Abstract
As the COVID-19 pandemic forced schools to close in the spring of 2020, teacher consultants from a local writing project site were compelled to make their practice public, sharing conversations about what remote learning and the teaching of writing could look like through a series of eight webinars and, subsequently, an open institute in the summer of 2020. Built on principles of the National Writing Project including openness, flexibility, and an inquiry-driven stance toward professional learning, the work of this site’s director and teacher leaders is described as they worked together to think about issues of equity and access, socio-emotional learning, and engaging their students in substantive learning activities using digital writing tools. Concluding with a call to action for empowering teacher leaders and continuing to rethink the ways in which writing can be taught during the 2020-21 academic year and beyond, this essay is a personal reflection on one site director’s experience leading other teachers in an era of pandemic pedagogy.
Recommended Citation
Hicks, Troy
(2020)
"Rethinking the Teaching of Writing in an Era of Remote Learning: Lessons Learned from a Local Site of the National Writing Project,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 9:
Iss.
1, Article 8.
Available at:
https://scholarworks.wmich.edu/wte/vol9/iss1/8
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