How do writing project sites plan for the continued learning of teacher-consultants who facilitate on-site professional development in schools and districts? This session looks at ways in which two sites support teacher-consultants who lead professional development programs: the New York City Writing Project’s regular processes and structures that help teacher-consultants reflect critically on their work and the NWP at Rutgers Writing Project’s advanced institute to create plans for implementing study groups for partnering districts. These models will springboard a discussion of the importance—to both teacher-leaders and sites—of planning for the ongoing learning of the writing project community.