Sustaining Professional Growth with a Side-to-Side Pedagogy: A Qualitative Case Study of the National Writing Project Focused on Seven Teacher Consultants

Abstract

In a qualitative case study, this research focused on the professional growth of National Writing Project (NWP) Teacher Consultants (TCs). The overarching question, In what ways have experiences with the National Writing Project sustained the professional growth of NWP Teacher Consultants? guided an inquiry of seven TCs—teaching in grades three through university and representing seven sites from diverse regions—who had developed an Expressive Writing Pedagogy. Multiple interviews, videos, and artifacts allowed an extensive exploration of the conditions, contexts, supports, and challenges each experienced as they developed their classroom pedagogies and furthered their leadership over time. Findings included a rich description of the seven nested cases and a discussion of the following themes: a special kind of teacher, side-to-side pedagogy, authentic professional learning, conditions for success, and thriving in community.