protocol

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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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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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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On the Verge of Understanding: A District-Wide Look at Student Writing

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Author: Kathleen Reddy-Butkovich

Summary: This article offers an account of how to look at student writing using a simple but effective protocol, asking what students have accomplished and what they are “on the verge of” accomplishing. Although the article features elementary teachers collaborating, the protocol will be a useful framework for educators at all levels.
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Reflections on an Online Teachers Writing Group

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Author: Anne Elrod Whitney

Summary: After participating in an NWP program, teachers may be eager to continue writing and yet may find themselves consumed by other obligations related to teaching and their personal lives. This thoughtful article offers concrete, constructive protocols for sustaining a writing group online as well as authentic models of collegial response and reflection upon the implications of teacher writers experiences for their own clasroom student writing groups.
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National School Reform Faculty: Learning Communities Protocols and Activities

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Frame: This extensive collection of protocols and strategies from the National School Reform Faculty is an essential resource for those facilitating professional development. There are protocols on everything from looking at student work to professional dialogue on problematic classroom scenarios to discussing shared readings.
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The Journey of an Emerging Site Leader

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Author: Kathleen Ann Gonzalez

Summary: Are you taking on a new role at your writing project? Are you both excited and nervous? If so, then joining this journey of stepping into the role of a site leader may help set you at ease. The author confirms what we know deep down: trusting your writing project instincts and staying true to NWP core principles lead to positive outcomes and experiences. Highlights not to be missed include several concrete strategies and suggestions on how to help writing groups develop community and maintain momentum throughout an institute.
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Strengthen Your Work with New Teachers

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Summary: Anyone developing or jumping into an existing program for early career educators will find this brief overview from the New Teacher Initiative useful. Included in the overview is an annotated bibliography of key/foundational readings you will want to consider using with your new teachers. The readings are conveniently organized into 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. In addition, several suggestions and protocols for deepening discussion of the texts are included.
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Enabling Communities and Collaborative Responses to Teaching Demonstrations

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Author: Janet A. Swenson, Diana Mitchell

Summary: This monograph explains a useful protocol developed by Red Cedar Writing Project for responding to demonstrations in the Summer Institute, called the Collaborative Responses to Teaching Demonstrations (CRTD). This response takes the form of a letter to the person offering the demonstration, thus providing responders with opportunities to draft and revise a piece with a clear audience and purpose. The monograph includes discussions of each aspect of the protocol, as well as tools to help prepare teachers for response, both prior to and during the Summer Institute.
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The Challenge of Change: Growth Through Inquiry at the Western Massachusetts Writing Project

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Author: Susan Connell Biggs, Kevin Hodgson, and Bruce Penniman

Summary: This National Writing Project monograph describes the inquiry process undertaken by the leaders at the Western Massachusetts Writing Project when the site faced radical changes and challenges in funding and leadership. In addition to the narrative, it includes a variety of useful resources and tools for engaging in collaborative such as identity mapping, inquiry models, site leadership job descriptions, and more.
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