UCLA

The ability to write is critical to academic and professional success. Yet, writing remains a neglected area of instructional focus in secondary schools. One significant challenge in teaching writing—both as a subject and as an activity—is the variability in teachers’ conceptions of writing and knowledge of how to teach it. While research on writing pedagogy has been conducted in public schools, little attention has been given to understanding writing instructional practices within private schools. This qualitative study examined how instructional leaders at private secondary schools develop and implement writing curricula and explored what they reported learning through the process. A phenomenographic research design was used to analyze variations in five participants’ experiences and perspectives. Data were collected through two semi-structured, one-on-one interviews. Analysis revealed two key findings: (1) the development of writing curricula is an iterative process characterized by incremental change, and (2) curriculum development serves as a vehicle for both personal and professional growth. These findings provide insight into the complexities of writing curriculum development in private schools and emphasize the influence of competing factors on fostering curriculum innovation and professional development.