book choices include Anderson’s (2000) How’s It Going? A Practical Guide to Conferring with Student
Writers, Ray’s (2002) What You Know by Heart. How to Develop Curriculum for Your Writing Workshop, and
Overmeyer’s (2005) When Writing Workshop isn’t Working.
Conversation about the text can allow teachers to clarify any questions, share how they implement
strategies, develop new ideas for teaching writing, et cetera. Known as teacher study groups, this ongoing
collaboration with other teachers is a powerful method to support change in the classroom (Lefever-Davis,
Wilson, Moore, Kent, & Hopkins, 2003). These study groups offer teachers the opportunity to meet to
discuss challenges, problems, and possible solutions (Reutzel & Cooter, 1992). One group of teachers met
weekly to discuss Gallagher’s (2006) Teaching Adolescent Writers and another group met weekly to discuss
Culham’s (2003) 6+1 Traits of Writing. The group members discussed topics presented in the book, how
they applied ideas in their own classrooms, and asked/answered other questions created by the readings,
classroom application, or discussion. Having the opportunity to meet with a group of colleagues on a
regular, ongoing basis can be more effective than infrequent, occasional attempts at professional
development. Research has shown that the time invested by teachers in a study group is more productive
than traditional professional development workshops and teachers are more motivated to implement
change when having the support of a teacher study group (Birchak, Connor, Crawford, Kahn, Kaser, Turner,
& Short, 1998).
Activity #9: Participate in a National Writing Project event
The National Writing Project (NWP) (www.nwp.org) provides a model and a system of support for
the effective instruction of writing for teachers. Usually a collaborative between area school districts and an
institution of higher education, the over 200 NWP sites support the ongoing development of writing
instruction for teachers across all content areas and grade levels. The NWP offers teachers a variety of
opportunities to become more effective writing instructors, including in-service programs, writing retreats,
and summer institutes.
During the NWP experience, teacher participants are able to thoroughly examine and apply a
writing process, apply different engagement strategies for creating and refining their own writing, read and
discuss the current research on writing, and strengthen their teaching strategies and instructional models
for improving student writing. In addition to the intensive writing experience, many NWP sites provide 1)
curriculum assistance to encourage proficient writing instruction and higher levels of student performance;
2) mentoring to teachers seeking to improve writing instruction; 3) technology assistance to encourage
effective communication in a digital world; and 4) support for the writing needs of students whose primary
language is one other than English.
Teachers who have participated in NWP events have found them to