The Missouri Reader Vol. 33, Issue 2 | Page 22

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