Good writing skills are essential to an educator. Teachers write to students, to parents, to grant sources, to administrators, and to community agencies. They write to plan, to organize, and to deliver effective instruction. They write about students, about teaching, and about ideas. A teacher’s ability to write well is critical to her reputation as a competent professional. Perhaps most important, a teacher who writes well can effectively promote good writing skills in her students.
The Education Department at Columbia College has designed these Web pages to support both teacher candidates and divergent learning graduate students as they develop their own writing skills and as they prepare to teach their students how to write well.
Writing-Related Goals for Teacher Candidates
Teacher candidates will demonstrate writing proficiency in the following ways:
- By producing research papers that explicate educational and pedagogical concepts, that compare theories or programs, and that propose solutions to stated problems.
- By developing long-range plans, short-term lesson plans, and unit plans that clearly delineate goals, objectives, procedures, materials, and assessment activities.
- By preparing letters, reports, referrals, and other written documents in order to communicate effectively with parents, colleagues, agency personnel, and others on behalf of children.
- By generating papers based on personal classroom observations, clinical and other teaching experiences in and out of the classroom, and observations of others performing teaching roles. These papers will require objective descriptions and reflections and/or critiques.
Tools for Writing Research Papers in Education
Writing across the Education Curriculum
Writing in EDU 431:
- Lesson plans
- A case study
- Conclusions from math investigations
- Short essays on exams
- Definitions of math concepts and vocabulary
Writing in EDU 361:
- An ADEPT Lesson Plan
- Annotations for a substantial resource list (for their unit of study)
- Oral history write-up
- Five page concept paper (synthesizing information gained during the semester from in-class time, readings, field work, etc.)
- Letter to parents (as part of their unit of study)
- Reflective essay of site-based work
- In-class mini writes (5-minute writings on topics being discussed)