Believe in the Power of Writing
The Greater Madison Writing Project at UW-Madison is an affiliate of National Writing Project (NWP) network. Through the NWP's professional development model, teachers in all subject areas and at all levels learn new strategies for helping their students become accomplished writers and learners. Teachers also become members of a professional community that helps them keep their teaching fresh and vibrant. The NWP model begins with an annual four-week summer institute at the beautiful Olbrich Botanical Gardens.
IMAGINE YOURSELF . . .
• joining a nationally-acclaimed professional learning community that puts teachers' knowledge, experience, and voices at its center;
• rediscovering the power of your own writing and scholarly inquiry;
• developing the skills and confidence to take your writing instruction into the digital age;
• having the support, resources, and opportunities you need to have the career of your dreams.
If you can imagine yourself in the description above then the Greater Madison Writing Project (GMWP), a joint effort at UW-Madison between the College of Letters & Science and the School of Education, may be just the place for you. The GMWP is guided by a core belief in teachers teaching teachers, and consists of three main components: an annual Invitational Summer Institute, continuity programming for ISI alumni, and professional development offered to local schools.
We encourage you to learn more about the Greater Madison Writing Project and the National Writing Project by exploring our website or by contacting us through our contact page.
Core Principles NWP’s national program model
Teachers at every level—from kindergarten through college—are the agents of reform; universities and schools are ideal partners for investing in that reform through professional development.
Writing can and should be taught, not just assigned, at every grade level. Professional development programs should provide opportunities for teachers to work together to understand the full spectrum of writing development across grades and across subject areas.
Knowledge about the teaching of writing comes from many sources, including theory and research, the analysis of practice, and the experience of writing. Effective professional development programs provide frequent and ongoing opportunities for teachers to write and to examine theory, research, and practice together systematically.
There is no single right approach to teaching writing; however, some practices prove to be more effective than others. A reflective and informed community of practice is in the best position to design and develop comprehensive writing programs.
Teachers who are well informed and effective in their practice can be successful teachers of other teachersas well as partners in educational research, development, and implementation. Collectively, teacher-leaders are our greatest resource for educational reform.