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This paper explores how differentiated learning opportunities situated in the school context supported changes in practice for urban elementary teachers during the implementation of Writer’s Workshop (Calkins, 2003 & 2006) . The teachers in this study were offered an integrated network of support and professional growth options tailored to meet evolving learning needs over time in order to ensure high fidelity implementation in their classrooms. These learning opportunities included demonstration lessons and follow up debriefs, targeted learning walks, and working with a peer partner, university partner and literacy coaches. The key levers for change examined in this paper were dedicating time for teachers to engage in critical dialogue with colleagues, and offering multiple contexts for teachers to lead these conversations.  \nReview of Related Literature  \nPassman (2002) reported on the importance of reflective dialogue to support building learning communities within schools. Richardson and Anders (2005) also highlight the importance of critical dialogue among teachers to support reflection and changes in practice. Research on teacher learning has pointed to the benefits of teachers participating in classroom observations and receiving follow-up support with close attention to tailoring learning opportunities to the classroom context. The insights from related research offered guidelines for creating multi-layered support for the teachers in this study (Stallings, Needels, & Stayrock, 1980; Frey & Kelly, 2002) . Garet, Porter, Desimone, Birn and Yoon (2001) suggested that both structural and core features be considered in designing professional development. Structural aspects include types of learning opportunities and the duration and degree of collective participation by all teachers. Core features were described as the content focus, opportunities for active engaged learning and coherence of professional development activities. Elmore (2004) and Fullan (2006) highlighted the importance of “learning in context.” These streams of research were influential in shaping the diverse and continuous learning opportunities situated in the school context and sharply focused around implementation of Writer’s Workshop.  \nFullan (1998) argued that “systematic professional development, learning schools and school districts, and success for all students are closely intertwined”(p. 3) . The literature on effective professional development has advocated both for teachers identifying the content they need to learn, and embedding learning opportunities in the school setting (Fullan, 2006; Lieberman & Pointer Mace, 2010; Little, 1998) . The principles and conditions for effective teacher learning have been identified in the research, yet these evidence-based powerful practices take time to find their way into implementation in schools. The study reported in this paper illustrates the complex relationship between the conditions for learning shaped and influenced by the  \nschool context and culture, and the responsiveness and participation of teachers when offered a voice and in shaping and leading the conversations.  \nMethods  \nSite and Participants  \nThe site was an urban elementary school (K-6) serving 91.9% Hispanic students with 35.2% of those students designated as Limited English Proficient, and 97.2 % classified as lowincome. The participants were 10 teachers, two literacy coaches and a university partner. The school leaders included the principal and the assistant principal and they attended all school wide sessions, Instructional Leadership meetings, and Targeted Learning Walks. The teachers included one first grade teacher, two second grade teachers, two fourth grade teachers, one fifth grade teacher and two sixth ","cbCaifJCYIg1eThZ","https://ap.wps.com/l/cbCaifJCYIg1eThZ","pdf",451751,12,"English","# Introduction\n# Review of Related Literature\n# Methods\n## Site and Participants\n## Menu of Professional Development Experiences","[{\"question\":\"What problem does the paper address about implementing Writer’s Workshop?\",\"answer\":\"It examines how learning opportunities situated in the school context supported changes in practice for urban elementary teachers during Writer’s Workshop implementation.\"},{\"question\":\"What kinds of support and learning opportunities did teachers receive?\",\"answer\":\"Teachers received demonstration lessons with follow-up debriefs, targeted learning walks, and collaboration with peer partners, a university partner, and literacy coaches.\"},{\"question\":\"How did the study structure professional development across the school?\",\"answer\":\"An Instructional Leadership Team reviewed teacher and student writing data to plan professional learning, including reading selections, while teachers engaged in self-selected opportunities and school-wide sessions.\"}]","Contextualized Support for Urban Teachers Implementing Writer’s Workshop | PDF",1792089179]