Click to find out all the ways you can connect to TCRWP »

Note from a Teacher

Dear Laurie,

Just wanted to send you a writing update for our 8th grade. We received our state scores for the Tennessee Writing Assessment, and "ya'll" would be so proud. The scores range from one to six; four is passing; six being excellent. In our 8th grade we had 1 - zero (who refused to write), 1 - one (who wrote a few words and slept), and 3 - three's. The other scores were as follows: 21 - six's, 96 - five's, and 104 – four’s.

These are the best scores Hunter has ever had, and I believe it is Writing Workshop and YOU that have made the difference in our scores. Thank you for the time you have spent learning to do what you do so we can all be better at what we do.

Your #1 Fan,

Deborah Roberson,
8th Grade Teacher
Hunter Middle School, Chattanooga, Tennesee

How Can a Teacher, a School, a District Work Closely with the Reading and Writing Project?

The Project is eager to work with all different types of schools—public, charter, and private—in surrounding suburbs, districts across the US, and distant corners of the world, as well as with schools in New York City. Requests exceed our capacity but we regularly forge relationships with new schools and are eager to talk with you about that possibility. Priority is usually given to schools in which the indicators are strong that the work will be deep and long lasting enough to support sustainable reform.

In schools our work usually includes:

  • a sequence which usually involves 10-25 school-based staff development days. Usually this work involves the entire faculty and focuses on reading, writing, and content area literacy. Often a school or district selects one focus as a starting point. Staff development days are spaced throughout the year and staff developers tend to divide their time on each of these days between:
    • leading demonstration teaching within classrooms in order to convey state-of-the-art methods of teaching;
    • coaching teachers engaged in reading and writing instruction, providing feedback and next-step goals;
    • helping teachers use and learn from systems of assessment (including performance assessments);
    • teaching teachers information related to upcoming units of study in reading and/or writing;
    • helping teachers support students with particular needs;
  • Other options for site-based staff development include day long workshops devoted to the implementation of Units of Study in Opinion, Information, and Narrative Writing or Units of Study for 3-5 Reading, content area literacy, response to intervention, English language learners, supporting students with IEPs, data analysis, quality reviews, integrating media and technology into classroom practices, or author visits.

At Teachers College our work usually includes:

  • Study groups to support literacy coaches, teachers of ELLs, teachers who support struggling readers or learners with IEPs, teachers interested in exploring a particular topic, and administrators.
  • A variety of day-long workshops to support teachers, literacy coaches, and families across the school year.
  • Summer Institutes in June, July and August; two five-day institutes in the teaching reading and two five-day institutes in the teaching of writing.
  • Coaching Institute designed to provide participants with the tools, techniques, mentors, and intellectual community to lead state-of-the-art staff development and data-based literacy leadership.
  • A Content Area Institute that highlights the TCRWP's latest thinking about content area literacy and instruction.

For more information about receiving professional development services from the Project, please email us at