Professional Development

AUTHOR: Katie McKay
FROM THE BLOG: Katie McKay shares the process and examples of student work from a year-long journey of deep professional development to create responsive curriculum that grows authentic, enthusiastic, and motivated writers in elementary classrooms.

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AUTHOR: Sarah Jackson
FROM THE BLOG: A unique collaboration encouraged educators to take their students out of classrooms and into public spaces and parks to write and create.

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AUTHOR: Mark Dziedzic
FROM THE BLOG: “Connect. Collaborate. Learn. Yes, that was the conference tagline, but more importantly, that tagline established the guiding principles from inception to completion of the conference.”

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AUTHOR: Kate Rowley
FROM THE BLOG: Kate Rowley writes on how a team of UCLA Writing Project teacher-consultants worked to bring meaningful literacy and writing experiences to English learners whose classrooms often exist in isolation, using resources from our College, Career, and Community Writers Program (C3WP).

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AUTHOR: Nicole Mirra
FROM THE BLOG: From Connected Learning to Connected Teaching, a special issue of CITE Journal, examines the need to bring the transformative principles of connected learning into teacher education, and explores some of the work already underway.

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AUTHOR: Bud Hunt
FROM THE BLOG: A reflection from Bud Hunt on NWP’s Building New Pathways to Leadership initiative.

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AUTHOR: Debbie Bell
FROM THE BLOG: When teachers hear the term “professional development,” they often think of long mandatory days of listening to speakers and administrators talk about issues that do not pertain to their teaching. I speak flippantly about these “workshops” because I endured them for over sixteen years as a middle school teacher before teaching on the university level. However, the more I work with teachers, especially through the writing project on campus, the more I realize that teachers truly want professional time to learn how to employ new pedagogical strategies to help their students. How do we, writing project sites, meet the needs of these teachers?

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AUTHOR: Tom Fox
FROM THE BLOG: As a college teacher of writing, I was always uncomfortable with high school teachers asking me what they should do to prepare their students for postsecondary writing. After years of giving vague and unhelpful answers, I finally landed on a less vague, but still unhelpful answer: Don’t prepare students. Teach great high school writing and then when they get to college, I’ll teach college writing. For this reason, and to represent the expansive goals of the program, the College-Ready Writers Program is now College, Career, and Community Writers Program, or C3WP.

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