‘This course had been very useful in understanding what makes ‘good writing’ – moving away from the structure and delivering into the content.’
‘It enhanced my understanding of writing by providing me with different tools to engage students in a variety of texts.’
‘I have gained insight into appreciating writing as an art form that is guided but not restricted.’
‘I’ll definitely be taking things back to school from this day.’
‘Engaging, practical, clear and resourceful.’
‘Very engaging, encouraging and a REAL practical learning experience.’
‘Brad was very supportive and provided multiple ideas, different skills and opinions to help engage in writing.’
‘Extremely practical and very useful to incorporate into the classroom.’
‘I loved the practical focus of the workshop as well as the ability and opportunity to share.’
‘It really helped to break down the writing process.’
You wouldn’t be here if your writing program hadn’t run out of fuel, right?
Hi, I’m Brad Kelly and I’ve dedicated the second half of my professional life to literacy. In particular the space between writing and teaching writing. After working with over 1,000 teachers in each of the three systems I’ve heard the same problem over and over; the poor literacy leader and head of teaching and learning have spent hours and hours developing resources and roadmaps, only to unveil it like a Bond premiere and then after a few months… crickets.
There’s good reasons for that. And I want to join your team to show you how to overcome that.
But before we move on – consider this: the music teacher wouldn’t teach without playing; the PDHPE teacher probably runs every morning, God bless ’em; and the hospitality teacher has likely perfected the lemon tea cake.
So why is it that teachers – and every teacher is a writing teacher – hardly ever write the activity they have set their students?
Work with me, and I’ll walk with you through the space between writing and teaching writing. And show you why this space is where you are going to get RESULTS – And! leads to better teaching, gets intensely practical and even sharpens the assessment eye.
Thanks for dropping by. Have a look around and decide if you want to talk further.
How does it all work?
Step 1: Simple. It’s done with you.
You’ve probably worked out the limits of ‘hit-and-run’ model of full school professional learning. The year starts, six hours of training on the new priority – and within a few months we all go back to doing the same old thing.
I worry about that model for writing improvement. Why? Because writing improvement is hard and it requires ongoing support.
Most school writing improvement programs begin with unrealistic expectations and best-guesses, and end in overwhelm, initiative fatigue and a literacy leader on the brink of resignation.
I’d love to do this with you.
Step 2: Rethinking ‘writing improvement’
The next step is a full staff meeting where we manage expectations of staff around ‘writing’ and ‘improvement.’
Some teachers will feel skeptical and overwhelmed by the thought of a writing program. But that’s ok.
We focus on building teacher capacity to teach writing rather than writing – and that means putting the staff in the shoes of their students. At the end of a 30 minute activity, staff will have an insight into the nature of writing which is far outside the traditional approach of structure, sentences and syntax – however important those features are. They just don’t come first.
The presentation will also mean that each teacher will understand that writing improvement is deeply contextualised in their subject.
If you wish, you are welcome to grab a copy of The Teaching Writing Playbook to find out what the path is all about.
‘Excellent communication skills – knew when to go off script and select the most relevant elements.’
‘I learnt how to take the fear of writing away for students.’
‘Brad was very well-versed and the other participants shared valuable knowledge.’
‘I gained skills in thinking about how to present writing tasks in a manner that would get me the desired outcomes.’
‘Allowed an opportunity to put the new knowledge in to practice and get feedback and advise on the lesson plan.’
‘Brad was easy to listen to. An experienced writer, approachable and helpful, highly knowledgeable.’
‘I will utilise the eight strategies to assist in my classroom and place importance on clarity of task and strategies for effective grading.’
‘Made it more real the importance of improving writing by knowing how to improve it in your specific subject area.’
‘I enjoyed reflecting on how improving writing can only be achieved if the student has something to write about!’
‘Brad Kelly was really engaging. He answered our questions well and directed conversations in line with our personal queries.’
Step 4. Learn what I’m about
The Teaching Writing Playbook: The Most Surprising Path to Writing Improvement is what I’m all about.
You might get to the end of the book and discover I am not the right fit for you. And that’s ok too. Because you are on the search for some support and what better way to do that then by getting the ideas up front?
I’ve got eight steps there and that will be the framework of how I will work with you and your staff.
You’ll get access to ALL of my courses, deeply practical workshops that are organised around the Playbook as we drill down into writing in various subjects and at various stages.
Want to move on? Let’s talk about cost.
STEP 5: How much does it cost?
I recognise that schools come in all shapes and sizes – and you want RESULTS from your PD budget. So, we’ve created three packages that work for both of us.
The guiding principle of each package is this: I want to be with you for the year!
Done with you 1
$440 (inc. GST) per staff member per campus (minimum 50 enrolments)
- You get a 90 minute presentation from Brad (live or on zoom) where you will get the roadmap;
- Three planning meetings with the literacy team
- Access to The Teaching Writing Playbook course for every teacher (and teachers can do it as often as they want for a refresher!)
- Access to 18 hours of online self-paced learning through The Writing Hedge
- Monthly ASK ME ANYTHING zoom calls with a time dedicated exclusively to your school.
Done with you 2
$605 per staff member per campus (minimum of 50 enrolments)
- In addition to the Done with you 1 package
- Access to any of our courses, any time, as many times as you like.
Done with you 3
$770 per staff member per campus (minimum 50 enrolments)
- Includes the Done with you 1 and 2 package
- Plus FOUR 1/2 day workshops with individual departments to explore their needs.
- Monthly literacy team meeting on zoom.
Any other costs?
Yes. You will be asked to pay Brad’s travel expenses (flights and accomodation if it is more than 4 fours away from Sydney). But as we know, zoom can work quite well for those small groups and department meetings.
Payment terms are 50% upfront on booking; 25% after the first term and 25% at the beginning of the third term. Since some schools will elect to start later, the program can carry over into the following year.
What are the main elements to this program?
90 minute full school presentation
Includes a short writing activity and a presentation on ‘Re-thinking writing improvement’
Monthly zoom meeting
A one hour monthly catch-up via zoom dedicated to your school. Can act as Ask me Anything or more training on an aspect of the writing program.
Regular meetings with literacy team
Done with you 1 will have THREE meetings with the literacy team
Done with you 2 will have monthly meetings with the literacy team
Done with you 2
Includes FOUR 1/2 day meetings with various departments in your school for subject specific support.
… you’ll be working with Brad
Writing improvement is so hard to achieve simply because it is so steeped in correctness.
And since technical correctness feels so overwhelming to staff and students, I’m coming at you with a different definition of writing: Writing is an expression of thinking, using the writing tools at your fingertips. No more, no less. We just need to get some practical tools into your hands – and they’re not hard to master once you relax and realise that it’s not that overwhelming.
I’m going to get you thinking like an umpire. What?
Imagine we umpired a game a sport like we teach writing, by running down the list of rules. What a chaotic game that would be! We need to keep our eyes on the bigger game. While the technical rules of writing are very important (and will be covered) – they don’t come first. Thinking does; the game does. It is game first; rules second.
I’m also going to get you writing. Simply writing the activity that you have set for your students will provide some of the most valuable insights into improvement. I’m convinced that writing improvement doesn’t come from a program – but from exploring the wide space between writing and teaching writing.
That is where is improvement is found. And I promise you will be a better teacher of writing starting tomorrow – from whatever subject area you come from.
Look forward to working with you.