professional growth

“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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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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New Teacher Initiative Annotated Bibliography

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Summary: The National Writing Project’s New-Teacher Initiative supported local writing project sites in expanding their work with early career teachers, placing a particular emphasis on the teaching and learning of writing in high-needs schools. A useful resource for leaders of professional development experiences for early career teachers, this annotated bibliography is a partial listing of the readings that have been most significant in the work of the New-Teacher Initiative. They address four areas: 1) the teaching of writing, 2) understanding culture and its implications for teaching and learning, 3) strengthening inquiry as a mode of learning, and 4) rethinking professional development for new teachers through participation in a professional community.
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From Summer to Yearlong Institute: Transitioning the ISI to a Yearlong Program

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Summary: The Hudson Valley WP shares how the site transitioned from a traditional summer Invitational Institute to a year-round program that includes a mix of face-to-face and blended programming. Whether looking to adapt the Invitational Institute to take advantage of new and emerging technologies, to address issues of course credit and recruitment, or for any other reason, sites and site leaders can benefit from considering the model year-round program shared by the HVWP.
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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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Professional Development in the Digital Age: A Virtual Conference on Digital Literacy

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Author: Kim Douillard

Summary: This short article on the 4T Virtual Conference on Writing could be the perfect starting point for sites/leaders looking to integrate online learning into a program or those ready to make the jump to a fully online conference/professional development experience. Key to the success of the 4T annual online conference, which is hosted by the University of Michigan Schools of Education and Information and the Oakland Schools, has been the 15 hours of training all presenters and facilitators receive on effective interactive webinar facilitation and moderation.
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Action Plan for Teaching Writing

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Author: Marva Solomon

Summary: Do you need to help school colleagues or educators in an institute move from discussion and research to an actionable plan for their classrooms? If so, then this template for an action plan created by the Northern Kentucky WP could be just the tool you seek. The document can be used to help teachers identify an area of their writing instruction they want to focus on, determine why it is important, what they can do to address the area of interest/concern, and how they will evaluate their effectiveness in the area. This may be just the tool you need to streamline and focus discussions about classroom practice.
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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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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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