I just completed 2 weeks at Montana’s National Writing Project. It was an incredible 10 days of learning full of writing, sharing, and fantastic, focused learning around writing instruction. The 30+ teacher educators I learned alongside were amazing and represented a wide variety of teaching backgrounds, making the overall experience unforgettable.
Having never attended a NWP institute, I was not entirely sure what to expect. What I came to discover was the NWP experience is what you bring in, what you presently & concurrently engage in as you participate in the work, and what you purposefully take back to your classroom and implement with your students.
You will write! A lot. Makes sense, since it is the Montana Writing Project, right? After all, we are all teachers of writing in one capacity or another, and if we are going to expect our students to write, we should ourselves embrace & delve into the writing process.
And what better place to do that than here! Surrounded by supportive leaders who want only to see each participant grow and succeed in bettering their instructional practice. The MTWP is a safe, inviting, and engaging environment for any educator who wishes to improve both as a teacher and a writer.
The leadership team painstakingly ensures that everything participants do has been thoughtfully planned in advance and is meticulously supported with the appropriate balance of resources, activities, and solid model teaching. Despite the fact we are a group of 30+ educators who teach K-16, each one of us I am certain left class each day having been challenged, renewed, and feeling empowered as teachers.
The MTWP builds literacy leaders. The leadership team models this for us as classroom teachers themselves just like the rest of us. This is powerful to me personally. Often I think classroom teachers equate educational leaders to consultants, professors, and administrators exclusively. While these educators certainly do sit in positions of leadership from whom we can and do learn a great deal from, classroom teachers must also see themselves as powerful leaders who have valuable and insightful first-hand knowledge to share.
The daily in-the-trenches experiences we all have from our presence in classrooms each day, working side-by-side with students gives us a different platform to stand on. Not to imply that we know more or are the experts, but rather that we can share the here-and-now of both the challenges and victories that come right out of our classrooms. We understand the struggles that come with unmotivated learners, unreliable technology, and unrealistic demands on our time. We live it. Every.single.day.
Those who don’t let themselves get weighed down in the muck and mire of the struggles but instead persevere, believing that their unmotivated student will show up in class today, the day’s lesson will be engaging, and the students will meet the learning goals for the unit of study are the teachers who need to step into leadership roles.
It doesn’t have to be a 3-hour Powerpoint presentation to every teacher in the district. It doesn’t even have to be sharing at a staff meeting (but that is a great place to start). Instead, it could just simply be sharing with your grade level colleagues and a PLC. Inviting them to watch you teach a lesson, then offering to watch them and share feedback with each other.
My experience at the Montana National Writing Project taught me that leadership can start small. It just needs to start.
Thank you, Ruth Ayres, for creating a place for teachers to Celebrate. Share your story of celebration with others by clicking the image below.