Writing Institute

Leadership in the Teaching of Writing

The Institute offers a rich opportunity to grow as a writer and as a teacher of writing.  We are confident that participation in the Institute will become a pivotal experience in one’s professional life.  GWP not only encourages educators to take leadership roles in their own educational settings, but once they graduate the Writing Institute they become GWP Teacher Consultants and valued leaders within our Writing Project Network.  Through the Institute, participants will earn six hours of either English or Education graduate credit at the cost of UMSL graduate credit rate.

Interested in learning more?  Join us for Dinner & Demo on April 23rd, 2026.  Enjoy dinner and the company of GWP teacher consultants as you get the opportunity to learn about our programs. Contact us with questions at gwp@umsl.edu.

Earn a Stipend for Program Completion!

Two Options are Available During the 2026 - 2027 Academic Calendar

2026 - 2027 Summer, Fall, & Spring 

Fall 2026 & Spring 2027

The Institute focuses on Professional Identity, Writing Identity, and learning in a Community of Practice, based on the social practices of the National Writing Project in support of our fundamental belief in teachers’ potential to lead both in and outside of their classrooms.  The values that inform the course are: writing is a tool for learning and reflection, teachers’ voices should be an integral part of educational reform, teacher research can lead to significant and important shifts in classroom practice, collaboration strengthens our work within the classroom, and teacher leadership and advocacy can extend our reach beyond the classroom.

Participants initiate many pieces of writing, read pieces that build a writing identity, participate in writing groups, share drafts of your work for peer feedback, and bring pieces to publication in different genres.  Participants engage with literature, research, and questions about (an) aspect(s) of their practice and share best practices and resources as well as equal opportunity to seek guidance where resources and strategies are needed.  Participants' roles fluctuate as they switch between identities of teacher and learner, novice and expert, group member and individual, writer and audience. Collective learning enables us to take responsibility for managing the knowledge needed, recognizing that we, as teachers, are in the best position to do just that.

Ready to register for the course? Please complete the registration form.