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The Northern California Writing Project is a professional development organization devoted to improving the teaching of writing in our service region.

June 2022
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Category: updates

Meet the NCWP 2022 Summer Institute Fellows!

Meet the NCWP 2022 Summer Institute Fellows!

We are excited to introduce the invited fellows for the NCWP Summer Institute! This summer, we are offering our Summer Institute in a new, extended format to allow for deeper engagement and community support as we navigate exciting and challenging ideas together. Please welcome the new cohort to the network of National Writing Project teachers! We are so excited to bring this group together to think about the teaching of writing through conversations about equity, anti-racist approaches to course design, and ways to create dynamic communities in education.


Grace Adcock has been teaching for over a decade. She is currently an English teacher and instructional coach at Shasta High School in Redding, CA. After being raised in the north state and attending Shasta College she completed a B.A. in Human Communication with a minor in Outdoor Recreation and Education at CSU Monterey Bay. She then traveled the world for a year and went back to school to obtain her Masters Degree in Education along with her Single Subject English, Multiple Subject, and Mild/Moderate Special Education credentials from CSU Chico.  She taught Special Education in Juvenile Detention Facilities and E.D. programs in the Bay Area at the start of her career before moving back to Redding where she lives with her daughter and husband. Teaching is her major passion in life and she hopes to instill a love for seeking adventure, learning, and being a member of a compassionate community in her students. When not in the classroom, she fills her time with traveling,  outdoor recreation, and baseball. She has lofty goals to visit all 7 contents (6 down, 1 to go!), attend a game at all 30 MLB parks (one-third complete), and visit a new national park every year. 


Joseph Hill teaches English and Video Games as Literature at the Inspire School of Arts and Sciences.  Before taking the plunge into teaching, Joseph worked for 6 years as a bartender in both Davis and Chico.  In Chico, he worked at both The Handlebar and The Winchester Goose (which is now sadly defunct).  Originally from a one stoplight town in East Texas, he spent some time in Austin before moving to Davis, California with his partner.  In Davis, he received a masters degree in English Literature with a creative writing focus.  After his partner received a job offer at Chico State, Joseph came to Chico.  He has taught at Inspire for the last three years, and began his teaching career in the middle of the pandemic. He is particularly interested in the gamification of education and using video games as another(alternate) mode of literacy.  He is excited to learn and grow as an educator.   At Inspire, he serves as the Advisory coordinator and is also a member of the Equity team.  He also advises the Gay/Straight Alliance and the Film Appreciation Club.


Jania Johnson graduated from Chico State with a Bachelors in English in 2017 where she was named the Outstanding Bachelors of English for her graduating year. In 2018, she completed her residency in the 12-month RiSE program where she also earned her Masters in Education.  She has been at Oroville High School for five years: one year as a student teacher and four years independently in the classroom. Jania teaches English 10, English 10 Honors, and AP Language and Composition. For the upcoming school year she will also begin teaching ELD. She has a passion for rhetoric and composition and loves to unpack the power of language with her students. When not in the classroom, she enjoys reading (duh!), hiking, and folding pajamas with humans still inside (a.k.a Brazilian Jiu Jitsu). 


Cristy Kidd is a Bay Area native, now living and teaching in Redding, CA. She teaches Communication Studies at Shasta College and, starting in the fall, will be teaching at SCOE’s Independent Study program. She has an inherent inability to grasp the concept of “finishing” school, herself, and, as a result, has a B.A. in Communication, a M.A. in Mass Communication and Public Relations — both from University of the Pacific–and a M.Ed. with an emphasis in ELL Education from National University. Cristy spent two years as part of a cohort exploring effective teaching practices through the Association of University and College Educators, has been certified in ERWC curriculum and, now, is absolutely delighted to be a part of the Northern California Writing Project’s Summer Institute for the second time. Prior to teaching, Cristy worked in marketing and public relations, which she was successful at, but also miserable doing. Enter: education. Outside of school-life, Cristy is an avid reader, has been dancing since she was two, loves to bake, plays Dungeons & Dragons at least once a week, and lives for live music. She is married and the “mom” to two fur-babies. (And, yes, she does sleep, but she also lives for coffee).


Ashley Martinez is from the Los Angeles area and graduated from Chico State with a B.A. in English Education, minor in Organizational Communication, and a teaching credential. Currently, she teaches 8th grade Language (Writing) in Marysville Joint Unified. She has taught for 10 years, all in middle school and wouldn’t have it any other way. She started a Drama program and Literacy Committee at her school, in addition to being a new teacher mentor. When not working, she enjoys watching t.v., eating good food, and spending time with her husband and two sons. Ashley strives to provide her students with opportunities to think and write critically, while providing the best practices for instruction.


Zack O’Neill has a BA in English from UC Santa Barbara (2000), a Master’s in English from Sacramento State University (2008), and a Master of Fine Arts in Creative Writing from the University of South Carolina (2011). He has writing fellowships from the University of South Carolina (2008) and the University of Houston (2012), and has published a short story collection and novella at a small press in New York City (2017 and 2019). His website comphaunt.com has regular updates with stories about education, blog posts, and teaching materials instructors can use.


Dana Paz received her BA in Social Anthropology from the University of California, Berkeley in 2005. She lived and worked in her native Guatemala as a grant writer for international development projects for 12 years, writing grants in Spanish and English for large-scale projects in rural communities. She relocated back to California with her family and received her Masters in Education at Chico State in 2019. She is in her third year of teaching English Language Arts to 7th and 8th graders at CK Price Intermediate School in Orland, CA. As an immigrant from Guatemala who found academic success relatively late in life, Dana strives to build her students’ confidence in listening to their own voice and writing their own truths, sharing mentor texts from all walks of the wide world we live in. When she’s not teaching, writing or reading, Dana enjoys long bike rides, hiking, yoga and running. She’s also learning piano so she can jam with her 15 year-old son and her husband, who play the drums and guitar (respectively). 


Hillary Pierce teaches sixth grade at Chico Country Day Charter School. She is a recent transplant to Chico due to her spouse’s work in agriculture. Hillary grew up in Santa Cruz, went to high school in Italy, and after graduating from UC Berkeley in 2005, spent most of her adult life in New Mexico following a fateful long-distance bike tour to the area. Hillary enjoys the sense of community and endless variety of life in the classroom, and also seeks learning opportunities in a broader context. She has taught in kitchens, science and history museums, gardens, and wildlands. She is currently busy amassing and muddling through more books than are possible to read in a single human lifetime and/or poking around in the forest hoping to identify wild culinary mushrooms.


Denai Rubio is a Fourth grade teacher in Chico CA at a K-8 school.  She got her multi-subject teaching credential at Chico State in 2020, 15 years after she first graduated from Chico State with a Bachelor’s Degree in Geography.  She went back to school to get her teaching credential after spending time helping in her children’s classroom and realizing that she loved teaching. When she is not in the classroom you can find her spending time outdoors with her family.  She loves camping, backpacking and traveling.  She hopes to pass along her love of reading and writing to her students and is excited to be a part of The Northern California Writing Project. 


Marta Shaffer is a third-year English teacher at Oroville High School. She graduated from Chico State University with her BA in 2015, and her MA in English – Creative Writing in 2018. She worked as a first-year composition instructor at Chico State during and after her grad program. She quickly realized her strengths as a teacher lied (lay?) in celebrating students’ birthdays and giving them band-aids, rather than knowing how to properly use “lie” and “lay,” so she decided to pursue her single-subject teaching credential in the fall of 2018. She strives to create an antiracist, decolonized classroom where each student can see themself represented in the curriculum. At home, she enjoys watching Rick and Morty with her partner and their dog, cross-stitching, gardening, and laying (lying?) in her hammock. 


Kendall M. Smith is a high school English teacher at Willows High School. She was awarded Teacher of the Year in April 2022. She serves as the Varsity Girls Tennis coach, faculty support for the GEAR UP Program, an advisor for the Interact Club, co-advisor for the Junior Class, and is currently writing the curriculum pathway for Ethnic Studies. She completed her Master’s in Education with an option in Curriculum and Instruction through the Residency in Secondary Education (RiSE) Program at Chico State in 2017. Prior to that, she was an English tutor for Burmese refugees in Chiang Mai while studying abroad in Thailand as a Gilman International Scholarship recipient. The travel bug has since then inspired her adventures throughout Southeast Asia and Australia. During the summer she teaches for the Upward Bound Program at California State University, Chico where she helps students write personal statements for college admission. In her spare time, she enjoys plotting her next adventure, trail running, paddle boarding with her husband, kickboxing with friends, and studying Vedic meditation with some yoga in between.


Jera Verboom teaches English and ELD at Orland High School. She is the GATE advisor and a member of the EL Task Force and SEL Team. She is finishing her third year teaching in the U.S. and has also taught abroad in Tanzania, Egypt, and India. Jera holds a bachelor’s degree in anthropology with a focus in international relations from California State University, Chico, and earned her single subject teaching credential and a master’s degree in education through Chico State’s RiSE program in 2019. She is a proponent of culturally relevant classroom libraries and the purposeful allocation of time for independent reading and journaling. In her free time, she enjoys spending time with her family and animals (dogs and horses), reading, and traveling.

Applications open for our 2022 Summer Institutes!

Applications open for our 2022 Summer Institutes!

NCWP Invitational Summer Institute 

This summer (2022), we are offering our Summer Institute (SI) in a new, extended format to allow for deeper engagement and community support as we navigate exciting and challenging ideas together. This extended institute experience is open to educators across grade levels (from kindergarten to college) and disciplines. First, we’ll host a Summer Institute Intensive that takes place in person July 25-27 in Sacramento (lodging provided). Monthly follow-up meetings via Zoom through December will give us time to work with the ideas and texts introduced over the summer. Educators receive a $1000 stipend for their participation in the summer intensive, and another $1000 upon completing the follow-up sessions. Teachers can also purchase 1-3 professional development units.

Who should apply?

Any teacher (k-college) who wants to think about the teaching of writing with other educators in our service area. Educators who are ready to engage in conversations about equity, anti racist approaches to course design, and ways to create dynamic communities in education. Teachers should come from a variety of disciplines–math to social studies–as we believe that language is a part of every area of study. Our goal is to connect rural teachers in our network at the beginning of what we hope is a long career in education by offering ongoing support, resources, and meaningful professional inquiry.

What will we do?

At the center of our beliefs about professional development is that teachers are the best teachers of other teachers. For this reason, teachers in our Summer Institute Intensive and follow-up sessions read new professional texts, write together, share problems of practice, and create the kinds of support they want as educators. 

This year, our core texts are Linguistic Justice by Dr. April Baker-Bell and Holding Change by adrienne maree brown. Alongside these books, grade-level specific texts and resources will act as both lens and anchor to our ongoing conversations and imaginations around our teaching.  

Who is facilitating?

The team of facilitators cover a range of grade levels and contexts: Anthony Miranda is a 7th grade English teacher at Sierra Vista K-8 in Vacaville; Kyra Mello, co-director of the NCWP, teaches at Yuba Community College and is the former Chair of Distance Education; Sarah Pape teaches creative writing at Chico State and is the managing editor for Watershed Review. The team will be joined throughout the institute by other veteran teachers who will facilitate a variety of workshops related to the teaching of writing.

Deadlines, dates and location?

  • Friday, March 25th: Applications due. APPLY HERE!
  • Pre Institute Orientation 
    • Saturday, April 30th: Pre-Institute Orientation from 9-12:00 via Zoom
  • Summer Institute Intensive Retreat: 
    • July 25-27 in Sacramento (lodging provided, details TBA)
  • Four fall institute days:
    • Saturday, September 3rd, 9:00-12:00 via Zoom
    • Saturday, October 1st, 9:00-12:00 via Zoom
    • Saturday, November 5th, 9:00-12:00 via Zoom
    • Saturday, December 3rd, 9:00-3:00 pm on Chico State campus (other details to come)

Are there other details I should know?

  • Participants will receive a total of $2000 for participating—$1000 for the summer work and SI Intensive Retreat and another $1000 in December
  • Professional development units can be purchased (1-3 CSU credits for $60 per unit).
  • All materials, including current professional books for participants, are covered by NCWP and will be mailed to teachers’ preferred address.
  • We will follow the evolving state-recommended COVID protocols throughout our in-person programming.

Applications are due March 25th! We hope you will join us!

Link to application

Meet the NCWP 2021 Summer Fellows!

Meet the NCWP 2021 Summer Fellows!

We are excited to introduce the invited fellows for the NCWP Summer Institutes! This year, we are offering two institutes: one for teachers in their first five years of teaching–our Beginning Teacher Design Institute–and one for teachers who have been teaching more than five years, our traditional Summer Institute. Please welcome the new cohorts to the network of National Writing Project teachers! We are so excited to bring this group together to think about the teaching of writing.


2021 Beginning Teacher Design Institute Cohort!

Cecilia Allin

Cecilia Allin teaches English 9-12 and Drama at Westwood High School in rural Lassen County. This is her fourth year teaching English, and she completed her Masters in Education from Brandman University. Her background was in business management before she became a teacher, and she currently owns and runs Blue Ox Coffee shop with her husband. She grew up along the Central Coast of California, but fell in love with the Northern California area because of her love for hiking. She is an avid reader, and encourages her students to discover new authors throughout the year. She keeps a wide selection of young adult literature in her class for students to use as choice novels. She is very excited to be part of this summer institute, and hopes to learn strategies for helping her struggling writers be successful! 

Natalie Borer is originally from Grass Valley, California, but moved to Chico to pursue a BA in English Education and a minor in

Natalie Borer

Linguistics, which she received in 2015. Following her BA, she completed her Master’s in Education Residency in Secondary Education (RiSE) Program at Chico State in 2016. She is currently in her fifth year teaching high school English, 9th, 11th, and 12th grades, at Corning Union High School. Her aspirations as an educator include instilling the value of education and encouraging students to be lifelong learners. Some smaller hats she wears include being the junior class advisor, prom coordinator, book club leader, and Avid Site Team member. In previous years, Natalie has spent summers teaching for Upward Bound at Chico State, helping students write personal statements for college admission, but has recently taken the summers for professional development opportunities as well as for quality time with her husband and two children, who are her greatest joy. In her spare time, she enjoys reading murder mysteries and memoirs, hiking, Crossfit, crafting, and creative writing.

Nathan Collins

Nathan Collins started his teaching journey while completing his Master’s in English Literature at Chico State. Growing up in the tiny mountain town of Magalia, CA, his studies bent towards the literary exploration of the sublime in nature. Naturally (pun intended), he studied the Transcendentalist movement in 19th-century American Literature and wrote an innovative thesis on the interplay of Thoreau & Emerson’s works. While employed at the college, he devoured every teaching and mentorship opportunity he could find: including teaching First Year Composition classes, working as a mentor in the First Year Composition Jumbo class, the English Writing Workshop, the Educational Opportunity Program’s (EOP) Summer Bridge, and the U-Course—a collaborative, co-taught First Year Composition & Government class. Putting to work his background in journalism, he helped re-launch and re-brand the college’s literary journal, Watershed Review, served as its Editor-in-Chief, and co-taught the Literary Editing & Publishing class in support of the journal. He re-designed the graduate student literary journal, Manzanita, bringing the literary artifact up to industry standards in design for online and print versions. He served as the Editor-in-Chief and publishing liaison for the Chico State English Department’s in-house first-year writing textbook, Passionately Curious: Official Strategy Guide for Leveling Up in College Writing, while contributing one of his own essays on rhetorical moves in academic writing to the volume. After finishing the program, he devoted himself to his career in the music industry and music teaching, completing multiple tours and professional recording projects, while working as a private guitar instructor. After a few years of life on-the-road, he came home to complete the teaching credential at Chico State, co-teaching all-grade-levels of ELA and a Broadcast Journalism class at Paradise High School, in the school’s first year back on campus post-Camp Fire. He accepted a full-time ELA position at CORE Butte Charter School, a small non-classroom based K-12 school in Chico, CA, starting August 2021. He will be teaching musical performance & recording arts, ERWC-based ELA classes, and serving as a Personalized Learning Teacher. His nindo (ninja way): know your why, find your mentors, and “just keep swimming.”

Jasmine Corona

Jasmine Corona is currently teaching first-year composition at California State University, Chico. She is obtaining her M.A in English in the Language and Literacy pattern. Jasmine aspires to work with high school students after she obtains her M.A. Her research interests are language, literacy, and cultural rhetorics. She was recently awarded the Scholar for the Dream award at the Conference on College Composition and Communication and is an Adelante Scholar at Chico State. Jasmine likes to read young adult novels and spend time with her family during her time off.

Cristy Kidd

Cristy Kidd is a Bay Area native, now living and teaching in Redding, CA. She teaches at, both, Shasta College and Shasta High School in the Communication and English departments, respectively. She has an inherent inability to grasp the concept of “finishing” school, herself, and, as a result, has a B.A. in Communication, a M.A. in Mass Communication and Public Relations — both from University of the Pacific–and a M.Ed. with an emphasis in ELL Education from National University. Despite graduating (again) last summer, Cristy has spent the last two years as part of a cohort exploring effective teaching practices through the Association of University and College Educators, has been certified in ERWC curriculum and, now, is absolutely delighted to be a part of the Northern California Writing Project. Prior to teaching, Cristy worked in marketing and public relations, which she was successful at, but also miserable doing. Enter: education. Outside of school-life, Cristy is an avid reader, has been dancing since she was two, loves to bake (she’s currently working through a cookbook of 100 traditional British baked goods), plays Dungeons & Dragons at least once a week, and lives for (and sincerely misses) live music. If it isn’t apparent yet, she has way too much on her plate most of the time and, also, is on the Board of Directors for the Shasta County Arts Council and volunteers with the local PBS station. She is married and the “mom” to three fur-babies. (And, yes, she does sleep, but she also lives for coffee).

Andrea Marchyok

Andrea Marchyok Andrea is a former Art Teacher & Artist-in-Residence now teaching 3rd-6th grade for Northern United-Siskiyou Charter School in Mt Shasta. She loves small class sizes and project-based learning. She loves teaching Writing and Literature to her students and looks forward to spending more time writing this summer. When she’s free she’s painting, drawing, embroidering weird things and gardening.

Valeria Miranda

Valeria Miranda Hello! I’m a kindergarten and ELD teacher at Los Molinos Elementary! Los Molinos is about 30 minutes from Chico. I teach Kinder everyday and I work with ELD students about 2-3 times a week. So I’m very busy! Part of being the middle school ELD teacher, my goal is to have these kids pass that ELPAC test so I help asses them as well. This is my second year teaching. I received my credential in 2019 from Chico State in the Bilingual multiple subject program. I’ve worked in the migrant program in the past and enjoy working with emergent bilinguals. My personal interests include hiking, spending time with family and friends, and making crafty things on my Cricut!

Julia Murphy

Julia Murphy has racked up some serious mileage in 52 years, but–thanks to the fact she hangs out with teenagers professionally since 2014–maintains a saucy and immature demeanor. She has really done nothing of note and doesn’t have any professional confetti that would look good here, but is always either working, making art, sweatin’ to the oldies (like Primus! They’re oldies now!) or sleeping. This may or may not be true. Julia teaches Art and English, with an alternative education focus, and she has no idea how to compress her CV into a couple of paragraphs, having paid someone to write her CV once and my, wasn’t that $50 down the drain? She believes that metaphor is the flower and expression of humanity in every creative iteration; and that by finding the lodestone of metaphor in art and language to describe ourselves, our perspectives and experiences, and the world we inhabit…we can find our way. It can be a dead hard place here; the transformative power of creative expression—and a loving laboratory of co-conspirators—may be a lifeline for our beloved youths. Or, you know, maybe we’ll just tell some good stories. www.pedalpress.org 

Sara Murphy

Sara Murphy is a fourth year English teacher for Plumas Unified School District (the school district she graduated from) and currently teaches English 7, Pre-AP English 1, and Pre-AP English 2. In 2017 she completed the 12- month Residency in Secondary Education (RiSE) program at Chico State, earning her Masters of Arts in Education and Single Subject Teaching Credential. When Sara is not in the classroom with her “humans” (as she adoringly addresses her students), she can be found reading (in true English teacher fashion), walking in the beautiful mountains, building Legos, and spending time with her family and three chihuahuas.

Jill North

Jill North teaches 6th – 12th grade at Shasta County Independent Study in Redding California. She is also the College and Career Coordinator for Shasta County Independent Study and Shasta County Juvenile Court School. She has recently finished her credential program through National University in Single Subject English. Prior to teaching at SCIS, Jill was the co-coordinator of the Puente Program at Shasta College Tehama Campus as well as an English Instructor. Jill earned her BA in Literature from CSU, Chico in 2014 and her MA in English – Creative Writing from CSU, Chico in 2015. Her emphasis on her campus is to help grow the writing program and opportunities for students while working in a self-paced program. Offering students more writing opportunities to promote college and career readiness has been another goal while continuing to support her students in their other curriculum as well. When she is not teaching she can be found frolicking with her 17 goats and two dogs on her tiny ranch. If you ask her nicely she will recite all 17 goat names without any vocalized pauses.

Cecilia Romero

Cecilia Romero grew up in Los Angeles before moving to Chico to attend Chico State University. She obtained her BA in English in 2018, a MA in Education and a single subject teaching credential in English through the Residency in Secondary Education (RiSE) Program at Chico State in 2019. Currently, Cecilia teaches English Language Development (ELD), and serves as the ELD Coordinator for Live Oak High School. When she is not collaborating with colleagues and grading assignments, Cecilia enjoys hiking, indulging in YA novels, and embroidering.

Casey Van Attenhoven

Casey Van Attenhoven is an English Teacher at Corning Union High School, in Corning California. After completing community college, she graduated from California State University, Chico in 2016, where she majored in English and minored in creative writing. She returned to Chico State the following year for her Masters of Arts in Education and a Single Subject Teaching Credential through the school’s Residency in Secondary Education (RiSE) Program. Casey enjoys teaching various levels of English, especially when she has students for more than one year and can watch them grow. Casey believes building relationships with students is the first step in a successful classroom environment. She connects with students outside the classroom through coaching girls basketball, being a leadership advisor for the sophomore class, and co-leading the school Book Club. Casey integrates diverse texts and writers in an effort to expose students from her school’s small, rural town to different life experiences and viewpoints. Casey also volunteers with the National Teen Leadership Program (NTLP), an organization that builds teen leaders. Casey, an alumna of the program, values the impact the program has on teens because of the impact it had on her. When Casey is not working, she enjoys quality time spent with her boyfriend, family, friends, and two cats- Salem and Corny. She also enjoys decompressing in her yard after a long week.


2021 Traditional Summer Institute Cohort!

Brian Condrey

Brian Condrey has taught college composition and rhetoric for over 20 years, including the last 13 at Yuba College in Marysville, CA. In addition to his assignments in composition, Brian teaches American literature, Introduction to Film, and Ethnic American literature. He will be on sabbatical during the 2021-2022 academic year to work on a project to develop curricula based on inquiry- and problem-based teaching and learning models. Brian earned both his BA and MA in English from California State University, Chico. He enjoys growing things, fighting the good fight, and riding bikes to remote places. Brian and his wife are involved in transgender healthcare advocacy, including an initiative to identify and close coverage gaps in public employee health insurance plans across the state. He currently lives in a small foothill community in Placer County with his family and their two fierce dogs, Cookie and Shortcake.

Cassandra Dulin

Cassandra Dulin teaches English composition and literature courses at Yuba College, Marysville. She recently graduated with her PhD in Rhetoric and Composition with her research focused on supporting nontraditional students in the writing classroom, which has led to more serious thinking about how to structure best practices to make learning easier for them in her classes. She has learned that finding methods to assist nontraditional students has created better ways to address the needs of all learners, which is, ultimately, most important. She is always curious about new teaching and learning strategies and enjoys opportunities to talk about them.

Haley Hansen

Haley Hansen is an English teacher at Los Molinos Elementary. She teaches 6th, 7th, and 8th grade. Los Molinos is a small farming community 25 minutes north of Chico. With the entire school K-8 only having about 300 students enrolled, Haley teaches all of the middle school students at the school. In addition to being a classroom teacher, Haley is one of two English Language Development site coordinators in her district and focuses her work on Los Molinos Elementary. The cherry on top of Haley’s “Can’t Turn Down Anything To Help the School Out” sundae is being the yearbook advisor. Haley attended California State University, Chico where she majored in English Education and minored in Linguistics. After receiving her bachelor’s degree, Haley continued her education and was accepted into the RiSE program. Here, she obtained her California single subject teaching credential in English and her Master’s in Education. When she is not shaping the future of the world in her classroom, Haley enjoys camping, fishing, hunting, and spending time with her family and dogs.

Eileen Heisig

Eileen Heisig has been teaching for 13 years, 9 of those years at Fletcher Walker Elementary School where she is currently working as the 4th and 5th grade teacher. Eileen is always looking for more creative ways to challenge her students and she is very excited to be involved in the Writing Project. Being part of a small school district has allowed her to experience the responsibilities of testing coordinator, Junior High Independent Study teacher and the new teacher mentor. When not working, Eileen enjoys hiking the many challenging trails in Lassen County and riding her mountain bike.

Eva Horvath

Eva Horvath is a lifelong California resident who has been in the education for 15 years.
Her passions include developing mindful and equitable curriculum for her students as well as devising ways to dismantle racism, the patriarchy and all oppressive systems from the inside of her classroom. In her free time she volunteers for unhoused folks, advocates for harm reductions and equitable education policies, gardens and spends time with her two dogs, Rosencrantz and Avon Barksdale.

Susan Roll

Susan Roll is a professor and chair of the School of Social Work at Chico State. Originally from Boston, Susan worked as a masters-level social worker in domestic violence and women’s health for ten years prior to pursuing her PhD in 2006. Now she teaches graduate and undergraduate courses on policy and community organizing. Susan strives to maintain a good work/life balance through running, visiting the coast, and spending time with her new pup, Leti. @SusanSocialWork

Bernard Villavicencio

Bernard Villavicencio Teaching is a blast! Getting students to discover there is a world out there outside of their phones and T.V.s really drives me. I have been teaching English for over ten years and also coordinate the Shasta County Poetry Out Loud program and county competition.

Deep Dive and Teacher Inquiry: MOVING PAST THE ZERO: RE-ENVISIONING HOW WE GRADE

Deep Dive and Teacher Inquiry: MOVING PAST THE ZERO: RE-ENVISIONING HOW WE GRADE

Join us for one of our next workshop series. We’ll read together, learn from each other, and embark on educational redesigns, putting what we’re learning to practice.

Up next for spring 2021: MOVING PAST THE ZERO: RE-ENVISIONING HOW WE GRADE

In this inquiry group, we’ll read and discuss the book Grading for Equity: What It Is, Why It Matters, and How It Can Transform Schools and Classrooms by Joe Feldman. Feldman is a teacher, principal, director, and researcher who looks critically at standard, accepted grading practices questioning their ability to accurately and equitably assess student knowledge and growth. He offers alternatives that keep students motivated, assess students on course content, and create equity for all students. Please share with fellow teachers who would be interested in an inquiry into grading practices.

Open to all grades.  

Meeting dates: April 13 and 20; May 4 and May 18. Led by Nicole LaGrave. 

Deep Dive and Teacher Inquiry Community: (Re)Claiming Language Study Group

Deep Dive and Teacher Inquiry Community: (Re)Claiming Language Study Group

You are invited to participate in an exciting Deep Dive and Teacher Inquiry Community hosted by the Northern California Writing Project (NCWP).

The workshop series will begin with a collaborative, deep dive into Dr. April Baker-Bell’s Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy, Black Language before turning toward reflective action aimed at answering: (1) How does Anti-Black Linguistic racism operate in our own contexts? (2) How is White Linguistic supremacy maintained in our contexts? (3) How might we design learning spaces where students’ full linguistic repertoires are valued as more than a bridge to White Mainstream English? (4) What pedagogical innovations might be reimagined and enacted when we build from the claim that Black Lives and Language matter?

When:

The Study Group will consist of eight, one-hour long meetings on Tuesdays from 4-5 pm, Jan 12-March 9:

  • Jan 12, 19 & 26
  • Feb 2, 9, 16 & 23 (plus webinar with Baker-Bell on Wednesday, Feb 10, 4:00-5:00pm; see video from webinar below)
  • March 2 & 9

The series includes a special panel/webinar, “(Re)Claiming Languages: A Conversation with Language Scholars,” featuring Dr. April Baker-Bell (Professor, Departments of African American and African Studies and English at Michigan State University), author of Linguistic Justice: Black Language, Literacy, Identity, and Pedagogy (2020), in conversation with Chico State’s Dr. Sarah Trechter (Interim Assoc Vice President of International Education and Global Engagement and Professor of English) who studies the Lakhota, as well as language revitalization with the Nu’eta, and Dr. Aydé Enríquez-Loya (Associate Professor of English), who studies cultural rhetorics and femicides of Mexican/Mestiza women on the US/Mexican border. Facilitated by Dr. Kim Jaxon (Professor of English). Wednesday, Feb 10, 4:00-5:00, via Zoom. Open to all, including folks who may not be able to participate in our Deep Dive series. 

Where:

Online, via Zoom. Meeting details will be sent out to participants a week before the series begins.

Cost:

The cost to participate in this workshop series is $40.00. Once your participation is confirmed, you’ll receive instructions to submit payment. By participating, it’s also possible to earn two university credits for advancement on your institution’s salary schedule.

How to Be Involved:

The space is limited, and participants will be selected on a first-come basis.

To sign up, please complete the sign-up form. Please complete this form by January 1, 2021.

What You Need To Participate:

You will need to purchase a copy of the text. If this is cost prohibitive for you or you need assistance, please let me know, and we will do what we can to support you. If you have access to an academic library, you may be able to find an e-text in the ProQuest Database.

If you have questions, please reach out. Thank you and we look forward to working together!

Email questions: ncwp-admin@csuchico.edu

Link to flyer for book club

flyer for book club

California Writing Project Black Lives Matter

California Writing Project Black Lives Matter

We, the directors of the 15 California Writing Project sites, stand in solidarity with Black Lives Matter. We are saddened and horrified by the murders of the past few weeks—the latest manifestation of the racism that began 400 years ago with the colonizing of what is now the United States.

This is who we are and what we see
The CWP is a community of educators dedicated to collaborating with teachers K-University to improve student writing. Now, more than ever, we are seeing the power of words, in speech and in writing, as an energy that can transform individual lives and break down oppressive systems. We are encouraged by this time of collective raised awareness, and by the growing number of people who have found the words that capture meaning for themselves and for others.

The moment has given us pause to reflect on our work. We have not been explicit enough in communicating our vision of the future–a world where all students have the capacity to write powerfully towards the purposes they most care about. As teachers, we work within a system that continually perpetuates inequities. We seek to be a partner in the humanizing revolution that abolishes these injustices, making use of our positions and the particular power each of us has. This revolution must include all of us, of all ethnicities and races, working alongside those who have borne the brunt of our country’s most racist beliefs and systems.

This is our pledge
While a social justice stance has been the backdrop of our work these past 40 years, we pledge to intensify our efforts.  We will dedicate ourselves to nurturing a community that comes together through writing and teaching to address anti-Blackness and other forms of racism in our society and our schools.

We will encourage students, teachers, and organizations to use the written word to elevate the voices of those repeatedly marginalized and threatened.  The ability to respond to the world with the written word is one of the greatest tools we can offer. We will use this tool to disrupt the status quo, to shed light on injustices and effect change.

Further, we commit to creating safe spaces for teachers to listen loudly and engage in difficult conversations about matters of race, to sitting with the discomfort that allows self-examination and growth.

We must all break the silence.

In solidarity, California Writing Project Directors –
Tim Dewar, CWP Executive Director and South Coast Writing Project
Nicolette Amann, Redwood Writing Project
Louann Baker, Central California Writing Project
Martin Brandt, San Jose Area Writing Project
Kim Douillard, San Diego Area Writing Project
Kate Flowers-Rossner, San Jose Area Writing Project
Lauren Godfrey, UC Irvine Writing Project
Kim Jaxon, Northern California Writing Project
Peter Kittle, CWP Statewide Office
Agnes Mazur, Inland Area Writing Project
Carol Minner, Great Valley Writing Project
Katie Nguyen-Lake, CWP Statewide Office
Faye Peitzman, UCLA Writing Project
Karen Smith, Area 3 Writing Project
Katherine Suyeyasu, Bay Area Writing Project
Laurie Stowell, San Marcos Writing Project
Juliet Wahleithner, San Joaquin Valley Writing Project
Jenn Wolfe, Cal State Northridge Writing Project