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Author: Milbrey McLaughlin, Joan E. Talbert Summary: This book chapter investigates what it takes to make teacher learning communities within schools successful, identifying strong design, skilled facilitation, broadly shared teacher leadership, and school culture as significant factors.
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Author: Lisa Houk Summary: Lisa Houk, a teacher-consultant with the Oakland (MI) Writing Project, details a structure in which “host” teachers provide opportunities for observation by “guest” teachers in a format that allows for preparation, facilitation, and debriefing.
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Author: Deborah Dean, Melissa Heaton, Sarah Orme, Gary Woodward Summary: Four teacher-consultants explore how their involvement in the Writing Project fundamentally shifted how they approached writing, both their own and their students’. They each detail how it demystified the apparent magic that produces good writing, drawing them wholeheartedly into the messiness, collaboration, and beauty that the process of writing truly entails.
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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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Authors: Allison Wynhoff Olsen, Kirk Branch, Alan Hoffmann, Amber Henwood, Hali Kirby, Cassandra Moos, Tyrel Shannon, Peter Strand, and Nigel Waterton Summary: Written as part of the Building New Pathways to Leadership initiative, this narrative and accompanying resources tell one site’s story of building a pathway to teacher leadership in a remote rural school district. Site leaders interested in supporting teacher leadership development in remote rural areas of their service area may find this narrative helpful.
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Authors: Bruce M. Penniman, Leslie Skantz-Hodgson, Jane Baer-Leighton, Maria José Botelho, Richard Cairn, Karen Miele, Lawrence O’Brien, Momodou Sarr, Laura St. Pierre, Chris Tolpa, Susan Connell Biggs, Karen Diaz, Kevin Hodgson, Hollington Lee, Karen Pleasant, Christopher Rea, Lisa Rice Summary: Written as part of the Building New Pathways to Leadership initiative, this narrative and accompanying resources tell one site’s story of building a pathway to teacher leadership for civics teachers. Site leaders interested in developing their site’s capacity to deliver professional development for social studies teachers may find this story of investment in the leadership of civics teachers illuminating.
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Authors: Vicki Collet, Amanda Coughlin, Jean Hill, Katie Hill, Tyler McBride, & Kristina Packard Summary: Written as part of the Building New Pathways to Leadership initiative, this narrative and accompanying resources tell one site’s story of building a pathway to teacher leadership for early career teachers. Site leaders interested in supporting professional growth for new teachers that is more of a collegial welcome to the profession, and the writing project, and less remedial instruction, may find this site’s story and approach illuminating.
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Author: J. Elaine White, Jane Frick, and Tom Pankiewicz Summary: This monograph captures how two National Writing Project sites, at different points in their institutional lives, used visioning retreats as a strategy to take stock of their work and look forward in order to align programs with capacity, to develop leadership, and to continue to engage teachers in the professional community of the site. By engaging teacher leaders in collective inquiry at visioning retreats, both sites continued to build leadership capacity and support new learning. Of interest to site and program leadership teams, this resource describes in detail both sites’ planning process and subsequent results and includes an extensive appendix with support materials that are adaptable to planning visioning and similar types of retreats.
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Author: Zsa Boykin, Jennifer Scrivner, and Sarah Robbins Summary: Motivated by a desire to have opportunities for professional development for their teaching colleagues similar to those they had experienced as participants in the Kennesaw Mountain Writing Project, teacher-consultants created a structure for building a school-based professional leadership development project. The authors of this NWP monograph describe a flexible model–grounded in participating teachers’ own collaborative inquiry into their work–for promoting teacher leadership within six urban schools. Teacher leaders interested in developing similar models of school-based learning communities will find inspiration in this resource along with a useful planning guide.
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Author: Luke Rodesiler, Meenoo Rami, Gary Anderson, Cindy Minnich, Brian Kelley, Sarah Andersen Summary: The NWP principle of “going public with our practice” has taken on new meaning as avenues for connecting and going public have continued to open. This article takes a deep look at what happens when five teachers take their practice public and put themselves “out there” professionally. You’ll read stories of how teachers have overcome isolation by making connections and developing professional learning networks online, grown and evolved their own teaching practice, and developed their writer identity. The writers also share how online participation led them to new levels of teacher leadership through exciting professional opportunities that became available because of the visibility they gained by “going public with their practice.”