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Network logic presenting their own practice, by listening to others, by reading and discussing research and literature together, by being in a group, by taking responsibility for the groups’ needs, and by taking risks together. In short, they are learning how to be members of a democratic community that values them, their knowledge and their continued growth. In this article we have discussed the site as a local network embedded in a national network bringing its group of teachers into a professional community that respects the variety of ways that teachers learn. But the magic of the writing project is that all these things are tightly integrated into an experience that socialises teachers into a new way of thinking about themselves as teachers. While the social practices provide the core, the network-like way of organising helps develop a local constituency. Untangling these threads has helped us to see a powerful model for professional development and yet another way to develop a professional community situated in teachers’ practice. Ann Lieberman is an emeritus professor at Teachers College, Columbia University, and a senior scholar at the Carnegie Foundation for the Advancement of Teaching. Diane R Wood is an assistant professor in the Educational Leadership Program, College of Education and Human Development, University of Southern Maine. This essay is an edited version of an article that first appeared as ‘Untangling the threads: networks, community and teacher learning in the National Writing Project’, Teachers and Teaching 8, no 3–4 (2002), pp 295–302. Notes 1 A site in the NWP grows out of a university–school partnership. The university is the ‘owner’ of the site. Beginning sites receive $20,000 and must document their plans and their work and keep accurate information about who participates and the nature of their formats for work during the year. The programme is sponsored by the federal government. 2 This paper quotes liberally from A Lieberman and D Wood, Inside the National Writing Project: network learning and classroom teaching – a new synthesis (New York:Teacher College Press, 2003). 3 J Adams, Taking Charge of Curriculum: teacher networks and curriculum 74 Demos
Untangling the threads implementation (New York: Teachers College Press, 2000); A Lieberman and MW McLaughlin, ‘Networks for educational change: powerful and problematic’, in Phi Delta Kappan 73, no 9 (1992); A Lieberman and M Grolnick, ‘Networks and reform in American education’, Teachers College Record 98, no 1 (1996). 4 P Grossman and S Wineburg (forthcoming), ‘In pursuit of community’, Teachers College Record; MW McLaughlin and J Talbert, Professional Communities and the Work of High School Teaching (Chicago: University of Chicago Press, 2001); E Wenger, Communities of Practice: learning, meaning, and identity (Cambridge: Cambridge University Press, 2000); J Westheimer, Among Schoolteachers: community, autonomy and ideology in teacher’s work (New York: Teachers College Press, 1998). 5 M St John et al with assistance from A Murphy, The National Writing Project: client satisfaction and program impact (Inverness, Ca: Inverness Research Associates, 2001). Demos 75
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Open access. Some rights reserved.
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