Based out of the UW Oshkosh College of Education and Human Services, the Fox Valley Writing Project (FVWP) began in 1986 as a local network affiliated with the National Writing Project. Based on the principle of “teachers teaching teachers,” FVWP brings K-12 educators across disciplines and at all levels to work together in a collaborative network that empowers teachers to grow as teachers of literacy, as readers, as writers and as professional leaders themselves.

The writing project model is centered on a teachers teaching teachers approach. We believe that effective professional development provides frequent and ongoing opportunities for teachers to practice and examine theory collaboratively. At the core of our practice and methodology is a combination of professional experience and research-based practices with a focus on continual reflection. We work with districts to provide professional development opportunities that bring the central philosophy of the FVWP to the diverse needs of individual districts and participants.

FVWP Principles

  • We believe in the value, and the power, of teachers teaching teachers.
  • All educators, early childhood through university, build professional networks.
  • Technology is integrated through all we do.
  • Professional development is ongoing and interactive.
  • Research-based practices are combined with professional experience.
  • Literacy is taught throughout all subject areas.
  • Effective teachers of literacy are literate themselves as readers, writers and digital literacy participants.
  • Professional development opportunities bring the philosophy of the FVWP to the diverse needs of individual districts and participants.

NWP Core Principles

  • Writing can and should be taught, not just assigned, at every grade level. Professional
    development programs should provide opportunities for teachers to work together to understand the full spectrum of writing development across grades and across subject areas.
  • Knowledge about the teaching of writing comes from many sources: theory and research, the analysis of practice, and the experience of writing. Effective professional development programs provide frequent and ongoing opportunities for teachers to write and to examine theory, research, and practice together systematically.
  • There is no single right approach to teaching writing; however, some practices prove to be more effective than others. A reflective and informed community of practice is in the best position to design and develop comprehensive writing programs.
  • Teachers who are well informed and effective in their practice can be successful teachers of other teachers as well as partners in educational research, development, and implementation. Collectively, teacher-leaders are our greatest resource for educational reform.