In this collection
See allThe monograph series is inspired by the mission and vision of the National Writing Project (NWP) and illustrates the local creativity of individual Writing Project sites. They are a great resource for developing programs at a local site.
Each monograph falls into one of the three categories below:
- Continuity
The Continuity set focuses on the practices that nurture ongoing professional development and provide a critical source for sustained leadership development at local sites. - Models of Inservice
This first set of monographs focuses on inservice programs, which are an integral part of NWP’s teachers-teaching-teachers professional development model. - Summer Institute
The Summer Institute set provides perspectives on a variety of summer institute topics, including recruitment, teacher demonstrations, expressive arts in teaching, and education reform.
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Supporting On-Site Teacher-Consultants: New York City Writing Project's Community of Learners
Ed Osterman demonstrates how sustained and regular professional development for on-site teacher-consultants not only benefits the teachers in the schools they serve, but also nurtures intellectual and personal growth at the New York City Writing Project. The monograph provides approaches and tools that can be adapted by local sites to support ongoing professional development for teacher-consultants.
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Continuity in the Rhode Island Writing Project: Keeping Teachers at the Center
The Presenters’ Collective Network (PCN) began as a support for teacher-consultants in developing workshops for inservice, but the Rhode Island Writing Project quickly discovered unintended purposes that strengthened the site’s continuity program. Susan Ozbek, Marjorie Roemer, Keith Sanzen, and Susan Vander Does detail how PCN functions along with the tools that help to sustain it.
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Creating Spaces for Study and Action Under the Social Justice Umbrella
How can we continue to read challenging work together? At the UCLA Writing Project, teachers’ interest in diving into social justice reading led them to create their study group model, a model that works equally well in a Writing Project site’s continuity program or in a district’s PLC program. Read about their work in their Continuity Series monograph, Creating Spaces for Study and Action Under the Social Justice Umbrella.
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Also Recommended
Continuity in the Rhode Island Writing Project: Keeping Teachers at the Center
The Presenters’ Collective Network (PCN) began as a support for teacher-consultants in developing workshops for inservice, but the Rhode Island Writing Project quickly discovered unintended purposes that strengthened the site’s continuity program. Susan Ozbek, Marjorie Roemer, Keith Sanzen, and Susan Vander Does detail how PCN functions along with the tools that help to sustain it.
Read more
Supporting On-Site Teacher-Consultants: New York City Writing Project's Community of Learners
Ed Osterman demonstrates how sustained and regular professional development for on-site teacher-consultants not only benefits the teachers in the schools they serve, but also nurtures intellectual and personal growth at the New York City Writing Project. The monograph provides approaches and tools that can be adapted by local sites to support ongoing professional development for teacher-consultants.
Read more
Oklahoma's Marshall Plan: Combining Professional Development and Summer Writing Camps
How Writing Project teacher-consultants and site-based teachers collaborated to plan professional development before, during, and after a summer writing camp.
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