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Making a Difference: The National Writing Project's Inculcation of Leadership Over 30 Years
By: Sherry Swain, Tamara Mieles, Paul LeMahieu, Linda Friedrich, Sela Fessehaie
Date: May 2008
Summary: This paper examines the professional experiences and contributions of participants in the NWP during the first 20 years of the project's life. It focuses on how the NWP exerted an influence over large numbers of individuals as they matured into leaders within the profession.
Excerpt
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The Legacy Study makes visible how teacher-consultants enact writing project principles as they work in a variety of roles across the embedded contexts of the education landscape. These teacher-leaders repeatedly and consistently infused writing project attitudes, values, and practices into their work. They have done and continue to do so in policy conditions that range from supportive to challenging.
They translate the principle of teachers teaching teachers into building and nurturing collaborative communities. Here, teachers share their expertise and continue to grow professionally, and draw on and synthesize their knowledge to create curricula, instructional practices, and assessment tools. In addition, those interviewees with significant personnel and budgetary authority manage resources in ways that improve the conditions for teacher and student learning.
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