Program Design

Redesigning the Summer Institute

  Summary: The first NWP Invitational Summer Institute in 1974 established a model professional development experience, the basic principles and elements of which have been sustained at local writing project sites over the decades since. But even the best program design invites constant evaluation and adaptation. Reflection is a hallmark...

The Work of the National Writing Project: Social Practices in a Network Context

Author: Ann Lieberman and Diane Wood Summary: Is it really “magic” that occurs in Writing Project-related professional development? The authors of this report argue that Writing Projects have visible cultural features that lead to the building of successful professional learning communities. Ask teachers to read and discuss this report after...

Creating a Culture of Inquiry Through the Use of Model Lessons

Author: Suzanne Linebarger Summary: Suzanne Linebarger, associate director of the Northern California Writing Project, describes how her site conducts an inservice program of model lessons that supports collective teacher inquiry into key concepts in teaching reading and writing. Useful for teacher leaders developing or leading school-based or outside professional development,...

“I’m a Writer”: Essays on the Writing Marathon and Why We Write

Author: Richard Louth Summary: This brief piece describes a book that puts writing—both teachers’ and students’—at the center. The first part focuses on writing marathon how-tos and offers guidelines, planning and facilitation resources, and teachers’ anecdotal experiences of writing in community. The second part of the book includes essays by...

The Ubuntu Academy: An Immigrant and Refugee Youth Writing Camp

Summary: Ubuntu, a Bantu word that translates as “I am, because we are,” is the guiding philosophy behind the CT-Fairfield Writing Project’s two-week literacy lab designed to invite immigrant and refugee youth into writing spaces that honor their heritage and promote academic success. This innovative approach to youth writing camps...

Working at the Intersections of Formal and Informal Science and Literacy Education

Author: Tanya Baker and Becky Carroll Summary: This resource describes the NWP’s multi-faceted work (with collaborating organizations) on the Intersections Project, which supported local partnerships to design programming and innovative projects to connect science and literacy learning. The authors present two cases and their benefits to participants: one focuses on...

Mentoring New Teachers: Dinner Table Discussions

Author: Kevin Thienes Summary: This article shares the six core components of a new teacher mentoring program developed at the Boise State WP and how the program helped new(er) teachers navigate the early years of their career and develop a sense of agency. Those coaching/mentoring new teachers, as well as...

Overview of NWP’s College, Career, and Community Writers Program

Summary: This overview provides key information about the National Writing Project’s College, Career, and Community Writers Program (C3WP) and how it works, along with the results from multiple years/areas of the country. In “About the Program,” teachers can find resources that complement each other in a year-round approach to teaching...

Strategic Planning for Program Development

Summary: This resource outlines a guided inquiry for NWP site leaders interested in designing a new or revitalizing an existing site program. It is designed to capture the process and thinking involved in determining site capacity and priorities and organizing a revenue-generating program at any local site. As a series,...

On-Site Consulting: New York City Writing Project

Author: Nancy Mintz, Alan L. Stein, and Marcie Wolfe Summary: This NWP monograph provides an in-depth look at the longstanding New York City WP program of school-based professional development partnerships with the New York City public schools. Former NYCWP Director Marcie Wolfe provides background information on the development and evolution...