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This course provides a forum for collaborative inquiry where teachers write in a variety of genres, study current theory and research in the teaching of writing and use of writing to learn, and share their study of a selected area of classroom practice. The theory and practice of writing are examined through individual demonstration/inquiry, reading and discussion of current research, and writing and sharing in writing response groups. Participants develop their leadership potential for a variety of roles, including reform efforts that support the education of Oregon's diverse student population. Issues of teaching diverse student populations, writing to learn, and using technology to strengthen teaching and learning provide a lens for teacher inquiry. Participants must apply and successfully complete EDWR 505 and EDWR 515 for admission into the Certificate program. The Institute consists of two courses for a combined 4 semester credits.

This course provides a forum for collaborative inquiry where teachers write in a variety of genres, study current theory and research in the teaching of writing and use of writing to learn, and share their study of a selected area of classroom practice. The theory and practice of writing are examined through individual demonstration/inquiry, reading and discussion of current research, and writing and sharing in writing response groups. Participants develop their leadership potential for a variety of roles, including reform efforts that support the education of Oregon's diverse student population. Issues of teaching diverse student populations, writing to learn, and using technology to strengthen teaching and learning provide a lens for teacher inquiry. Participants must apply and successfully complete EDWR 505 and EDWR 515 for admission into the Certificate program. The Institute consists of two courses for a combined 4 semester credits. Prerequisite: EDWR 505..

In this course, teachers will study the nature of inquiry and develop a question that has arisen out of their classroom practice: a problem, an issue, or a nagging concern. Teachers will also explore the work of other teacher researchers in the National Writing Project Network. This inquiry-centered approach will allow teachers to prepare for conducting research in their own classrooms by developing their questions, planning their methodology, understanding ways to gather and analyze data from student writing, and planning strategies for using new insights in their teaching practice. Prerequisite: EDWR 505, Institute in the Teaching of Writing I.

This course focuses on using inquiry to advance practice in the teaching of writing with a focus on three major themes: supporting the writing development of diverse learners, using writing to learn across content areas, and using technology to support literacy development. Participants will implement and present an Inquiry project that includes a close analysis of student learning data. Prerequisites: OWPC Institute in the Teaching of Writing, and EDWR 505 and EDWR 515, Inquiry into the Teaching of Writing I and II.

Participants will study and discuss what it means to be a teacher leader, develop effective coaching practices, strengthen their presentation skills, and design workshops and/or conference presentations based on their advanced inquiry project and/or an area of expertise. The course includes a practicum experience for students to apply and analyze emerging leadership skills. Prerequisite: EDWR 530.

This course supports teachers in writing for publication. Participants will analyze requirements and style of multiple professional publications to inform their own writing/publication efforts. Participants will create a draft for publication intended to disseminate learning from their advanced inquiry project or other area of expertise. This course includes a three-day writing retreat followed by a series of Saturday sessions. Prerequisites: EDWR 540, Professional Leadership in the Teaching of Writing.