The WSBoW approach: whole-school benchmarking of writing (WSBoW) in a primary school - outcomes for teachers

This qualitative short-term ethnographic study investigated how teachers from a regional Catholic primary school experienced a Whole-School Benchmarking of Writing (WSBoW) approach, aimed at improving teachers’ ability to apply assessment data to achieve sustained improvements in students’ writing. Teachers were interviewed about their self-reported experiences and influences on their teaching practice. The research employed social constructivist epistemology. The WSBoW approach was found to provide these teachers with a supportive pedagogical tool, within a school culture focused on collaborative, deprivatised and data-evidenced teacher practice. The study has significance for leaders, schools and systems aiming to engage teachers in professional learning.