Program Design

Blending Place-Based Education and C3WP in Rural Nebraska: A Focus on Civil Discourse

Author: Robert Brooke, Melissa Legate Summary: This episode in the 4-part series on place-conscious education by the Nebraska Writing Project illustrates how a place-conscious focus can blend with the C3WP emphasis on civic engagement and understanding issues from multiple perspectives.

The National Writing Project’s New Teacher Initiative: A Study of Outcomes, Designs, and Core Values

Author: Barbara Heenan and Nina Houghton Summary: Where do teachers newer to the profession fit into the NWP equation? How do we help new teachers survive and thrive in the early years of their careers? If you are grappling with  how to engage early career educators in your site’s programs,...

NWP Teacher-Consultant Badge Framework: A Product Of The Building New Pathways To Leadership Initiative

Summary: As part of the Building New Pathways to Leadership Initiative, a team of NWP teacher-leaders surfaced and refined the social practices that underlie NWP teacher leadership development programs. These social practices form the framework for NWP’s Teacher-Consultant Badge.

The Work Will Teach You How to Do It: A New Director Learns How to Begin and Grow Inservice

Author: Sally Crisp Summary: In this case study, the author reflects on how her writing project site moved from an inservice neophyte to a partner in several multiyear programs with local schools. She raises dilemmas (such as: Are we ready to do this? If the PD we offer isn’t perfect,...

Boys’ Literacy Camp Sets a Standard

Summary: When adolescent readers can read, but won’t read, how can teachers get them engaged? Teacher-consultants in Maine created a summer wilderness camp where students discovered they had to read in order to do things they wanted to do. For example, they had to read about canoe safety before piloting...

Scaffolding Program Planning Through a Proposal Form

Summary: HVWP invites teacher leaders to propose workshops and other programs through a simple form that helps them draft their preliminary thoughts about a workshop that they would like to design and implement. The form scaffolds predictable planning work, asking new leaders to consider, for example, “What is the need? Who...

Creating a Pedagogy of Facilitation: A Facilitator’s Handbook from the Philadelphia Writing Project

Authors: Christina Puntel and Carol Rose Summary: Created by Philadelphia Writing Project teacher-consultants, this Facilitator’s Handbook and related resources invite emergent leaders to consider how they might plan, lead, and facilitate a specific professional development series. Included are facilitation scenarios (e.g., planning a PD series on Writing Workshop and Conferencing...

Changing Times: Adapting the Invitational Summer Institute to an Online Environment

Author: Ken Martin Summary: Ken Martin, director of the Maine WP, shares lessons learned as the site transitioned from a traditional face-to-face summer Invitational Institute to a year round, online institute. This thoughtful and comprehensive study reviews the rationale for moving to an online institute documenting the successes, struggles, and...

Hey Matt! There’s a Reason We Write Like Every Day!

Author: Molly Toussant Summary: Students often wonder why they have to write every day. In this piece, with her students as her audience, one teacher outlines and then elaborates the beliefs that guide her teaching of writing. Points of use for this article may be early in summer institutes or...

Meeting the Needs of Racially and Linguistically Diverse Students through Courageous Conversations

Author: South Coast Writing Project Summary: Although conversations about race and diversity are not easy, they can allow teacher leaders to examine and interrogate their beliefs and practices to determine the direction of their teaching and of their writing project sites. Teachers at the UCLA Writing Project found their reading...