Abstract
The purpose of this chapter is to report on the findings of a writing survey with elementary classroom teachers (n=39) who attended graduate programs at two four-year colleges. In this study, the authors examine teachers' perceptions of their Professional Development (PD) in the implementation of the Common Core State Standards (CCSS) for writing and describe their PD needs. The chapter concludes with recommendations and suggestions about how literacy coaches can best implement multiple levels of support in writing instruction including school-wide and grade level PDs as well as coaching and in-class support.
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