Going Public with Our Practice

Writing is a core component of inquiry—for students and teachers. Throughout the Invitational Summer Institute (ISI), teachers will draft and share pieces for personal, institute, and broader audiences. This page includes a description of various ISI structures for participating teachers for going public with practice. Visitors to this site will also find links to portfolio excerpts created by participating teachers.

Listen to teacher consultants and a facilitator reflect on their experiences during and after the ISI in this April 2019 NWP Radio podcast.


EXCERPTS FROM INSTITUTE PORTFOLIOS

  • Coming soon!


INSTRUCTIONS FOR INVITATIONAL SUMMER INSTITUTE PARTICIPANTS

1. Posts on TPS Teachers Network

The Teaching with Primary Sources program hosts a members-only online forum for educators who have participated in professional development funded by the Library of Congress. You will have access to the entire online forum as well as a private group that is open only to participants and facilitators from this year's Institute. In general, you may choose to post most of your reflections in our private group. However, you are encouraged to join and post in other discussion groups.

Pre-Institute Posts: June 9 - July 8, 2018 (5 posts minimum)

Post at least five entries by July 8, 2018, on the TPS Teachers Network in preparation for the Institute.

Post 1: Library of Congress Resources (2-3 paragraphs)

Review and write a reflection on Library of Congress introductory videos to get a sense of how to search for and find primary sources. (Other aspects of the institute will reinforce the content in these videos and provide additional supports for searching.)

    1. Inquiry and Primary Sources Overview
    2. Teaching with Primary Sources Make a Real Change
    3. PS 153 and New York Draft Riots Unit
    4. Exploring the Library of Congress website
    5. LOC.gov for Teachers
    6. Planning a Search [Optional]

Post 2: Pulitzer Center Resources (2-3 paragraphs)

Explore the Pulitzer Center's collection of reporting at: pulitzercenter.org/reporting.

Then, identify 2-4 pieces of reporting that:

    • Connect to the content/skills you are hoping to teach
    • Connect to issues that interest your students
    • Include language/images that are appropriate for your students
    • Interest and engage you!

We encourage you to select reporting presented in a range of mediums (written text, photo, audio, video).

Finally, for each piece of reporting you identify, please write a few sentences, in which you loosely explain the rationale behind your selection and describe how you would integrate the reporting into your curriculum.

Post 3: Theory of Teaching and Learning (one-page double spaced)

Post a brief one-page piece about how you frame teaching and learning. Use this as a way to frame your teaching approach prior to our institute. You may want to use parts of your application essay, if you feel that is applicable.

Posts 4 and 5: Two Responses (1-2 paragraphs)

Respond with a minimum of two paragraphs to someone else’s post.

Additional Open Mic (optional)

Post a piece of writing in a genre and style of your choice!

Summer Institute Posts: July 9 - 20 (4 posts minimum)

Post to TPS Teachers Network at least twice per week during the institute.


2. Printed Publication Piece

Submit a polished draft of your Theory of Teaching and Learning by Monday, July 16, at 4:00pm. As has been Institute tradition, this piece will be photocopied and bound with the pieces written by other institute participants. A copy of this publication will be kept in the Philadelphia Writing Project office along with similar pieces from the past 30 years. Each participant in this year's Institute will also receive a copy.


3. Portfolio

Compile and complete a portfolio that illustrates their inquiries into practice. This year, for the first time, the portfolios will include example lessons and reflections on teaching with materials from the Library of Congress, the Pulitzer Center for Crisis Reporting, and the West Philadelphia Collaborative History Center.

Part 1: Artifacts and Annotated Table of Contents

Curate artifacts and create an annotated table of contents as the first part of your Institute portfolio. At the Celebration of Writing and Literacy on Saturday, October 6, submit these documents along with 1-page summary/outline of your reflective essay.

  • Lesson(s) plans and/or narratives that draw upon sources and strategies from the Library of Congress (incorporating at least 1 primary source) and the Pulitzer Center for Crisis Reporting
  • Select a representative sample of:
    • Digitized primary sources from the Library of Congress
    • Readings
    • Canvas posts
    • Institute notes, writings (e.g. vignettes, opinions), and journal entries
    • Reaction sheets
    • Any other artifacts deemed relevant
    • Proposal to present at the Celebration of Writing and Literacy as well as presentation materials
    • Resources from the Pulitzer Center for Crisis Reporting and the West Philadelphia Collaborative History Center

Part 2: Reflective Essay

In preparation for our November follow-up meeting, submit a reflective essay (6-8 pages).

  • Due Saturday, November 17, at follow-up meeting at Independence National Historical Park
  • Includes reflections on teaching lesson(s) using sources and strategies from the Library of Congress (including at least 1 primary source), the Pulitzer Center for Crisis Reporting, and the West Philadelphia Collaborative History Center


4. Celebration of Writing and Literacy

  • Before the event, read and post a 1-2 paragraph response to Forman’s Locking Up Our Own on the TPS Teachers Network. You might think about primary sources that are connected to the book and bring ideas to share with the group.
  • Turn in your collection of artifacts, annotated table of contents, and a 1-page summary/outline of your reflective essay during a session in at the Celebration of Writing and Literacy (morning session required)
  • Optional and encouraged: Submit a proposal to facilitate a workshop by early August


*5. Additional opportunities to share your work include:

  • Sharing examples of practice via the National Writing Project’s online radio program and webinar platform via The Current;
  • Being supported in submitting proposals to present at local educator conferences: EduCon, PFT Health and Welfare Fund conference, TAG Philly Education for Liberation conference, etc.;
  • Leading roundtable or presentation at annual National Writing Project spring meeting in Washington, DC, in April 2019; and
  • Submitting a proposal to facilitate a workshop on teaching with primary sources at NCTE’s annual conference in Baltimore, MD, in November 2019. (NCTE proposals are typically due December/January before the conference).