agenda

Summer and/or Extended Institute Schedules, Outlines, and Adaptations

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Summary: Will you be leading a Invitational Summer Institute or a similarly deep and extended PD offering? Are you thinking about adapting your Invitational Summer Institute to include more online and less face-to-face time? Wondering how other sites are modifying the format of the traditional Summer Institute while maintaining the integrity of its goals, philosophies, and practices? This collection of resources can provide you with a window into how Writing Projects across the country are adapting structurally while holding true to the core tenets of the National Writing Project.
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Youth Camp Agendas, Outlines, and Schedules

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Summary: Starting a new youth writing camp at your site? Looking to infuse new ideas, writing activities, or approaches in your existing youth programs? Looking for creative and innovative ways in which other sites are using “out-of-school” spaces to engage young writers? If so, then this collection of youth camp resources could be a “go-to” resource.  In this collection you will find help with getting started (program overviews and orientation agendas), planning (camp outlines and descriptions), recruiting (invitations to TCs and potential partners), advertising (flyers and registrations), and successfully running (agendas, lessons, protocols) your youth program. Browse through the materials for an overview of possibilities or dig deeply into the collection for an in-depth look at what it takes to develop and host successful programs for young writers.
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The Story of SCORE: The Mississippi Writing/Thinking Institute Takes on a Statewide Reading Initiative

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Author: Lynette Herring-Harris and Cassandria Hansbrough

Summary: The SCORE monograph (Secondary Content Opening to Reading Excellence) from the Mississippi Writing/Thinking Institute offers an overview of programming for content area teachers as part of a statewide reading initiative. A useful resource for teacher leaders, the monograph includes a rich description of five days of workshops (p. 14-19) along with timelines (p. 24-25), and agendas (p.26-31) that structured and organized this work.
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A Work in Progress: The Benefits of Early Recruitment for the Summer Institute

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Author: Anne-Marie Hall, Roger Shanley, and Flory Simon

Summary:  Of particular interest to teacher leaders planning their site’s invitational institute, this monograph from the Southern Arizona Writing Project describes how site leaders’ addressed the challenges of recruitment by revising their year-round calendar to more seamlessly integrate pre and post-institute experiences with other site programming. By starting recruitment efforts for the next summer immediately following the current summer’s institute and building in stronger mentoring and pre-institute events focused on the development of teacher demonstrations, site leaders found that institute participants were better acclimated and prepared. An additional benefit they found was that this new sequence increased the diversity of participating teachers.

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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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One-Day Workshops for Outreach and Revenue

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Summary: Many writing project sites raise funds by offering a series of one-day open workshops over the course of a school year. This list of workshops offered by the University of Mississippi Writing Project in 2013 may inspire teacher-leaders at other sites to think about how they could develop similar one-day programs in their own service area. (Note: the ongoing, updated schedule is available here)
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From Annual Conference to Saturday Seminars: New Forums to Present Teachers’ Work

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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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School Partnerships: A Year of Professional Development

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Author: Mark Dziedzic

Summary: Is your site currently working in or working to develop a school partnership? If so this rich 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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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 on the implications of teacher-writers’ experiences for their own classroom student writing groups.
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A Weekend of Writing Isn’t a Weekend of Work

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Author: Cheryl North-Coleman

Summary: This article describes ideas for recruiting for professional writing retreats, shaping the retreat events, and providing necessary equipment and materials. Most of all, it reminds retreat planners and facilitators of the importance and centrality of time to write.
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