Summary:The Hudson Valley Writing Project shares how the site transitioned from a traditional Invitational Summer Institute to a year-round program that includes a mix of face-to-face and blended programming. Whether looking to adapt the Invitational Institute to take advantage of new and emerging technologies, to address issues of course credit and recruitment, or for any other reason, sites and site leaders can benefit from considering the model year-round program shared by the HVWP.
Teachers as Writers: Invitational Institute 1
In this ten-session seminar, you will develop skills and confidence as a writing teacher as you engage in personal and professional writing. You will learn innovative teaching strategies aligned with the Common Core. Working with a coach, you will also design a professional development workshop based on what works in your own classroom.
Teachers as Learners: Invitational Institute 2
In a blended learning format that includes five Saturday sessions and weekly online coursework, you will deepen your understanding of writing instruction and action research methods as you engage in an inquiry process centered around your teaching practice. With collegial support, you will plan and lead a literacy workshop for an audience that includes teachers and/or students.
Teachers as Leaders: Invitational Institute 3
In this capstone course that includes five Saturday sessions and weekly online coursework, you will build skills to engage with a variety of school stakeholders as you propose, design, and lead a writing project for your school community and/or the HVWP network. In this process, you will practice strategies for documenting and assessing the impact of your leadership.
HVWP invites applications from educators who work with students of all ages—from preschool to college—and in all subject areas, including English language arts, social studies, science, math, the arts, and special education. HVWP maintains a special interest in working with educators who teach English language learners, as well as those who work with students from communities impacted by poverty.
Participants are selected based on their interest in learning and leadership, their teaching experience, their written application, and a collegial interview.
From participants in the 2015-16 Invitational Institute:
From the first session on, it was clear to me that all voices in our group mattered—and that each facilitator’s contribution mattered in guiding the professional development experience.” — Emily Kragness
“The conversations we engaged in were rich…Feedback and reflection were nested within the curriculum, challenging participants to make connections between theory and practice.” — Colleen Mutchler-Santoli
“This is a dynamite program. The most valuable part: seeing myself as someone capable of bringing new ideas and change into my workplace.” — Andrew Stock