The Johnston Area Writing Partnership

By Ruie Pritchard, Sandra O'Berry, Patsy Butler

Summary:
Authors Butler, O'Berry, and Pritchard recount how they have established and maintained a district-based satellite Writing Project an hour's distance from the NWP site. Originally published on November 1, 2002

Download “The Johnston Area Writing Partnership” (PDF)

Seven years in the making, this university–school-district partnership has grown from an informal relationship to a funded, in-district staff development project with a mission statement and ongoing action plans. The partnership offers two-week summer institutes, advanced training to build local leadership, school-year sessions, and continuous evaluation—all implemented in the district by teacher-consultants.

This monograph offers an overview of successes and struggles while providing a model for school districts wanting to establish an outreach project affiliated with a National Writing Project site.

Topics/tags:

Professional Learning models of inservice

This post is part of the collection.

The Fledgling Years: Lessons from the First Four Years of the NWP in Vermont

By Patricia McGonegal, Anne Watson

Authors Patricia McGonegal and Anne Watson, founders of a new Writing Project site, chronicle their first five years, focusing on the development of school-based inservice. They document the first years of their site, describing the role the site filled in the state, the first summer institute, funding matters, collaborations, and the successes and pitfalls of early professional development.

The Professional Leadership Development Project: Building Writing Project and School-Site Teacher Leadership in Urban Schools

By Zsa Boykin, Jennifer Scrivner, and Sarah Robbins

Motivated by a desire to have opportunities for professional development for their teaching colleagues similar to those they had experienced as participants in the Kennesaw Mountain Writing Project, teacher-consultants created a structure for building a school-based professional leadership development project. The authors of this NWP monograph describe a flexible model—grounded in participating teachers’ own collaborative inquiry into their work—for promoting teacher leadership within six urban schools. Teacher leaders interested in developing similar models of school-based learning communities will find inspiration in this resource along with a useful planning guide.

Teacher Study Group Movement: From Pilot to Districtwide Study Groups in Four Years

By Mary Weaver, Mary Calliari, Janet Rentsch

Monographs

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.

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.