• Research is crystal clear: Schools that do well insist that their students write every day. (p. 28)
• Policy should aim to double the amount of time most students spend writing, require a writing plan in every school district, insist that writing be taught in all subjects and at all grade levels, and require successful completion of a course in writing theory and practice as a condition of teacher licensing. (p. 3)
• We recommend that state and local education agencies work with writing specialists to develop strategies for increasing the amount of time students spend writing.  (p. 28)
• Old workshop delivery models for teachers are giving way to vibrant ongoing professional learning communities where teachers generate, as well as gain, knowledge. The National Writing Project, arguably the most successful teacher network in the United States, offers a model of how to foster learning communities of teachers. (p. 25)

The heart of NWP-VT is the Invitational Institute. Held each summer at the University of Vermont, the Invitational brings together a group of experienced teachers of all subjects, from kindergarten through college. During four 4-day weeks– and in follow up sessions and initiatives– these teachers explore writing and the teaching of writing: They demonstrate to each other effective approaches to the teaching of writing, read and discuss professional literature, and work on their own writing.  These teachers begin working together to establish a corps of writing consultants for Vermont schools and school districts, in English classes and across subject areas. Beyond the Invitational, NWP-VT fellows may participate in Continuity sessions: Advanced Institutes and Study Groups enable teachers to focus on specific elements of their work: assessment, publication, inservice design. Continuity events also include opportunities for Vermont teachers to participate in national networks of the NWP focused on rural issues, teacher research, inservice or special needs students. The Vermont network also hosts reunions and social events to renew and celebrate the community. Another focus of the National Writing Project in Vermont is to assist institutions wishing to improve writing instruction throug inservice sessions. Schools, districts, and colleges can arrange for professional development workshops for their faculties. These programs are flexible and take various forms depending on the desires and needs of the participants. Session leaders will present specific approaches to the teaching of writing, and those attending the workshops will be writing and trying out these approaches themselves.