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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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Author: Linda Friedrich, Kyle Shanton, Marilyn McKinney, and Tom Meyer Summary: This paper offers three illustrations of NWP teachers engaged in literacy leadership while navigating complex contextual demands including the fundamental challenges of sharing their expertise and establishing trust. The authors offer a framework that suggests that leadership often involves trying to influence others, who themselves may openly or tacitly resist such leadership and learning. Site leaders and fellows who are ready to consider building their own leadership practice with other adult learners will find the portraits and framework useful.
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Author: Tom Fox Summary: Here is an important article that offers a framework and looks at how genre studies can help writing teachers design meaningful and engaging writing instruction. Fox suggests that standards-based writing curricula do not go far enough when we only teach students about how various genres work. He argues that writing may be construed as “meaningless” and ultimately serve to disenfranchise students if we sidestep the more fundamental question: “Why do people write?” Teachers already familiar with arguments about “authentic” writing will especially appreciate Fox’s call to examine how teachers and students might pursue “urgent” writing situations.
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Summary: This webpage offers an introduction and framework to explain how principles of connected learning can inform environments and practices that engage adolescents. This resource is a springboard for discussion of additional related materials that offer illustrations of teaching with connected learning principles in mind.
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Author: Juliet Wahleithner, Jayne Marlink Summary: This report would be of interest to teachers engaged in or planning college-preparatory reading/writing initiatives. It describes the statistically significant impact of a statewide professional development program designed to improve students’ understanding of and ability to write academically in high school, specifically in grades 11 and 12. The authors clearly lay out the study’s purpose, methods, and guiding frameworks, including one for forming sustained professional learning communities.
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Author: Christine Cziko, Cynthia Greenleaf, Lori Hurwitz, and Ruth Schoenbach Summary: Reading is a complex process that involves much more than the ability to decode. This short article offers a foundational way to conceptualize what readers need to do as they develop proficiency in reading different kinds of texts for different purposes in various situations. The book from which this excerpt is taken offers an instructive framework for “apprenticing” adolescent readers. The article would be interesting to read and discuss with colleagues in light of conflicting contemporary reading policies and beliefs.
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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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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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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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Author: Elaine Avidon, et al. Summary: This e-book includes powerful chapters written by teacher-consultants about the individual and collective impact of their work and its alignment to their site’s mission and beliefs about professional learning. Reading select chapters would support fellows in imagining different kinds of school coaching; alternatively, the book offers a powerful model for site leaders who want to pull together leaders to collectively evaluate and write about the impact of their site’s programs.