Category Archives: BWP Updates and News

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Writing Boston’s Future: NEW OPPORTUNITY!

  By Kathleen McGuire • November 30, 2023 , ,

Learn more and apply to our next cohort of Writing Boston’s Future HERE

**Participants will receive stipends after completing each part (1-3) of the process (highlighted below).**

Part One: Community Building and Inquiry Development

Fellows will meet with BWP/MAAH leadership team to build community together, participate in response groups, and create an inquiry project to work on during the summer learning experience. We will meet once a month from January – through May 2024.

Program Launch/Orientation/First Meeting – January 21, 2024
Time: 1p.m.- 4p.m.
Location: Museum of African American History

Part Two: Summer Institute

Fellows will meet with BWP/MAAH leadership team to learn about, write about, and teach the history and legacy of Black Boston’s cultural wealth. Fellows will pursue their own inquiry project as designed during the Winter/Spring 2024 season.

Part Three: Colloquium 

Fellows will exhibit their Writing Boston’s Future artifacts to the Greater Boston community. 

BE CURIOUS! BE CREATIVE! JOIN US TO FIND JOY IN LEARNING TOGETHER! INNOVATE TOGETHER! Please address any questions to Adela Gonzalez at gonadela1@gmail.com.

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Mini-Retreats are Back! Register Now!

  By Kathleen McGuire • October 30, 2023 ,

We are excited to offer a space for virtual writing times this year. Please join us if you can for the FIRST MINI-RETREAT OF THE SCHOOL YEAR! PLEASE feel free to share this note with any colleagues or friends who may enjoy a space to write and connect. No prior experience with BWP is necessary.
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Nurturing the Writing Teacher: Fostering a network of writing teachers
The Boston Writing Project is pleased to offer a monthly gathering for teachers of writing, teachers who write, and other educators who want to make time for their own writing and connect with others. You do not need to bring any prepared writing pieces to these times.
It is our hope that these gatherings can:

  • Create community and nurture teachers across a distance through the shared pursuit of writing
  • Engage educators in their own writing and response groups and creative self-care through writing prompts and conversations

Save the Dates Our monthly writing mini-retreats will occur on the third or fourth Mondays, unless otherwise noted. Make sure you mark calendars for our other mini retreats this school year: December 18, January 22, February 12, March 18, April 8, April 29, May 20, and June 10.

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Remembering Steve

  By UMB Blog Admin • August 11, 2023

In April, the Boston Writing Project lost an important collaborator, thinker and writer. Steve Gordon was deeply loved by students and teachers and had such a significant impact on our learning as a Board. The Board spent some time writing something for Steve that we’d like to share.

Steve!

Dr. Stephen Gordon,  you resisted 

Just call me Steve, Mr. Gordon, or for some Mistah

Giant – Inquirer, 

Master – Teacher

Linguistic Scholar

YOU touched so many – 

and while you were not well enough  

to actively participate in our NEH initiative

WRITING BOSTON’S FUTURE,

YOU were the listening partner we needed at every twist and turn

Indefatigable

-Denise

In 2014, when I was a Calderwood Writing Initiative fellow, Steve asked me to uncover my assumptions about my inquiry project on students’ responses to research and writing. I’m sure it was not the first time someone had asked me to look at the subtext of my pedagogical claims—how they tied into my larger beliefs about school, young people, the nature of learning—but something about Steve’s way of doing it felt like a bolt of lightning. I have not been the same since. 

I loved Steve. I loved our meandering conversations at Snowden, in UMass classrooms, in my car on the way to the JFK T stop after Writing Project meetings, once over tea at his house in Arlington (an invitation into his life for which I will always cherish). I love the way that his approaches to school were so infused with curiosity (the way that he would crack a smile as he drew more and more of my ideas out, uncovering thoughts I didn’t know I had), with a fundamental assumption of equality with his students. I decided soon after meeting him that Steve was the kind of teacher that I wanted to be, that I still aspire to be: that deeply serious levity, that fundamental openness, that love. -Josh

In some cosmic way, Steven Gordon may have been distantly related to the great naturalist and prolific writer Stephen Jay Gould. Both luminaries seem to have stumbled upon the truism that the more you learn, the more you recognize the vast scope of your ignorance and how every waking moment is an opportunity to engage in personal betterment. Operating under the slightly mysterious Zoom handle of stevewing, our Steve wrote effortlessly, or at least it seemed, and despite the assurance with which he wielded the pen, seemed to often betray a youthful need for validation – which is to say that he was quintessentially human. Steve liked to interact with people, to listen to them and to learn with them. Perhaps he saw himself happily ensconced in an eternal Vygotskiesque zone of proximal development where he was at his best surrounded by folks who, like him, preferred to seek out the best in others. We’d do well to honor him by carrying on his message of thoughtful reflection and quiet consideration. We miss you dearly Steve. -Nikan

I was blessed to work with Steve for a brief period of time through the BWP. He was a kind, welcoming great soul of a person and always reminded me of my grandfather. I will miss our conversations about teaching and the world. My deepest condolences to his family for this loss. I pray that each of you find peace and healing over time. May he rest in peace. We miss you! -Surbhi

For Steve, a write into the evening for the man who always shared. 

There is something special about the routine of writing into the evening, a routine that is held sacred for the Boston Writing Project.  Like any routine, it can sometimes wear on you or drag away minutes from what might be deemed as more “important.”  But Steve never let the routine falter.  He proudly, vulnerably, expertly and loudly used the time to write; write deeply, write honestly, write beautifully.  And he always shared.  

It was a reminder, not only of the importance of routine, but the importance of leaning in and engaging with the thinking, doing and sharing that helps us maintain our identity. It was a reminder of the power of words, even those that were mundane and especially those that were touching. He reminded us of how this routine, with the silent thought and the public sharing, centers us in the work. 

For his sharp wit, deep thinking, friendly banter and brilliant writing that we as the Boston Writing Project remember Steve, and share with him a deep appreciation for his work, love and Write into the Evenings…-Katie

In his short piece, “I Teach Who I Am”, featured in the book “What Keeps Teachers Going,”Steve Gordon writes, “I teach who I am. What I value and believe arises from my personal background and experience–whom I have loved and who has loved me; what has encouraged and hurt me; and the idealistic quests involving myself, other people, and American society” (pg. 30). This quote encapsulates the kind of person Steve Gordon was. He was reflective, empathetic, curious, passionate and never afraid to be vulnerable. When I met Steve Gordon during the Boston Writing Project I was immediately impressed by how willing he was to go deep on any topic. When he described his ritual of writing letters to each of his students, I was floored by his dedication. Later on, when I was working on a Calderwood project, Steve took such interest in what I was trying to research, he sent me articles to help me out. Whenever I was with Steve Gordon I recognized a love of coming together with others who want to do better always.
I will always remember Steve and try to follow his example. -Amy

Steve was a quiet warrior and giant among us.  May they be comforted in his brilliant light. – L’Merchie 

Steve taught me about the incredible gift it is for someone to offer their presence and attention. Steve was brilliant and offered insights and strategies, jokes and warmth and wisdom, but what I will never forget is how much he was just always fully present for everyone, always glad to see everyone, and always listening and really hearing everyone. I loved to see the moments when someone would talk their ideas in a meeting and Steve would always have a curious question that reflected how deeply he’d been listening and how important their ideas were to him. Steve always showed how to value people and to offer them the gift of time and attention. Everyone was important to Steve, and he had time for everyone, and he managed this in the midst of an educational space that was always going the other direction where everything was deficits and hurry and about numbers, Steve stopped to pay attention and was about people, appreciating the details and the moments of their thoughts. It’s hard to find words enough for him which is funny because he was the person who didn’t require any special effort to talk to–I never felt tongue-tied with Steve. I feel like he was like a walking embodiment of Peter Elbow’s Believing Game: Steve believed in everyone, and I don’t think I ever would have understood how important and profound that was before I met him. -Mary 

Steve Gordon

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Professional Development Opportunity: Reading and Teaching Literacy Nonfiction and Informational Texts

  By Kathleen McGuire • January 10, 2023 , ,

Reading and Teaching Literary Nonfiction and Informational Texts

The course has a teacher-friendly schedule, including 8-9 synchronous sessions on Saturday mornings and asynchronous discussions during intervening weeks. Participants will read examples of nonfiction together, including a book-length work, do some analytical writing, learn strategies for teaching nonfiction, and create a text set and unit for their own classrooms. Teachers have rated the course highly in the past.

Fill out the FORM to learn more

contact Bruce Penniman at penniman@english.umass.edu

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BOSTON WRITING PROJECT SUMMER INSTITUTE: Exploring Cultural Identities Through Writing at UMASS Boston

  By IT Blog Admin • February 27, 2018

July 9, 2018 – July 19, 2018
Mondays – Thursdays from 9:00 am to 3:00 pm

This summer, the Boston Writing Project will offer a two-week summer institute in which educators will explore the themes of race, culture, gender issues, language, and the immigrant experience, as they connect to their own identities and to the teaching of writing. The institute will be designed to create a safe and brave space for teachers to explore ideas and share experiences around these themes that are central to navigating the climate of change in our educational system.

Components of the institute will include reflective writing and sharing, as well as discussion of relevant readings. In addition, twice weekly, we will conduct visits to diverse destinations in Boston to use as settings and prompts for our own writing.

The institute is open to 10 teachers of writing from all grade levels, in all subject areas, and from all types of schools. The facilitators are teachers from various schools in Massachusetts and will serve as thinking partners and co-learners with participants. Meetings will take place at UMASS Boston and in several cultural destinations throughout the greater Boston area.

Each participant will receive a stipend of $300. In addition, participants will have the opportunity to earn three graduate credits from the College of Education and Human Development at UMass Boston.

APPLICATIONS
To apply online for this program, please go the Boston Project website, https://blogs.umb.edu/bostonwritingproject/, or email dominique_herard@psbma.org for a link to the application.

Applications are due on April 6, 2018 by 6pm, and notifications will be received by mid-April.

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Boston Writing Project Summer Institute 2017

  By niharhasmukhbhpa001 • March 15, 2017

BOSTON WRITING PROJECT SUMMER INSTITUTE:
Exploring Cultural Identity Through Writing
at UMASS/Boston

July 24, 2017 – August 3, 2017
Mondays – Thursdays from 9:00 am to 3:00 pm

This summer, the Boston Writing Project will offer a two-week summer institute in which educators can explore themes of race, culture, identity, and language in their own lives and in the teaching of writing. The institute will be designed to create a safe space for teachers to explore ideas and share experiences around these themes that are central to navigating the climate of change in our educational system.

Components of the institute will include, reflective writing and sharing, as well as discussion of relevant readings. In addition, twice weekly, we will conduct visits to diverse destinations in Boston to use as settings and prompts for our own writing.

The institute is open to 15 teachers of writing from all grade levels, in all subject areas, and from all types of schools. The facilitators are teachers from various schools in Massachusetts and will serve as thinking partners and co-learners with participants. Meetings will take place at UMASS Boston and throughout the greater Boston area. Each participant will receive a stipend of $500. In addition, participants will have the opportunity to earn three graduate credits from the College of Education and Human Development at UMass Boston, tuition free (University fees, however, will apply).

APPLICATIONS

If you are interested in this program please fill out the on-line application.

Applications are due on April 1, 2017, and notifications will be received by mid-April.

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2015 Invitational Summer Institute Fellows

  By niharhasmukhbhpa001 • January 31, 2016


creative commons licensed ( BY ) flickr photo shared by BostonPhotoSphere

BWP convened its 35th annual summer invitational institute at the University of Massachusetts – Boston during the month of July.

Twelve teachers from various grades and school systems met four days a week from 9:00 to 3:30 to examine their teaching, their writing and the research on both. During the coming school year, they will join with Fellows from previous institutes and continue their explorations.

This year’s Fellows:

Phyllis Benjamin, Countryside School in Newton

Amy Bucelewicz, Boston Latin Academy

Jeff Cipriani, Orchard Gardens School, Boston

Daphne Fay, Waltham High School

Mary Grady, West Roxbury Academy, Boston

Lauren McGonagle, Salemwood Middle School

Sarah Poulin, North Quincy High School

Bridget Ross, Wilson Middle school, Boston

Jenny Tak, Lexington High School

Josh Tetenbaum, Snowden High School, Boston

Randyl Wilkerson, Gardner Pilot Academy, Boston

 

In addition, BWP hosted a foreign school guest:

Marina Lin of the International Bilingual School at Hsinchu Science Park in Taiwan.

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2014 Invitational Summer Institute Fellows

  By niharhasmukhbhpa001 • September 16, 2014


creative commons licensed ( BY ) flickr photo shared by BostonPhotoSphere

BWP convened its 34th annual summer invitational institute at the University of Massachusetts – Boston from July 7 through 24, 2014.

Eleven teachers from various grades and school systems met four days a week from 9:00 to 3:30 to examine their teaching, their writing and the research on both. During the coming school year they will join with Fellows from previous institutes and continue their explorations.

This year’s Fellows:

Marcella Anderson from Brookline HS

Michael DeClemente from Andrews Middle School, Medford

Alliberthe Elysee from Higginson Elementary, Boston

Carol Marshall from Hingham HS

Julia McDonald from Cambridge Rindge+Latin

Cindy Meunkel from Harvard-Kent Elementary, Boston

Elizabeth Pruett from Village School, Marblehead

Annmarie Rad from Veterans Memorial, Gloucester

Julia Rocco from Brookline HS

Molly Ross from Salemwood School, Malden

Dan Tobin Rindge Ave. Upper, Cambridge

National Writing Project Partners in Initiative with John Legend and MacArthur Foundation

  By niharhasmukhbhpa001 • September 15, 2014 ,

Tuesday, August 19, 2014
Type: In the News
In partnership with LRNG Innovation—an offshoot of John Legend’s Show Me Campaign—and the MacArthur Foundation, the National Writing Project and Educator Innovator will be sponsoring a LRNG Innovation Challenge, investing in teams of teachers who are working to expand the time and space students have to create, explore, and follow their interests and passions.