Families generally are aware of the nature of the writing program and support it. Parents volunteer in the classroom to give the teachers time to conference with students. Family and community members serve as audiences for student work and share examples of job-connected writing with students. Parents in a western Kentucky elementary school were offered training in appropriate ways to conference with their children about their writing, to stimulate improvement without taking ownership of the writing from the student. One fourth-grader in this school reported that she had taught her mother what types of questions to ask about her writing and which questions or suggestions to avoid.
Principals participate in conversations with the faculty about writing instruction.
They also participate with the faculty in professional development on writing. Professional development is planned or scheduled by faculties to address instructional weaknesses identified during portfolio scoring. School writing leaders seek and participate in professional development in writing beyond what is expected of one in that position. They have networks in which they mentor and are mentored by other writing teachers. The school schedule is arranged to allow regular time for teachers to discuss writing instruction and to plan collaboratively.