ABSTRACT
This Chapter argues that the National Writing Project (NWP) is the most significant reform in the history of literacy education reform and is one of the few examples with positive outcomes. The author suggests that one reason this specific reform was and remains productive in its effects on the field of literacy is that it was developed by teachers and for teachers and was not a top-down mandate. Further, while the future of the NWP is unknown in light of its recent loss of federal funding, the author argues that at its core is the spirit of ongoing professional development among teachers committed to sustaining impactful writing pedagogies that persist in spite of whatever bureaucratically endorsed teaching practice might be in fashion for a season.
