partnership

Working at the Intersections of Formal and Informal Science and Literacy Education

2 views 0

Author: Tanya Baker and Becky Carroll

Summary: This resource describes the multi-faceted work of the NWP (and partners) Intersections Project which supported local partnerships to design programming and innovative projects that connected science and literacy learning. The authors present two cases and their benefits to participants: one focuses on enhancing museum/science field trips and the other describes a STEAM partnership project (Science, Technology, Engineering, the Arts, Mathematics) between a writing project and a local science/engineering “discovery” center. Video, art, and student reactions are embedded. This resource could provide schools and teachers with ideas about partnerships with area museums or science centers, as well as literacy integration for science or STEM learning.
CONTINUE READING

Helping High School Students “Gear Up” for College

6 views 0

Author: Art Peterson

Summary: This article highlights a program designed to support 9th graders developing an understanding of how to differentiate and act upon revision and editing concerns. The program’s development and implementation reflects a collaboration between area high school writing centers, teachers, and university composition faculty. Since Gear-Up funds programs throughout the country, teacher leaders and site directors might see possibilities for local adaptations.
CONTINUE READING

Oakland Writing Project’s Literacy Webinar Series: Reading and Writing in Digital Spaces with a Focus on Revision

4 views 0

Summary: In partnership with the Oakland School District, the Oakland MI WP developed and hosted an online webinar series focused on revision. Links to all of the webinars, resources, and related readings for the 2015-16 series (Revision: the Heart of Writing) and 2014-15 (Reading and Writing in Digital Spaces) are available here. The strong line-up of presentations gives a deep look into both revision and digital literacy. Individual webinars could be great additions to professional development sessions that have a revision or digital literacy component. Additional workshops and webinars are also posted on this site.
CONTINUE READING

Engaging Stakeholders: A Site’s Year in Review

8 views 0

Author: Carol Minner

Summary: How can a site communicate information to stakeholders more effectively and ensure continued support? This example of a site impact report by the Oklahoma Writing Project shows one way. Data from the NWP Site Profile System and other information sources were compiled to showcase the impact of site programs. This newsletter/report was then distributed to university partners and the local educational community. Site leaders can use this model to consider how to make the case for their own site.
CONTINUE READING

School Partnerships: A Year of Professional Development

23 views 0

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.
CONTINUE READING

Using Study Groups to Build Community

22 views 0

Summary: Those involved in planning and/or facilitating teacher study groups will find a useful resource in this brief article describing how the NWP in Vermont developed and launched a long-term school-based teacher study group with several districts. The leaders of the program found the “open-endedness of the study group replicates the principles that make a summer institute succeed…teachers are intellectually and emotionally nurtured, rejuvenated, and empowered. They assume a measure of authority over their own learning.”
CONTINUE READING

Teacher Study Group Movement: From Pilot to Districtwide Study Groups in Four Years

23 views 2

Authors:Mary Weaver, Mary Calliari, Janet Rentsch

Summary: This monograph from leaders of the Saginaw Bay WP (Michigan) takes a deep dive into a districtwide approach to teacher-led study groups that resulted in significant changes in teacher practice and student learning as well as leadership development among teacher facilitators. The appendices include study group schedules, facilitation guides, evaluation tools, etc. Those developing and facilitating study groups will find these of great use.
CONTINUE READING

Site-Based Leadership Reforms the Writing Curriculum on the Other Side of the Tracks

10 views 0

Author: Nancy Remington and Robert McGinty

Summary: Leaders from the Great Basin Writing Project in Nevada describe a long-term school partnership that gave teachers at Southside Elementary the opportunity to redesign curriculum and reshape the writing culture of their school. This inquiry-centered approach to professional development, designed and led by teachers-with support from the writing project site, could be a model for any school.
CONTINUE READING

The Evolution of a Model Writing Teacher and a Model Writing School

497 views 0

Author: Art Peterson

Summary: How does a Writing Project teacher become a leader? This brief portrait describes how award-winning elementary teacher Julie Johnson evolved into an exemplary teacher of writing and collaborated with colleagues to develop a model writing school. This resource can fulfill multiple needs for site leaders and leaders of advanced institutes or teacher inquiry groups if they are looking for examples of effective early-grade writing classrooms, evidence of content-based writing in elementary grades, or schoolwide efforts to find effective approaches to writing.
CONTINUE READING

Evaluating Professional Development Programs: Understanding the Impact of Professional Development

13 views 0

Author: Sheridan D. Blau, Rosemary H. Cabe, and Anne Whitney

Summary: While there is significant research behind the NWP model, there is also a need for sites to evaluate their local professional development programming. This research study of the South Coast Writing Project’s IIMPaC (Inquiry, Inservice workshops, Models, Practice, and Coaching) program provides an in-depth look at how one site evaluated the program offered as part of a five year partnership with a local district. Teacher consultants and site leaders developing PD that includes any of the core structures of IIMPaC will find the results section useful in planning. The B appendices (p.25-38) on evaluation will be of particular interest to those already offering programming and looking for tools to assist in evaluation.
CONTINUE READING