Accountability pressures

, 52–53

Activity Logs

, 35

Affinity mapping

, 31–33

Alternative Certification Program (ACP)

, 64–65

Annenberg reform movement

, 3

Arts-based education

, 199, 208

Bildungsroman

, 194–196, 206, 208

culture and

, 196–197

identity and

, 209–210

learner identity

, 198

literacy

, 195–196, 202–203

narrative inquiry

, 197

reading

, 196

relationship

, 209

Black cyberculture

, 232–233

Black literacy educators

, 225–226

Budget concerns

, 52–53

Campus demographics

, 109

Chalk talk

, 31–33

#Citeasista

, 239

#CiteBlackWomen

, 239

Classroom Collaborative for Professional Development (CCPD)

, 194–195

Collaborators, in education

, 153–154

Connections activity

, 158

Critical Friends Groups (CFGs®)

, 155

gallery walk

, 160

Houston A+ Challenge

, 155

Houston Annenberg Challenge

, 155

interview

, 156–157

paper plate protocol

, 159

protocols

, 158–161

sample school reform initiative protocol

, 162

WITS Collaborative

, 156

Commonplaces

, 86–87

Community

, 22

classroom

, 24–26

collaborative

, 35

Critical Friends Group® (CFG) protocols

, 31

Goal Setting Protocol

, 37–38

Houston

, 39

site visits

, 35

WITS Collaborative

, 22, 30, 34

Comparative reading scores

, 9

Comparative writing scores

, 10

Consultancy protocol

, 31–33

Contextualized commonplaces

milieu

, 120

students

, 119

subject matter

, 119

teacher

, 118–119

COVID-19

, 10, 167, 195, 221, 245

collaborative model and framework

, 30

disruption

, 30

quarantine

, 39

Critical Friends Groups (CFGs®) protocols

, 31, 33, 155

Critical Teacher Talk

, 12–13

Critical technocultural discourse analysis (CTDA)

, 233, 237

Cross-institutional literacy partnerships

, 105–108

campus-wide tools

, 110

enactment

, 112–114

implications

, 114–115

objectives

, 108–111

preparatory considerations

, 111–112

rationale for

, 108–111

workshop approach

, 109–110

Cultural literacy

, 200, 204–205

Culturally relevant pedagogy

, 111

Data Room

, 134

Data sources

, 47

Destiny High School

, 3

Digital literacy

, 200

Disruption

, 23–24, 29–30, 35–36, 38–39

#Disrupt Texts

, 237–238

Diverse learners

, 111

Eagle High School

, 4

Educational inequities

, 34

Emotional literacy

, 200, 205

English Language Arts, Reading, and Communication (ELAR)

, 80

English language learner (ELL)

, 174–175

Environmental literacy

, 200

Funding

, 4

Gallery walk

, 160

Gentrimigration

, 171–172

administration

, 185–186

climate and culture

, 187–188

co-research participants

, 180–184

Gifted and Talented (GT) program

, 181

Hope demographic composition in 2000

, 175

Hope demographic composition in 2017–2018

, 175

inquiry

, 173–176

literature

, 179–180

methodology

, 179

narrative inquiry

, 179–180

teachers

, 185

Gifted and Talented (GT) program

, 181

Google Meets

, 112

Greater City Independent School District (GCISD)

, 42–43

Greater Houston

, 2, 4, 155–156

Hardy Academy

, 3, 153–154

Hope High School

, 171–172

Houston A+ Challenge

, 153–155

Houston Annenberg Challenge (HAC)

, 3, 63, 155

Houston A + reform movement

, 2–3

Hurricane Harvey

, 29–30, 41–43, 119

Impostor phenomenon (IP)

, 233

Instructional coaching methods

, 80, 82–83

Instructional improvement

, 91–92

Instructional planning process

, 109

International Baccalaureate (IB) school

, 143–144

Job-embedded professional development (PD)

, 23, 85

Knowledge community

, 118, 236

personal practical knowledge and

, 7–8

portfolio-based knowledge share and

, 235–237

social media scholarship

, 17

teacher growth and development

, 246–247

WITS writers

, 45

Knowledge sharing

, 85

Lesson planning

, 31–33

Literacy

coaching

, 83

cultural

, 204–205

emotional

, 205

multiple

, 197–198

visual

, 208

Literacy education

, 1, 6, 8, 15, 17

Literary critics

, 196

Meaning-making

, 221–228

Meetings

, 31

Memory Blueprint

, 125

Menil Collection

, 22

Microlab

, 31–33

Microsoft Teams

, 112

Multiple literacies

, 194–195

arts-based education

, 199

culture

, 196–197

learner identity

, 198–199

method

, 201–202

multiple ways of knowing

, 195

theoretical

, 199–201

Multiple Literacies Theory (MLT)

, 199–200

Narrative inquiry

, 41–42, 46, 80–81, 153–154, 217

bildungsroman

, 197

description

, 69

gentrimigration

, 179–180

interpretative tools

, 69

meaning-making

, 118

professional development

, 43–44

research backdrop

, 69–70

Writers in the Schools (WITS)

, 69

Narrative tools

, 46, 217

National Council of Teachers of English

, 84

National Writing Project (NWP)

, 131

The No Child Left Behind Act (2002)

, 70

Numerical literacy

, 200

Organization for Economic Cooperation and Development (OECD)

, 67

Pandemics

, 17

Paper plate protocol

, 159

Parallel stories

, 218

Parent Teacher Association (PTA)

, 143–144

Personal practical knowledge (PD)

, 7–8

principal leadership

, 68

Poetry

, 194–195

literature review

, 195–199

method

, 201–202

multiple ways of knowing

, 195

theoretical

, 199–201

Political literacy

, 200

Portfolio-based knowledge share

, 235–237

Principal leadership

, 61, 64, 67

experience

, 67–68

narrative inquiry

, 69–70

personal practical knowledge

, 68

teaching and learning

, 67

Writers in the Schools (WITS)

, 70–73

Professional development (PD)

, 41–42, 80, 99, 117–118

assessment data

, 85

job-embedded

, 85

narrative inquiry

, 43–44

overscheduling

, 51

school collaborative for

, 44–45

solving problems

, 85

student work examination

, 85

teacher

, 44

WITS Collaborative

, 119

Professional Learning Community (PLC)

, 27–28, 71, 120

Racial resegregation

, 4–5

Reading scores

, 8

Relationship building

, 71

Request for proposal (RFP)

, 111

Rodrigo Elementary teachers

, 143–144

Sacramento Area Youth Speaks (SAYS)

, 10

School-based inconsistencies

, 51–52

School budgets

, 39

School Reform Initiative protocols

, 13

School Writing Project

, 100–101

Scientific literacy

, 200

Secondary traumatic stress (STS)

, 43

Self-regulated strategy development (SRSD)

, 86

Social media scholarship

, 17, 231, 233

Black Twitter

, 237–240

preliminary analyses

, 233–240

Socioeconomic resegregation

, 4–5

Star High School

, 172

State of Texas Assessment of Academic Readiness (STAAR)

, 82, 138

Storied experience

, 217

Suburban East Middle School

, 64, 69–70

Supervisory leadership

, 87–88

Teacher Educators in the Field (TEFs)

, 80

campus and district administrators

, 91–92

campus-level

, 89

content

, 84

district-level

, 89–90

enactment

, 88–89

English Language Arts, Reading, and Communication (ELAR)

, 80

interorganizational

, 90–91

non- and for-profit partnerships

, 92–93

pre- and in-service

, 93

process

, 84–85

reflection and evaluation

, 85–86

role identity and expectations

, 87–88

roles targeting

, 94

suggestions

, 92

thinking narratively

, 86–87

Writers in the Schools (WITS)

, 80–81

writing-focused

, 82

Teacher professional development

, 44

Teacher sustenance, urban environments

, 121–123

Teacher Talk (TT)

, 12–13, 29

Teaching quality matters

, 67

Texas academic performance report (TAPR)

, 73

Texas A&M University Research Team

, 8, 154

Texas Council of Teachers of Language Arts (TCTLA)

, 162–163

Texas Education Agency (TEA)

, 72–73, 136–137, 162–163

Texas Gulf Coast

, 41–42

Text rendering

, 31–33

Trauma

, 50

Twitter

, 232

Urban context

, 1–6

methodological foundations

, 6–8

theoretical foundations

, 6–8

Visual literacy

, 200, 208

Wealthy suburb

, 176

Whole Grade Immersion Model

, 26

Workshops

, 13

Writers in the Schools (WITS)

, 2–4, 11, 41–42, 246

Activity Logs

, 35

challenges

, 164

coaching cycle

, 157

collaboration

, 70–73

creative writing instructor

, 129–130

narrative inquiry

, 69

phrases of impact

, 56

practice model

, 45

professional development coach

, 45, 101, 129–130

Professional Learning Community (PLC)

, 123–124

protocols

, 14

residency vignettes

, 135–146

site visits

, 35

Suburban East Middle School

, 64

Teacher Educators in the Field (TEFs)

, 80–81

teachers’ perspectives

, 48–49

workshops for

, 13

writers’ perspectives

, 53–57

Writers in the Schools (WITS) Collaborative

, 27, 80–81, 101, 109–110

campus teachers/administrators

, 36–38

collaborators, in education

, 156

Critical Friends Group® (CFG) protocols

, 31–33

data collection

, 133

monthly meetings

, 31

narrative framework

, 25–29

Parent Teacher Association (PTA)

, 143–144

praise and critique of

, 54–57

professional development support

, 120

WITS Houston

, 22

Writer’s workshop

, 162–163

Writer-teacher identity

, 129–130, 132

actualization

, 133–134

coaching residencies

, 146–147

data analysis

, 133

data collection

, 133

Data Room

, 134

limitations

, 133

Writing

collaborative

, 34

free-to-the-public student

, 22

Houston

, 22

personal narrative

, 35–36

reading and

, 22

teaching

, 24

WITS

, 26

Writing-focused Teacher Educators in the Field (TEFs)

, 82

Writing instruction

, 119, 126

Writing intervention strategy

, 93–94

Writing scores

, 8–9

Writing workshops

, 111

Zoom

, 112