How I Became a Teacher Writer


“I am a writer.”

Proclaiming these words invites my fifth grade students to do the same. Together, we are a community of writers who declare this truth: we dream, create, share and cheer together.

This classroom culture is a far cry from that of my new teacher freshness of 20 years ago. Then I stood before my students with the roles of teacher and student clearly delineated. In my early years, I served as the more knowledgeable other; teaching mini-lessons using a few recycled pieces of my own writing. Every unit I taught supported students in writing a form of one particular genre. Students had choice but in topic only. I relied heavily on teacher created checklists and rubrics to evaluate student work; work that likely ended up stuck somewhere at the bottom of a locker. I pulled up alongside students and conferred with them about their writing focusing on the question “What can I teach this writer?” rather than “How can I support this writer?” We sat together as teacher to student rather than writer to writer.

My metamorphosis from teacher to teacher writer evolved during the years of my ever- changing roles as

Fifth grade teacher
Literacy coach
Literacy specialist
Literacy coach
Literacy specialist
Fifth grade teacher

It traveled from the Italian neighborhood of the Bronx’s Arthur Avenue
to the bountiful apple orchard and rolling hills of Schuylerville, NY.

Now, my classroom resembles more of a writer’s cafe complete with soft music playing in the background. I carry my notebook with me always, opening pages to show my students what I am working on. During mini-lessons, I sit and compose with students in real time letting them see how as a writer, I too struggle with the blank page and finding just the right word to express my thoughts, feelings and ideas. And when we confer, I listen more than I talk. I follow my student writer’s lead and offer tips to nudge them further in that direction. I still use checklists and rubrics but now I create them with students and they serve as tools for goal setting and celebration.

What led to this transformation? A workshop with literacy coach Paula Bourque planted the seeds of my teacher writer identity. It was 2017, during my second stint as a literacy coach this time for the Schuylerville school district, when Paula encouraged us to schedule writing time in our daily lives. I always knew I had a book in me but I had no idea how to move from that desire to holding said book in my hands. Turns out, a writing habit and the support of groups such as TeachWrite and the Chippewa River Writing Project held the key. Shortly after that workshop, my dear friend and fellow literacy coach, Shelley Fenton and I formed our company, Lit Coach Connection. We launched our website just in time to participate in Two Writing Teachers’ Slice of Life Challenge during which we published a blog post daily. Having experienced the power of discovering our own writing identities, Shelley and I facilitated virtual summer sessions called “Connected Writing Teachers” in which we created space for teachers to experience the power of their writing voice.

Today I have a writing habit that includes blogging, writing in my notebook each morning, and plugging away at a memoir as well as a professional book.

But it was returning to “my home” as a fifth grade teacher that allowed me to embody the role of teacher writer. Having my own class of students allows me to put 20 years of professional learning into action. Truly, teaching writing again has been a constant source of joy.

SOL19 #30

8 thoughts on “How I Became a Teacher Writer”

  1. Wonderful! I still need to pick your fifth grade teacher brain for tips, musts, resources, as I “move up” to fifth grade for next year!

    1. Anytime, Erika! I have learned so much this year from teaching 5th grade again!

  2. Krista,
    All the best to you and the summer institute of the NWP! Exciting. Your sweet post makes me want to sit in your fifth grade “writer’s cafe complete with soft music.” I love that you compose with the students with your notebook and the empty pages that stare back sometimes. All the best on all your writing projects too…memoir and professional book, even!

    1. Thank you, Denise! I am so excited about the possibility of participating in the NWP summer institute! Fingers crossed!

  3. Krista, what a neat glimpse at the story behind the story. Teaching writing has always been one of my favorite aspects of the classroom experience, but it became so much more enjoyable after I adopted some of the practices you’ve described. I don’t doubt that your students are fortunate to have you back in the classroom where things all come together!

    1. Thank you, Tim! Teaching writing has been a constant source of joy this year! I am so grateful for it.

  4. If I understood your link from TWT correctly, this is part of your process to join the NWP sessions. Oh. My. Goodness. First of all, I loved this project. When we were in the first days with our group, I also enjoyed hearing everyone’s story of their life as writers. Most often, it was a bit sad to see this long place between school and that moment where writing took a back seat and the joy of it was lost.

    I was mesmerized by the time alongside you in your writing workshop. It sounds delightful!

    If your time with NWP is coming, enjoy it! It is one of my favorite experiences in professional development.

    1. Thank you, Cathy! Yes, I am applying to participate in the NWP summer institute. This post was part of my essay. I have heard such wonderful things! Fingers crossed!

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