Content-Area Literacy Professional Learning

Content Literacy Leadership: A Lane Change for Writing Projects

By 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

Curators notes:
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.

Excerpt

Download “Content Literacy Leadership: A Lane Change for Writing Projects” (PDF)

As noted in Chapter 2, our Science Literacy Leadership Institute (SLLI) was not deliberately designed to produce teacher-consultants. It nevertheless served as a good starting point for science teachers who might be interested in pursuing other opportunities to complete the teacher-consultant credential. It also provided insights into how to design the Civics Literacy Leadership Institute (CLLI). We were able to use certain takeaways from the SLLI in designing the CLLI. For example, the facilitators of the SLLI realized that while participants had gained sufficient experience in Sharing Teaching Practice, one of three micro-credentials or “badges” required to become a teacher-consultant (see Chapter 5), they had only partial experience in both Researching Pedagogy and Writing in Community, leaving gaps to fill in those two areas.

With that in mind, we decided that the CLLI should be designed so that participants would fully complete two micro-credentials and leave one to be pursued later. The resulting design had participants completing the research and sharing practice components, with the writing component to be completed through other WMWP programs offered for this purpose.

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Content-Area Literacy Professional Learning

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Creating a Team of Teacher Leaders in Remote Schools and Local Communities: The Yellowstone Writing Project’s New Pathway to Leadership

By Allison Wynhoff Olsen, Kirk Branch, Alan Hoffmann, Amber Henwood, Hali Kirby, Cassandra Moos, Tyrel Shannon, Peter Strand, and Nigel Waterton

This narrative and accompanying resources tell one Writing Project 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.

The Boise State Writing Project's Science Pathway

This website documents the Boise State Writing Project’s year-long Science Pathway, designed to cultivate science teacher-leaders in the Writing Project site and state. Site leaders interested in expanding their site’s content-area specific offerings can see each step of the summer institute and following Fellowship Year, including guidelines for and examples of the variety of writing teachers produced.

Northern California Writing Project's Hybrid Summer Institute

This Piktochart presentation documents the Northern California Writing Project’s creation of a hybrid summer institute as an alternative to the traditional multi-week, face-to-face institute. Site leaders interested in increasing the accessibility and flexibility of their professional development offerings may find inspiration and ideas from this presentation, documenting the NCWP’s story and approach and filled with flyers, agendas, video clips, and other artifacts.

Making the Right Connections in High School: Developing Teaching Teams to Integrate the Curriculum

By Carla Gubitz Jankowski

Disciplinary Literacy and Reading Across the Content Areas

This resource introduces the work of Elizabeth Birr Moje and prepares viewers for watching the recording of her keynote to NWP’s Reading Initiative Conference. The keynote introduces the basic concept of disciplinary literacy with a focus on secondary level classrooms.

Disciplinary, Content-Area Literacy: An Annotated Bibliography

By Judith Rodby