KATHRYN H. AU

Abstract: “The students know what to expect,” the art teacher declared. “Every time they finish a project, they do a written reflection. That’s just the way I teach now.” Other teachers on this high school leadership team, including those from the math and science departments, shared similar thoughts about embedding writing activities in everyday instruction. The social studies and English teachers described how they had collaborated to create a writing assessment that both departments could use. After five years of concerted effort, the teacher leaders at this suburban Hawaii high school had succeeded in spreading writing across the curriculum, creating a professional learning community that cut across departments.

This high school, where the faculty has pulled together to improve students’ writing, is well positioned to promote students’ literacy achievement under U.S. policies of college and career readiness, including the Common Core State Standards (National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010). The opening anecdote illustrates three features needed for high schools to succeed in addressing the rigorous goals for college and career readiness set forth in the Common Core.

总 结：

1、美术老师声明“学生们知道会发生什么”，“每次，让他们完成一个项目,做一份书面反思。这只是我现在教的方式。”其他高中领导团队的老师,包括数学和科学部,对写在日常教学活动嵌入共享类似的想法。他们如何描述和英语教师合作创建一个写作评估的社会研究，这两个部门都可以使用。经过五年的共同努力, 夏威夷高中的老师领导人在这个郊区已成功地为写作课程创建一个跨部门的专业学习共同体。

2在夏威夷高中,教师齐心协力改善学生的写作,也将促进学生在美国政策的大学和职业准备上的素养成就,包括《共同核心州立标准》(全国州长协会最佳实践中心&全美州首席教育官理事会,2010)。开幕式轶事说明，三个高中所需功能成功地解决了严格的大学和职业准备提出的目标。

来源：Journal of Adolescent & Adult Literacy. April 2013, doi:10.1002/JAAL.179, p535-539. 5p.