partnership

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

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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.
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Engaging Stakeholders: A Site’s Year in Review

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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.
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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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Using Study Groups to Build Community

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

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

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

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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.
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Evaluating Professional Development Programs: Understanding the Impact of Professional Development

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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.
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Reflection and Practice on Leadership and Facilitation

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Author: Philadelphia Writing Project

Summary: This series of scenarios for planning professional development programs can serve as thinking and discussion guides for site leaders working with teacher leaders developing and delivering professional development. The scenarios guide TCs through a process of considering multiple brief PD requests, how they would put together a team of TCs well positioned to respond to the requests, what materials/resources they would need to deliver the PD, and what protocols and approaches they would use to lead the PD.
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Planning a Cohesive, Year-long Program with a Partner School: The “Arc” of Professional Development

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Author: Jane Frick, Tom Pankiewcz, and Terri McAvoy

Summary: In this NWP webinar, teacher leaders from the Prairie Lands Writing Project share specific examples of the steps they followed to develop and implement a yearlong intensive professional development partnership. The webinar begins with a discussion of how site leaders approached the partner school, built a strong relationship with key staff, conducted needs assessments, and collaboratively developed the program budget and a list of common goalst. The focus then shifts to specific examples of how the site developed and facilitated the PD sessions throughout the year. A particularly strong point of the webinar is the inclusion of a link to a google folder with all of the materials discussed in the webinar.
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