Timeline+for+Implementation

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 * Timeline for Implementation

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=// Summer 2009 //= This summer I will need continue my research, look for grant money, and write curriculum in order to prepare for the writing center. The curriculum template is rather extensive. I need to explain how the tutoring class would meet the district and state standards and map out the content, skills, essential questions, and assessments for the course. =// October 2009 //= October is the deadline for editing and adding course descriptions to the school’s registration handbook. =// December 2009 //= In December, I would like to send out letters to select sophomores and juniors inviting them to enroll as peer tutors. Kent (2006) said that handpicking the student tutors can be very effective during the first year of the writing center when students are unfamiliar with the program and less likely to register for an unknown class. I will draft a form letter and encourage my colleagues in the English department to recommend students whom they think would be strong writing tutors. I may also send the letters to the students just before guidance distributes the registration handbooks in order to create some buzz about the course. =// January 2010 //= In January, the guidance counselors give a thirty to forty minute presentation to the English classes, in which they distribute the registration handbooks, remind each level from freshmen to juniors of their required courses, and point out and describe any new classes. I will create a fact sheet for the counselors that will summarize the perks of being a writing tutor. According to Dr. Paula Gillespie (personal communication, April 16, 2009), colleges are very impressed by applicants who have experience working in secondary writing centers. She added that such experiences often inspire powerful admission essays. In addition, college writing centers generally pay students much better than other campus jobs and are likely to employ students with previous tutoring experience.

=// February 2010 //= The International Writing Centers Association sponsors an annual summer institute each year. Although the registration costs are approximately $800 without lodging and transportation, they offer scholarships for people who apply by March. Dr. Gillespie told me that the summer institute would be a very worthwhile experience and encouraged me to attend. I plan to write a proposal to my district to cover the cost of transportation and lodging, which are actually very reasonable. For example, this year’s conference is at Temple University in Philadelphia, and attendees can stay in dorm rooms for only $38 each night (Seventh, 2009). If I could get a scholarship to cover the cost of registration and district funding to pay for transportation and lodging, the summer institute would be a wonderful opportunity to prepare for the implementation of the writing center.

=// March and April 2010 //= By the end of March, guidance will have completed the student schedules for the following year and I will know exactly how many tutors I have. If more are needed at this point, I can continue recruiting students on a one by one basis.

Dr. Paula Gillespie and Dr. Richard Kent (2006) both advocate bringing in experts to explain the writing center and the non-directive peer tutoring model to the English teachers who will be overseeing the writing center. Dr. Gillespie, who has recently left Marquette University and has taken a position at Florida International University, has offered to assist me through Skype online teleconferencing, but recommended bringing in a secondary English teacher to talk to my department. I think the month of April would be a good time to do this. Some potential speakers are Matthew Geracie, my contact from Hartford High School; or Judy Hogan or Joanne Sobolik, co-founders and directors of the Kettle Moraine Write in the Corner project. =// May 2010 //= In May, instructors usually assign any summer work required for the following year’s courses. I would like to assign one or two texts and some articles for the writing center tutors to read. Kent (2006) recommends a number of texts from which I may select: //Working with Student Writers: Essays on Tutoring and Teaching// (Podis & Podis, 1999), //A Tutor’s Guide: Helping Writers One to One// (Raforth, 2000), or //Tutoring Writing: A Practical Guide for Conferences// (McAndrew, Donald, & Reigstad, 2001). In addition, I may give the tutors a packet of some of the articles that I referenced in my literature review, as well as a writing assignment that they could peer revise during training. =// June 2010 //= In June, my building principal makes room assignments for the following year. A regular classroom would suffice for the center, but a more professional, centrally located space would be preferable. The library would be a good space, since it is in the middle of the school and close to computers, copiers, and reference books.

//** July 2010 ** // I woul love to attend the annual International Writing Centers Association Summer Institute if I can obtain a scholarship from the Association and transportation and lodging costs from my school district.

//**August 2010** // In August, I would like to hold a training seminar for incoming tutors. I could invite a staff member and tutors from Hartford or Kettle Moraine high school, or even conduct it myself. I recently spoke with Helen Gillette, a friend and former tutor from Marquette University, who offered to assist me if I needed any help starting the writing center. During the training session, we could discuss the summer reading and role play tutoring scenarios. At this time, the students would also peer revise their writing assignments, which would be handed in and graded during the first week of school in September.

//** September 2010 ** //  I hope to officially open my high school writing center by September of 2010. While I do not know at this point where it will be located or how many students it will include, I think I have created a realistic timeline for implementation. I know from talking to members of my department, and from the special education department as well, that there will be no shortage of students referred to the writing center by their teachers for extra help. Although I will likely encounter additional challenges along the way, I feel confident knowing that I have the support of my department chair, principal, college mentor, and contacts at other schools.

**References** Kent, R. (2006). //A Guide to Creating Student-Staffed Writing Centers: Grades 6-// 12. New York: Peter Lang.  Seventh annual writing center summer institute. //International Writing Centers////Association.// Retrieved April 17, 2009, from http://www.wisc.edu/instituteindex.html