This study aimed to establish how an innovative and comprehensive writing curriculum would be implemented in upper elementary education and how it would affect the attitudes, behaviors, and writing abilities of instructors while they worked with students in the classroom. The focal points of the program's attention and teaching were the communicative potential of writing, writing as a process, and the direct instruction of five writing approaches customized to specific writing forms. Additionally, the program's concentration was on writing as a process. It was put into practice by 43 teachers in their regular classes (Grades 4 to 6, N = 1052) under three distinct conditions:
 A writing program condition The same program plus professional development sessions and coaching A control condition in which teachers taught their customary writing lessons The results showed that it was effective in improving student's writing skills. The outcomes of the study indicated that students' writing abilities significantly increased across the board regardless of the environment they were taught in. The outcomes of the study indicated that students' writing abilities significantly increased across the board regardless of the environment they were taught in. There were a total of 1052 different pupils that took part in the activity.
 The efficiency of the students' writing was examined three times using a wide variety of writing assignments to see how successful their writing was. In addition, lesson observation, questionnaires, interviews, inspections of teacher logs, and the administration of exams based on texts were some methods used to obtain information on the attitudes, behaviors, and skills of instructors.
 Students who participated in the comprehensive writing program noticed that their writing skills improved. They also saw an increase in the lecturers' emphasis on teaching students the value of honing their writing skills throughout the class. This was one of the benefits of taking part in the program. Consequently, the enhanced competent professional development and coaching affected the number of courses; indirectly, it affected the students' performance. The findings demonstrated that implementing the innovation led to greater levels of writing ability among children who were enrolled in the upper classes of primary schools.