This reflective essay situates a yearlong professional development endeavor led by a site of the National Writing Project within the language of technical communication. Developing rural writing teachers through four distinct design features—needs assessment, frequent contact, website redesign, collaborative planning through Google Docs—this work sought to put participants and providers on equal levels, sharing control of programming when possible. Professional development providers and teacher educators ultimately must model practices they desire to impacting students in the classroom.
Holland, Nikki and Goering, Christian Z.
"Structure Speaks: User-Centered Design and Professional Development,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 4:
1, Article 3.
Available at: https://scholarworks.wmich.edu/wte/vol4/iss1/3