continuity

We Are All Teachers of English Learners (NWP Radio)

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Summary: Many NWP sites have retooled their recruitment efforts, inservice offerings and institutes in light of the significant demographic changes that have placed English learners in almost every classroom. On this NWP Radio show, teacher consultants from four sites offer a look at their work with multilingual students as a foundation for the development of site inservice and continuity offerings. This resource may be of use to teacher leaders looking for specific ideas and plans to support teachers of English learners in their schools and service areas.
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Social Media as Professional Development

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Author: Melinda Rench

Summary: Social media, including platforms such as blogs, Twitter, and Facebook, offer teachers new and ongoing opportunities to connect with other teachers and literacy leaders in ways that were not possible for previous generations of educators. This short article offers a look into a few ways that one teacher has opened up her professional network and grown her pedagogical practice via social media. Have a read and then head out to Twitter, Facebook, the NWP Medium blog, or some other platform and get involved in the conversation.
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Thrive: Five Ways to (Re)Invigorate Your Teaching—An Interview with Author Meenoo Rami (NWP Radio)

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Guests: Meenoo Rami

Summary: Described by NWP Executive Director Elyse Eidmann-Aadahl as “the book I would want to give all new teachers,” Meenoo Rami’s Thrive celebrates the influence of mentors and membership in a professional community as catalysts for the author’s own intellectual growth and personal empowerment as a teacher. In this NWP Radio show, Rami shares the stories of the mentors and communities that have shaped her practice.
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A Work in Progress: The Benefits of Early Recruitment for the Summer Institute

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Author: Anne-Marie Hall, Roger Shanley, and Flory Simon

Summary:  Of particular interest to teacher leaders planning their site’s invitational institute, this monograph from the Southern Arizona Writing Project describes how site leaders’ addressed the challenges of recruitment by revising their year-round calendar to more seamlessly integrate pre and post-institute experiences with other site programming. By starting recruitment efforts for the next summer immediately following the current summer’s institute and building in stronger mentoring and pre-institute events focused on the development of teacher demonstrations, site leaders found that institute participants were better acclimated and prepared. An additional benefit they found was that this new sequence increased the diversity of participating teachers.

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Extending the Conversation: Writing as Praxis

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Author: Robert Yagelski

Summary: This essay is a key reading for individuals and study groups looking to understand the “transformation” that teachers say occurs in writing project institutes and other programs when they write, respond as members of writing groups, revise, and publish. Yagelski grounds his exploration in theory as he considers the power of writing as an active (rather than a passive) pursuit that engages teacher writers in reflective practice.
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The Value of Teacher-Writers (NWP Radio)

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Guests: Christine Dawson, Leah Zuidema, and Troy Hicks

Summary: This NWP Radio show brings together the authors of two co-published books on teacher-writers, Christine Dawson (The Teacher-Writer), and Troy Hicks and Leah Zuidema (Coaching Teacher-Writers). For teachers who want to start a writing group, or for site leaders who are looking for guidance in coaching the development of writing groups, this radio show details experiences and offers practical methods for support and success.
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Building the Capacity of Writing Project Site Leadership

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Author: Karen Smith, Lucy Ware, Lynn Jacobs, Paul Epstein

Summary: These stories of teacher leadership from the National Writing Project’s Vignette Study provide examples of structures and processes that sites can examine as they seek to expand leadership and create their own opportunities for teachers to lead. As Lucy Ware writes in the introduction to this collection, “We hope that leaders of local NWP sites will discover that challenges they face are not unique and will see adaptable strategies to apply in their own specific settings. By sharing these stories, we also hope that individual teacher-consultants will recognize the importance of their leadership to their local sites and will see ways that the NWP network might support their ongoing professional development.
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Lawnmowers, Parties, and Writing Groups: What Teacher-Authors Have to Teach Us about Writing for Publication

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Author: Anne Elrod Whitney

Summary: When teachers write for others in their profession they are taking on a form of leadership and embracing a means of advocating for the value of classroom inquiry and reflective practice. This article by Anne Whitney, a researcher who has studied the professional practice of NWP teachers, invites teacher-writers to get beyond the hurdles of doubt as they approach publication of their professional writing. An inspirational article for teacher writing groups, it could resonate with teachers who are ready or getting ready to share their work more publicly.
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Helping Teacher-Writers Begin to Write

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Author: Troy Hicks, Anne Elrod Whitney, James Fredricksen, and Leah Zuidema

Summary: How can we best support our own and our colleagues as teacher-writers? In this chapter from Coaching Teacher-Writers: Practical Steps to Nurture Professional Writing, planners and leaders will find constructive strategies to motivate teacher-writers to begin, sustain, and complete professional writing. A valuable resource for facilitators, the chapter offers, “descriptions of key practices…developed over years of coaching, teaching, and collaborating with K12 teachers who write about classroom instruction, teacher research, or advocacy for better policy and pedagogy.”
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“A More Complicated Human Being”: Inventing Teacher-Writers

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Author: Christine Dawson

Summary: How might teachers pursue and support personally and professionally worthwhile writing practices in the midst of the many demands associated with teaching? How might writing groups sustain their work together – in person or online? This final chapter from The Teacher-Writer: Creating Writing Groups for Personal and Professional Growth, a book that documents the first year of a successful teacher writing group, includes strategies developed and a generative framework grounded in lessons learned by the group as they met face-to-face and worked online. Their story and what they learned together will be of particular interest to teachers who wonder how to build on their commitments to personal writing and sustain a collegial community that forms in the process of writing and sharing.
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