continuity

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 for advocating for the value of teacher classroom inquiry and reflective practice. This article, is one of many by Anne Whitney, a researcher who has studied the professional practice of NWP teachers, that 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 that will 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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Redesigning the Summer Institute

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Author: Tonya Perry

Summary: The first NWP Invitational Summer Institute in 1974 established a model professional development experience, the basic principles and elements of which have been sustained at local writing project sites over the decades since. But even the best program design invites constant evaluation and adaptation. Reflection is a hallmark of our work and attention to both new opportunities and the changing needs of teacher participants is a vital part of what makes NWP programs so successful. Noting three challenges that emerged over time in relation to their traditional ISI model; timing, teaching demonstrations, and sustaining TCs active engagement with the site beyond the institute, the Colorado State University Writing Project adapted their Invitational Institute’s program design to be responsive to both the challenges and opportunities they faced. This reflective piece is of particular interest to site leaders facing similar circumstances who are interested in following the theory of action and process that CSUWP followed in adapting and redesigning this core program.
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From Young Writers Camp to Young Adult Literacy Labs: CT Connecticut-Fairfield Finds New Ways to Revitalize Youth Programs

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Author: Susanna Steeg

Summary: The Connecticut Writing Project-Fairfield’s adaptation of its traditional Young Writers Camp to a series of Young Adult Literacy Labs (YALLs) provides food for thought for site leaders designing new or considering changes to existing youth programming. The primary change was a move away from two large general writing camps to a dozen smaller genre-specific camps. The change, while attracting more participants, also allowed the site to integrate the camps and the Invitational Institute in some innovative ways, including creating opportunities for camp instructors to present workshops that engaged teachers and young writers in writing together. Importantly, the camps provide the site with a robust revenue line that fully supports the YALLs, provides student scholarships, and generates income for other site activities.
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Conference Flyers: Some Models

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Summary: Are you planning to host a conference at a school or across a district? Here are some examples of conference flyers from National Writing Project sites that may give you ideas about advertising and promoting your conference. These models also illustrate various layouts and pricing strategies. Examining these samples may help you raise and answer questions for your own conference planning.
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A Year of Action Research: An Adaptable Model

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Author: Lucinda Juarez

Summary: This advanced institute program overview from the Lake Michigan WP could be a valuable resource for any sites looking to add an action research/teacher research component to their programming. The overview outlines program goals, objectives, key components, and expectations for participants, as well as a detailed and helpful breakdown of the focus for each of the academic year meetings. This short overview is an example of how to concisely convey the scope and desired outcomes of a program.
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One-Day Workshops for Outreach and Revenue

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Author: Catherine Quick

Summary: Many writing project sites raise funds by offering a series of one-day open workshops over the course of a school year. This list of workshops offered by one site in 2013 may inspire teacher-leaders at other sites to think about how they could develop similar one-day programs in their own service area. (Note: the ongoing, updated schedule is available here)
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From Annual Conference to Saturday Seminars: New Forums to Present Teachers’ Work

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Author: Katie McKay

Summary: Leaders at the NWP site at Rutgers University describe how they reframed their annual conference, in which new teacher-leaders first present their work, as a more informal series of Saturday workshops. The workshop series preserved the opportunity for new teacher leaders to conduct their first professional development session while eliminating the costs of a formal conference (keynote, food, etc.). In addition, the site also shares its unique model for assuring a predictable number of attendees. Includes a sample workshop schedule.
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School Partnerships: A Year of Professional Development

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Author: Mark Dziedzic

Summary: Is your site working in school partnerships? This resource offers a year-long calendar of events for one in-school partnership project, with links to materials used for each session. In addition to the year-long calendar, program leaders will find examples of daily agendas; writing prompts; protocols for analyzing writing processes, student writing and writing across the curriculum; and links to readings/videos.
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