KIM CUEVAS, 7-12 ELA PROGRAM COORDINATOR, WCSD CAROLINE HATCHER, IMPLEMENTATION SPECIALIST, WCDS DR. MAUREEN MCBRIDE, ENGLISH FACULTY & WRITING CENTER, UNR Collaborations of District, High School, and University for the Establishment of a Writing Culture

Quickwrite What is your district’s current attitude or belief about teachers’ expertise in writing? What role do teachers play in curriculum development in your school or district? What are your personal beliefs or philosophies about teaching writing?

Who are we? We are...teachers. We are…writers. We are…writing project teacher consultants. Kim Cuevas – 7-12 English Language Arts Program Coordinator and Northern Nevada Writing Project Director. Caroline Hatcher – Implementation Specialist and Northern Nevada Writing Teacher Consultant. Dr. Maureen McBride – Writing Center Assistant Director and Northern Nevada Writing Project Director

Igniting the Fire Washoe County School District Strategic Plan 1.1.4: A Comprehensive K-12 Writing Plan will be implemented that includes instruction on writing as a process for different audiences with a variety of purposes. Northern Nevada Writing Project: dual role, expert TCs, university partnerships already in existence Unwavering belief in teacher expertise Created an alternate proposal accepted by the deputy superintendent

The Dream Create a writing program on National Writing Project principles:  Teachers teaching teachers  Teachers as leaders of reform efforts Created a research-based writing philosophy Collaborated with experts and stakeholders Process took over a year Philosophy was ultimately very important to lay foundation for lesson framework and has led other district departments creating philosophies

The Process Philosophy led to framework for writing instruction which also mirrors a lesson plan template Groups of teachers were invited to participate Full day training around philosophy, framework, and lesson design Teachers created lessons on their own time and were paid for their lessons

The Collaboration Presentations about where students are going “college readiness”  Avoid isolation Overview of expectations at college  Reading  Writing

Negotiations of the Collaboration Collaborating with different levels of instruction and different institutions and districts can pose perceived risk of authority. Writing Project bridge  Learning together  Opening up conversations

The Benefits of Collaboration Learning how to connect our teaching for the sake of our students Broadening our professional communities  Relationships

The Project Embedded Theory: Teachers can recognize good writing when they see it Writing Across the Curriculum- we all teach writing  How can we expect students to talk about writing when we are given programs which doesn’t allow us to talk about writing? Work with middle school and alternative high school  High school purchased a writing program – “When can we get more of your lessons? I love being able to and discuss immediately.” What is the ultimate purpose of writing in your class?

The Product Lessons are mentor lessons, can be used as is or modified to meet individual needs Teachers are encouraged to change and give us feedback about changes Designed teach teachers HOW to be better teachers be better teachers of writing not just be something they can assign Encourage reflection and building of teacher efficacy Can be found at

Creating the Culture DistrictUniversityClassrooms