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To best suit your needs, Writing to Win offers three training options to partner with schools and teachers.

Prepare teachers to implement the Writing to Win model with professional training. We offer three onsite training options for meeting the needs and resources of any teaching and learning situation. Selecting the right options assures that your students reach or exceed your state standards or Common Core State Standards for writing, speaking/listening and language.

1. Certified Onsite Training

A Writing to Win trainer visits your school or office for five or six onsite sessions covering the Professional Learning Tasks. Schools then send two or more building leaders to the Writing to Win Model Classroom Workshop in January or June. These model classrooms workshops keep the momentum going between the Professional Learning visits.
You can see the amazing results of some schools who chose the Certified Onsite Training option in the Classroom Action Research reports. (PROVIDE LINK TO THESE REPORTS in DATA SECTION.)

2. Partnered Onsite Training

In this option a Writing to Win trainer conducts two or three Professional Learning onsite visits rather than nine. The remaining visits are conducted by your own building leaders who are trained at one of the Writing to Win Model Classroom Workshops in January or June. The resulting model classrooms serve as springboards that spread the instructional routines throughout the school.

3. Guided Training

If you prefer to have training done by your own staff, two or three building leaders from a school are trained at one of the Writing to Win Model Classroom Workshops in January or June. A Writing to Win trainer then coaches the building leaders by phone and email as they develop the model classrooms that energizes other teachers to use the instructional routines key to academic success with the Writing to Win model.


Warren Combs, Ph.D.

Warren Combs, author of Writing to Win, can often be found doing what he enjoys doing most, working with students and teachers in classrooms. With over 30 years of experience as a trainer, he knows that optimal teaching and learning start with the five key practices of writing-based instruction. A former classroom teacher and university professor, Dr. Combs received advanced degrees in English and English linguistics from

Missouri State University and the University of Minnesota. He served on the graduate faculties of the University of Georgia, Mercer University and Western Washington University. Dr. Combs' doctoral dissertation was an early study of the effects of sentence-combining practice on the writing development of students. He is author of numerous publish articles and four books published by Allyn and Bacon (The Writing Process, 1982) and Taylor & Francis (Empowering Students to Write and RE-Write, 2010, Writer's Workshop for the Common Core, 2012, and Constructed Responses for Learning, 2016).

Dr. Combs is a longtime member of the Association of Supervision and Curriculum Development, the National Council of Teachers of English, Learning First (the National Staff Development Council) and the Georgia Council of Teachers of English. He has served as a reviewer for several national journals. He has presented regularly at Georgia regional service agencies, High Schools that Work, Learning First, Making Middle Grades Work, Missouri?s Building Bridges, several National Writing Projects, and South Dakota?s Career and Technical Education Conference.

Dr. Combs lives in Athens, Georgia with his wife and professional colleague, Arnelle. They have three adult children and four grandchildren in Georgia and North Carolina.

Sunita Holloway

Sunita Holloway has become a master teacher of mathematics over her career as teacher-leader in Cartersville City and Rome City Schools. She served 16 years in the classroom, has been a math coach, an assistant principal, and a K-8 math coordinator. Ms. Holloway currently serves as Director of Title 1. She recently met Writing to Win the UNDERSTANDINGS routine and successfully set up a model class?room for ?writing to learn

math? at Rome Middle School where in the model classroom the majority of students exceeded math standards on the state math assessment. She trains teachers and administrators in the Writing to Win UNDERSTANDINGS routine for math and science at workshops in regional education service agencies (RESA), at the state Georgia math conference (GCTM) and on?site at neighboring school districts. She was educated at Messiah College(BS), Jacksonville State University (MS) and Lincoln Memorial University (Ed Specialist). She is an active member of the Georgia Council of Supervisors of Mathematics and the National Council of Teachers of Mathematics.

Professional Learning Tasks

Equipping teachers? success with Writing to Win instructional routine.

1. Teacher orientation

2. Classroom demonstrations of the five key practices

3. Micro-teaching module for fine-tuning the five key practices

4. In-class coaching of teachers

5. Monthly or quarterly survey of teachers and student practices

6. Mock writing test

7. Reliable scoring of student writing with a standard rubric

8. Data dig and analysis of student performance

9. Yearly planning - scope and sequence of writing prompts