Teachers as authors: the National Writing Project's approach to professional development

Abstract

The National Writing Project (NWP), one of the oldest and arguably most successful teaching networks in the United States, weaves a powerful relational and intellectually rich context for the ongoing learning of practising teachers. This article, based on a two-year study of two NWP sites, explores how the NWP uses principles of good writing instruction to frame and foster teachers' professional development. It is contended that by encouraging teachers to discover themselves as authors, the NWP spurs the development of voice, ownership, and agency in professional lives.

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