Teaching Writing in Year Two: How SRSD Becomes “How We Do School”

If you are in your first or second year of changing how you’re teaching writing, you are probably feeling two things at the same time:

1. Encouraged.
2. Slightly unsure.

Encouraged because you can see shifts in students.

Unsure because sustaining change is harder than starting it.

The conversation below with Jeanne and Shelby, two educators implementing Self-Regulated Strategy Development (SRSD), offers a good look at what happens after the launch year. Not theory. Not promises. But what actually unfolds in classrooms.

You will see how year two becomes the turning point when teaching writing shifts from “an initiative” to “how we do school.”

Watch the video here: How We Do School

When Writing Was “Really, Really Bad”

“The first year we were the control group, and what a control group. Our writing was really, really bad.” — Jeanne

Jeanne does not sugarcoat it.

Five years ago, her small rural Title I district joined a research grant, and the first year, they were in the control group, meaning other schools began implementing SRSD while they continued on as usual. They watched. They waited. They saw their writing data.

It was not strong.

So, when they had the opportunity to finally implement SRSD, the mindset was simple:

What do we have to lose? There was nowhere to go but up.

Their context mattered. Students came in very low. Many had no preschool experience. Writing felt overwhelming for both teachers and students.

But something else mattered more.

They had a team.

Jeanne worked part-time with a partner. They had a literacy coach from their intermediate service district. The three of them worked side by side. They co-taught lessons. They adjusted the rubrics to match their students’ starting points. They supported one brave first-grade teacher who jumped in fully.

That teacher’s classroom became proof.

Other teachers saw the growth.

Momentum began.

Reality Check:

Teaching writing often feels like the most difficult subject to teach, not because teachers lack skill, but because writing demands organization, planning, drafting, revising, and self-regulation all at once.

An effective structure reduces that load.

How Teacher Buy-In for Writing Instruction Actually Happens

“Those teachers that were not as excited saw the first graders’ writing over time that first year, and all of a sudden, everybody wanted help.” — Jeanne

Teacher buy-in is rarely instant.

Jeanne described a critical moment. The teachers who were hesitant watched first graders produce organized, focused writing over time. Hallway walls began to show visible change.

The resistance softened.

No teacher hopes their students struggle as writers. When teachers see something working, not in theory, but in their building, they pay attention.

By year two, SRSD was no longer “that research grant thing.”

It was how they taught writing.

Why Alignment Matters for Writing Instruction

“If the leaders are aligned and the leaders are supporting each other, then the messaging can be more consistent and it helps teachers have trust.” — Shelby

Shelby entered the work from a different angle.

Her district had already made gains in reading. Teachers understood the science of reading. They understood trauma and neurodivergence.

But writing instruction still felt unclear.

Shelby is a non-evaluative instructional coach. She listened to teachers. She heard that writing instruction felt scattered and uncertain.

So, she brought SRSD forward.

And she was realistic: teachers have experienced many initiatives. Skepticism is understandable.

Buy-in does not grow from enthusiasm alone.

It grows from alignment.

When administrators, coaches, and teacher leaders send consistent messages, teachers feel safer trying something new. When leaders are misaligned, teachers hesitate.

That alignment and consistency gives teachers the psychological safety to actually try something new.

Visual Snapshot: What Drives Buy-In in Teaching Writing

• Visible student growth
• Coaches modeling lessons
• Clear administrative messaging
• Time in PLCs to analyze student work
• Consistent expectations

The Power of Non-Evaluative Coaching

“When teachers have access to a non-evaluative coach, they can achieve the things that they literally dream of.” — Shelby

This may be one of the most important insights in the entire conversation.

Instructional coaching that is not tied to evaluation changes the dynamic.

Teachers can:

• Ask honest questions
• Admit confusion
• Try new strategies
• Reflect without fear

Shelby described how co-teaching and modeling can shift teacher confidence. When a coach names the strategies being used in a lesson, teachers gain clarity. They see that the moves are intentional, not magical.

Teaching writing improves when teachers are supported in the classroom, not judged from the doorway.

Jeanne echoed this idea. In her district, coaches are not evaluators. They are partners. Teachers can ask what they call “silly questions” without embarrassment.

Writing is complex, especially when considering the various elements of composition, and the role of education in shaping these skills is paramount. It is normal for teachers to feel uncertain about it.

Support removes the pressure.

The Role of Administrators

“In my district, administrators have been crystal clear that SRSD is the path forward.” Shelby

Both educators emphasized something critical: clarity from leadership matters.

When administrators communicate clearly that this is the instructional path and align it with effective pedagogy, implementation gains stability. It is not optional. It is not temporary.

But clarity alone is not enough.

Jeanne described how, in her small district, they created professional expectations — a list that defined “how we do school.” SRSD was embedded within that identity.

Administrators did not just endorse the work. They backed it consistently.

When leadership alignment exists from the superintendent to the building level, teachers feel a sense of steadiness. Year two becomes about deepening practice rather than defending the initiative.

Leadership Alignment Loop

1. Leaders set clear expectations
2. Coaches model and support
3. Teachers implement and reflect
4. Student growth reinforces commitment
5. Leaders reaffirm direction

Repeat.

What Students Experience in Year Two

“The kids that struggle with school are the same ones that SRSD is perfect for.” Jeanne

The student perspective is where everything becomes real.

Jeanne described how rubrics can be adjusted to help struggling writers succeed. Students learn to set their own goals. They practice self-talk strategies when they get stuck.

For some students, this is the first time they feel ownership of their writing.

Shelby shared a story that captures year two momentum.

After stage three of a genre, some students went home and wrote essays on their own. One child brought in an opinion piece and told the teacher:

“I could tell you were forgetting your parts, so I wrote this to help you.”

That child understood structure.
That child understood the audience.
That child felt confident.

This happened before the final stages of the process.

Confidence was building early.

When Students Want to Move Faster

“It’s a good thing. Kids are feeling empowered.” April (panelist)

A common year two question emerged: What happens when students want to accelerate?

Some students, especially those with strong baseline skills, may grasp strategy components quickly.

The advice was grounded in instructional discipline:

• Return to baseline writing samples.
• Examine what students demonstrated at the start.
• Differentiate thoughtfully.
• Avoid releasing too soon.

SRSD stages allow flexibility. Some students may require fewer teacher-led models. Others may need more practice. The key is not speed. The key is successful independence.

Try This Monday

If students are eager to move ahead:

1. Review their baseline writing sample.
2. Identify which structural components were already present.
3. Adjust modeling intensity, not expectations.
4. Maintain goal-setting and self-check routines.

Data in Teaching Writing

“I think that data in writing as a system is much further behind.” — Shelby

Shelby raised an important point. Writing data systems often lag behind reading and math.

Teachers may feel less confident in sorting writing samples for instruction, highlighting the need to further develop their writing skills.

This makes baseline writing assessments essential.

Jeanne described how her district uses rubrics year to year. Teachers track growth. Students set goals and see their progress over time.

Her next goal? A writing portfolio that follows students across grades.

Imagine a fifth-grade teacher reviewing a student’s kindergarten writing. That longitudinal perspective reinforces the value of sustained instruction.

Year two shifts from anecdotal growth to documented growth.

Classroom Evidence You Might See

• Increased sentence production
• More focused paragraphs
• Topic sentences appearing consistently
• Reasons connected to central ideas
• Student self-check routines are becoming automatic

The Role of Professional Learning Communities (PLC)

“Teachers love to look at student work.” — Shelby

PLCs become powerful in year two.

Teachers gather around writing samples. They sort them. They analyze strengths and gaps. They discuss the next instructional moves, integrating feedback to guide their planning.

SRSD gives structure to those conversations.

Shelby described creating internal champion videos, teachers within the district modeling specific strategies and sharing success stories. These were not polished marketing clips. They were real educators with real students.

Peer credibility accelerates adoption.

When teachers see colleagues succeeding, their belief strengthens.

PLC Protocol for Teaching Writing

1. Select one rubric trait to examine.
2. Sort 6 student samples into 3 piles: secure, developing, stuck.
3. Identify one instructional move for the “developing” group.
4. Plan a shared mini-lesson.

Consistency in this process builds collective expertise.

Sustaining Through Teacher Turnover

“If you want it to be successful, you have to support the teachers.” — Jeanne

Turnover is real.

New teachers enter buildings midstream.

Jeanne’s strategy is straightforward: support new teachers the same way the original cohort was supported.

• Co-teach
• Model lessons
• Gradually release responsibility
• Connect them to experienced colleagues

Shelby noted that district mentoring programs can align with coaching structures. When mentors and instructional coaches collaborate, new teachers experience consistent messaging.

Sustainability requires intentional onboarding.

Two Keys to Making It “How We Do School”

“Have a plan. Set expectations.” — April (panelist)

Near the end of the conversation, two themes crystallized.

If you want structured teaching writing practices to endure:

1. Have a Plan

• Plan for onboarding new staff.
• Plan for ongoing professional learning.
• Plan for PLC routines.
• Plan for leadership messaging.

2. Set Clear Expectations

• Clarify that this is the instructional direction.
• Align messaging across levels.
• Revisit the purpose regularly.

When those two elements are strong, year two becomes consolidation rather than confusion.

Implementation Snapshot

Year One

• Training
• Modeling
• Building routines
• Addressing resistance

Year Two

• Refining practice
• Deepening PLC analysis
• Documenting student growth
• Onboarding new teachers
• Strengthening leadership alignment

Advice for Teachers Entering Year Two

“Keep going forward. Don’t be afraid to make a mistake.” — Jeanne
“Believe in yourself, read the lesson plans, and look at the kids.” — Shelby

Jeanne’s message is steady:

There is no way to ruin this. The lesson plans exist. The materials are clear. Progress may not be perfect, but it will be forward.

Shelby’s advice is equally practical:

Internalize the lesson plans so you free up cognitive space to observe students. The more automatic the structure becomes for you, the more responsive you can be to them.

Teaching writing does not require perfection.

It requires consistency.

What This Means for Teaching Writing

If you are considering how to strengthen teaching writing in your school, this conversation offers clarity:

• Small districts can succeed.
• Title I schools can build momentum.
• Coaching matters.
• Leadership clarity matters.
• PLC routines matter.
• Students respond to structure.
• Confidence grows visibly.

Year one builds awareness.

Year two builds identity.

At some point, structured teaching writing stops being “something we are trying.”

It becomes part of the school’s DNA.

And that is when real change sticks.

Watch the Full Conversation

As you watch the video above, listen for:

• The turning points.
• The student stories.
• The leadership moves.
• The coaching practices.
• The practical sustainability strategies.

If you are serious about improving teaching writing instruction, not just for this year but for the long term, this conversation provides both reassurance and direction.

Because in the end, no teacher wants their students to remain weak writers.

Every teacher wants better.

And with structure, alignment, and sustained support, better becomes possible.

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