What is the impact of high-stakes tests on curriculum, teachers, and students, and how do we develop programs for teachers when writing instruction must focus on meeting standards of minimum competency? This workshop shares how networks of sites are collaboratively creating professional development opportunities and fostering teacher learning communities that shift the classroom focus from high-stakes tests to writing assessment and instruction that strengthen teacher practice and improve student writing. We explore how to develop learning communities for teachers who feel isolated and demoralized and what to do when reports of test results give mixed messages about the power and purpose of writing.