Reading Apprenticeship Writing Connections (RAWC): Blended Model

Research & Evidence

Reading Apprenticeship Writing Connections (RAWC)

The Blended Model: Live and online professional learning

RAWC teachers participated in Reading Apprenticeship professional learning in three ways:

  1. Traditional live (face-to-face) Institutes in the summer and winter;
  2. Online learning during the school year in Ignite sessions, Google Hangouts, and text-based dialogue; and
  3. In team meetings with their colleagues at their school site.

The design of this learning experience was intended to ground teachers in the Reading Apprenticeship framework, and then support their practice during the school year through online peer communities.


Annual professional learning calendar

The Reading Apprenticeship-Writing Connections (RAWC) Blended Learning Calendar for 2015-16:

Summer 2015 Opening Institute (live, 3 days)
Fall 2015 Online learning (4 hours per month)
Winter 2015/2016 Winter Institute (live, 2 days)
Spring 2016 Online learning (4 hours per month)
Summer 2016 Closing Institute (live, 2 days)
All school Year Monthly school team meetings led by teacher leaders

The professional learning experience

Here’s how teachers experienced professional learning throughout the year:

I. Live Institute

School teams of three to six teachers attended live institutes with about 30 teachers from their region. Here they experienced immersion in disciplinary literacy and the Reading Apprenticeship Framework, and practiced new teaching routines. They left the institute with practical knowledge to begin integrating new literacy routines into their classrooms, and new strategies for supporting social emotional learning.


II. Online Learning

A. Ignite Sessions
Teachers met in “Ignite Sessions” online to continue Reading Apprenticeship learning, reflect on their own teaching and student work, and support one another.


B. Reflecting on Practice in Small Learning Communities
Teachers met up in Google Hangouts to inquire into their own practices together, to assess how their literacy practices may be changing, and to understand the impact those changes were having on student learning.

C. Text-based Discussion Forums
Teachers continued Reading Apprenticeship inquiry and reflection on their practice in asynchronous (independent and at teachers’ convenience) text-based conversations. These sessions were held on Canvas and guided by prompts like the one above on the metacognitive conversation.

III. Additional Local Support and Literacy Leadership Development

School Team Meetings Led by Teacher Leaders
Each participating school team selected one teacher to receive additional Reading Apprenticeship training. These leaders in turn convened their school teams for monthly meetings, classroom visits, student work analysis, and reflection on how their literacy practices were evolving given their different subject areas. The image below is an artifact from Teacher Leaders reflecting on their roles.