The purpose of the study was to examine the feasibility and effectiveness of a distant-professional development model that supported the implementation of genre-based strategy instruction for procedural writing on second grade teachers’ fidelity of implementation and students’ writing quality. Participants were 84 s graders and four teachers who were randomly assigned to condition. Teachers completed an online workshop module prior to instruction, a survey on their instruction and confidence to teach writing, received coaching feedback during implementation, and were interviewed at pretest and posttest. Students wrote in response to two procedural topics at pretest and posttest, at maintenance, completed transfer tasks in science and in persuasion, were interviewed at posttest, completed a confidence scale, and standardized measures. Results showed that treatment teachers positively evaluated the PD and its components, taught with high fidelity, and positively commented on the instructional approach. Treatment students wrote papers of better quality at posttest and maintenance tasks, while there were no statistically significant differences at the transfer tasks, on students’ confidence, and on standardized measures. Implications for professional development, practice, and research are further discussed.

本研究的目的是检验远程专业发展模式的可行性和有效性，该模式支持针对二年级教师的实施忠诚度和学生写作质量实施基于体裁的程序性写作策略教学。参与者是 84 年级学生和四名被随机分配到条件的教师。教师在教学前完成在线研讨会模块，调查他们的教学和教授写作的信心，在实施过程中收到指导反馈，并在前测和后测中接受采访。学生在前测和后测、维护时针对两个程序性主题进行写作，完成科学和说服中的迁移任务，在后测时接受采访，完成信心量表和标准化测量。结果表明，治疗教师积极评价 PD 及其组成部分，以高保真度教学，并对教学方法给予积极评价。接受治疗的学生在后测和维护任务中写出的论文质量更高，而在迁移任务、学生信心和标准化测量方面没有统计学上的显着差异。进一步讨论了对专业发展、实践和研究的影响。