Abstract
The purpose of this study was to design and evaluate the feasibility of a writing professional development (PD) model and its effects on primary grade teachers' confidence and on students' writing quality. Participants were 17 teachers across two sites in a rural district, administrators, and 422 students across grades K to 2. A design based research was employed with students responding to three genres across five times with no control group utilized. A repeated measures multilevel model revealed statistically significant differences on students' writing quality across all genres while quality was retained across time. Teachers’ confidence also increased and stakeholders identified specific components as most effective.
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