management:
 My goal is to provide fast-
paced, lively engaging
lessons with all
components working
together effectively.
 My goal is to ensure
learning objectives are
evident to the students.
 My goal is provide timely,
relevant, positive feedback
to all students.
 My goal is to provide
students with ample
opportunities to practice.
 My goal is to provide
students with visual aids to
help scaffold instruction.
I have not yet
implemented any of the
components of writing
workshop.
I provide minimal
feedback in a timely
manner.
I do not confer with
students.
Students do not write
every day.
I limits writing activities to
independent work.
I have begun to introduce
writing mini-lessons to
students, however they
are not timely.
I use the WriteWell mini-
lessons as a guide, but am
not yet comfortable in
making the lessons my
own.
I am learning about the
procedures for writing
workshop and conferring.
I provide some feedback
as needed to students.
Students write daily, but
not always for an
appropriate amount of
time.
I have started writing
notebooks but do not use
them daily.
I can teach mini-lessons and
provide relevant activities
for students to do as I break
into groups and confer.
I provide timely feedback
to all students.
Sometimes my lessons are
too short or too long.
I am able to personalize
the WriteWell mini-lessons
to meet the needs of my
classroom.
Most students know what
to do and are able to do
what is necessary during
workshop.
Sharing and conferring take
place most days and the
classroom is a safe place to
do this.
Students use their writer’s
notebooks and write daily
to practice and implement
what they are learning.
Ample time is provided for
students to brainstorm,
generate and explore ideas.
My lesson is well-timed,
smoothly managed and includes
appropriate mini-lesson
integrated with writing
instruction and feedback to all
students.
Center activities are relevant, at
appropriate levels, and based on
need.
I successfully address all
components of a writer’s
workshop.
Students are transferring learning
to all content areas.
All students know what to do and
are successful during workshop.
Sharing and conferring take place
daily in a safe environment.
Daily writer’s notebook use,
practice and writing time allow
students to implement
consistently what is learned as
they become more proficient
writers.
Ample time is provided for all
students to brainstorm, generate
and explore ideas using
techniques that motivate
students to write for audiences
beyond the classroom.
Teaching Strategies:
 My goal is to teach
intensively in every part of
the writing lesson in order
I am just beginning to
understand strategies and
to observe students’
writing behaviors.
I am able to find evidence
of strategies as I observe
students writing.
I support their
I observe students’ writing
behavior continuously and
am able to find examples
and powerful teaching
My decisions and interactions are
well-timed and powerful in
illustrating processing strategies
for students.

4. Jennifer Evans 2014 St. Clair County RESA
to expand my students’
ability to use background
knowledge, access and use
information, think beyond a
text, make connections,
maintain phrased, fluent
writing, think about the
text in critical ways and
apply what they learn
about author’s craft
through mentor text in
their own writing.
 My goal is to successfully
implement fluent, relevant
mini-lessons based on
students’ writing behaviors.
 My goal is to successfully
implement all components
of a writing workshop.
 My goal is to provide
explicit, scaffold
instruction.
 My goal is to utilize the
gradual release model for
instruction.
 My goal is to accommodate
all student needs with a
MTSS (Multi-Tiered System
of Support.
I am beginning to
accommodate students’
needs.
development of strategies
by providing support for
goals at appropriate levels
but have not yet
developed expert teaching
skills.
I am not always accurate
with selecting appropriate
strategies based on the
needs of students.
My students share their
thinking but are not yet
effective in listening or
helping others.
My students get off task
easily at times.
I have systems in place to
assess and re-teach in
order to accommodate
students’ needs.
points to bring to their
attention.
I am observing the impact
of my introduction,
interactions, and teaching
after the writing
instruction.
I keep records to help guide
my instruction but am
inconsistent.
My students share their
thinking and can help
support each other in their
writing development, but
they are inconsistent and
sometimes ineffective.
I have begun to incorporate
some differentiation into
initial instruction.
My decisions allow students to
use what they know to process
writing.
I am aware of and teach for a
wide range of processing
strategies, and I see evidence
that students are taking on these
strategies for themselves.
My students listen well and can
share their thinking to support
each other consistently and
effectively.
I differentiate for all students to
meet students’ needs so that
they are successful on their first
attempts.
I assess, teach, and monitor the
learning of students on a daily
basis.
I provide interventions to
targeted students daily.
I provide systematic instruction in
embedded spelling and grammar
by using mentor text and student
work to guide instruction.