As the 2011 Massachusetts Teacher of the Year, I am deeply sadden and
dismayed to see one of the most effective educational programs, the
National Writing Program (NWP), being cut without considering the
multiple ways in which this professional organization has impacted
classrooms and students across the nation. At this point, it is fair to
say, that Writing Project (WP) initiatives as well as the notably Summer
Institute are among the most effective professional educational
practices in the nation, that enhance critically teaching and learning.
In this way, the National Writing Project pays closed attention to the
national goal of closing the achievement gap. This is among the many
reasons why I urge Congress to make a commitment in education and equity
by funding this unique professional development organization that not
only provides high quality training, but it also provides practices that
foster educators inquiry and reflection, as a habit of mind and
transformation.
During this crucial time in which many schools continue to unperformed,
Congress needs to be reminded of the seriousness of not funding the
National Writing Project. This implies, that well-established and
successful programs that have served teachers, students, parents, and
administrators for decades will be eliminated. In other words,
eliminating professional development opportunities will contribute to
the existing academic disparities, especially in inner city and urban
schools. For example, when educators participate in professional
development activities whether at local, state or national levels they
bring back to their classrooms a new knowledge and skills, thus impact
students’ academic growth and achievement.
As an ESL veteran teacher for twenty years, teacher consultant for the
WMWP and advocate, I give total credit of my leadership role to the
Western Massachusetts Writing Project and the National Writing Program
ELL Leadership Team. In fact, participating in writing project
opportunities has allowed me to refine my pedagogy while gaining
confidence in seeing myself as a writer. Which at the same time has
impacted the way I teach reading and writing. Furthermore, the mission
of the writing project that rests in access and collaboration is at the
core of my teaching and the work I do with fellow teachers.
When it comes to teacher collaboration and teacher training, I can
testify that the Western Massachusetts Writing Project has always been
at the vanguard. Even before Sheltered English Instruction (SEI) was one
of the mandates (from the Massachusetts department of education) for
teachers working with English Language Learners, our site was already
providing a series of trainings for all teachers. Among the topics
explored were language diversity, culture, literacy, reading, writing
and academic content. These trainings were later revised to reflect the
new Department of Elementary and Secondary Education requirements on
teaching English Language Learners (ELLs). In addition, the
Massachusetts Writing Project (MWP) was one of the organizations that
took part in the creation of the new National Common Core Standards,
while participating in the Readiness Center established by the
Massachusetts Governor’s Office, Duval Patrick.
To conclude, I would like to highlight that the reason why I engaged in
the State Teacher of the Year program is because a former 1997 finalist
for the National Teacher of Year Award and former WMWP Director
nominated me. This demonstrates the caliber of educators Writing
Project sites foster and count on in their professional development
teams. It is my hope that Congressmen work in collaboration with other
politicians and unite forces in their goal of improving and supporting
American education in general, and teaching and learning in particular.
I urge to fund and reassign funds to the National Writing Project and
innovating programs to achieve our mutual goal.
Floris Wilma Ortiz-Marrero, Ed.D.
ESL Teacher, Amherst Regional Middle School
Western Massachusetts Writing Project
