In-Service Programs

 

Interested in building an in-service program with the NYCWP?

Contact Jane Higgins at (718) 960-8220

 

Our school-year professional development model has three mutually-reinforcing components:

  • The services of an on-site teacher consultant who works directly with teachers, staff developers, students, and administrators;
  • An after-school graduate seminar or study group in the teaching of writing, reading and other literacies held on-site each semester for school faculty;
  • Direct work with the schools’ administrators, focused on their literacy goals.

On-Site Consulting and Classroom Support
On-site support for teachers is provided by a NYCWP teacher-consultant who spends at least one day each week per school working with teachers to plan lessons and projects, coach and model in classrooms, team-teach, recommend and share resources, examine student work samples and assessment data to determine future instructional goals, and encourage the publication of student writing through anthologies, displays, and weblogs. In their work in classrooms, teacher-consultants support teachers so that they can successfully implement balanced literacy practices. They help teachers to initiate and sustain writing groups and literature circles and model ways to introduce students to active listening, accountable talk, revision and editing processes, and writing strategies that foster comprehension and encourage an active critical response to challenging content area texts. They help teachers to establish classroom environments that are rich in resources and in which independent, small-group and whole-class literacy activities can flourish.

Teacher-consultants also meet with grade-level groups and interdisciplinary teams, participate in department meetings, lead after-school professional development, and organize/facilitate meetings to assist school planning teams with curricular changes. The consultant supports school-based coaches to enable them to serve as leaders for instructional change in their schools. Teacher-consultants also participate in school professional development committees to review and design strategies for implementing reform in curricula, assessment, and pedagogy in classrooms.

Through its teacher-consultants the NYCWP builds leadership within and across schools. They help teachers to set up model classrooms for visits by colleagues. They design structured formats for teachers to share and analyze student work samples and assignments at school meetings. They invite and train teachers, coaches and administrators to co-lead NYCWP graduate seminars, thereby nurturing and developing the leadership capacities of successful practitioners. They encourage participating teachers to initiate, facilitate, or participate in study groups and make formal presentations of successful classroom practice at regional meetings and professional conferences, including the annual NYCWP Teacher to Teacher conference.

Graduate Seminars
During the school year the NYCWP offers after-school graduate seminars on-site at a school or at Lehman College. Groups of teachers, administrators, and paraprofessionals from schools, or clusters of schools within a region or network are invited to attend. This service is usually combined with the services of an on-site teacher consultant. All seminars are experiential and focus on issues of literacy.

Basic Seminar
An introduction to the work of the Writing Project, the basic seminar or Seminar in Writing Theory, develops a community of learners in a school or district by bringing educators together to read, write, and reflect on teaching, learning, and literacy in the urban classroom. Participants learn ways to enrich their classroom practice by:

  • Exploring writing as a process that moves from composing through revision to publication and assessment;
  • Sharing writing and reading in peer response groups;
  • Developing instructional approaches to support students as writers, readers, and learners across subject areas;
  • Examining current research in the teaching of writing and reading;
  • Adapting specific activities to help students meet ELA standards and other assessments.

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