Collection Overview
Professional Learning Teacher Inquiry monographs

Monographs

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Content type
The Challenge of Change: Growth Through Inquiry at the Western Massachusetts Writing Project
By Susan Connell Biggs, Kevin Hodgson, and Bruce Penniman
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Supporting On-Site Teacher-Consultants: New York City Writing Project's Community of Learners
By Ed Osterman
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Continuity in the Rhode Island Writing Project: Keeping Teachers at the Center
By Susan Ozbek, Keith Sanzen, Marjorie Roemer, Susan Vander Does
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Creating Spaces for Study and Action Under the Social Justice Umbrella
By Marlene Carter, Norma Mota-Altman, and Faye Peitzman
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Continuity Linked to Site Mission & Local Context: The Philadelphia Writing Project's Leadership Inquiry Seminar
By Teri Hines, Bruce Bowers, and Vanessa Brown
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(Re)Visioning Site Work: Extending the Reach and Relevance of NWP Sites
By J. Elaine White, Jane Frick, and Tom Pankiewicz
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The Web as a Tool for Continuity
By Evan Nichols, Carol Tateishi, Sonnet Farrell, Tom McKenna, and Sondra Porter
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The Story of SCORE: The Mississippi Writing/Thinking Institute Takes on a Statewide Reading Initiative
By Lynette Herring-Harris and Cassandria Hansbrough
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On-Site Consulting: New York City Writing Project
By Nancy Mintz, Alan L. Stein, and Marcie Wolfe
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The Johnston Area Writing Partnership
By Ruie Pritchard, Sandra O'Berry, Patsy Butler
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The Fledgling Years: Lessons from the First Four Years of the NWP in Vermont
By Patricia McGonegal, Anne Watson
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The Professional Leadership Development Project: Building Writing Project and School-Site Teacher Leadership in Urban Schools
By Zsa Boykin, Jennifer Scrivner, and Sarah Robbins
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Teacher Study Group Movement: From Pilot to Districtwide Study Groups in Four Years
By Mary Weaver, Mary Calliari, Janet Rentsch
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Southside Elementary Writing Focus: Site-Based Leadership Reforms the Writing Curriculum
By Nancy Remington, Robert McGinty
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Oklahoma's Marshall Plan: Combining Professional Development and Summer Writing Camps
By Eileen Simmons
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Developing Citizen-Teachers Through Performance Arts in the Summer Institute
By Nancy Mellin McCracken, Anthony Manna, Darla Wagner, Bonnie Molnar
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Enabling Communities and Collaborative Responses to Teaching Demonstrations
By Janet A. Swenson, Diana Mitchell
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A Work in Progress: The Benefits of Early Recruitment for the Summer Institute
By Anne-Marie Hall, Roger Shanley, and Flory Simon
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18 Posts in this Collection

The 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.

Up next

Content type
Supporting On-Site Teacher-Consultants: New York City Writing Project's Community of Learners
By Ed Osterman
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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Content type
Continuity in the Rhode Island Writing Project: Keeping Teachers at the Center
By Susan Ozbek, Keith Sanzen, Marjorie Roemer, Susan Vander Does
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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Content type
Creating Spaces for Study and Action Under the Social Justice Umbrella
By Marlene Carter, Norma Mota-Altman, and Faye Peitzman
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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Content type
A Visit with the Authors of Wondrous Words: Reimagining Writers and Writing in the Elementary Classroom
By NWP Radio
A conversation about reclaiming teacher creativity and professional autonomy in elementary writing classrooms.
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Content type
The Write Time with Author Hena Khan and Educator Rhiannon Berry Adsit
By National Writing Project
Content type
American Creed DBI: What is a Creed?
By Heidi Renk, Boise State Writing Project
A document-based inquiry (DBI) unit created to support the American Creed Educational Initiative.
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