Summer Programs for Educators

Summer Programs for Educators

Registration and Discounts

How to Register

Option 1: Register online with a credit card.

Option 2: Register with a School Purchase Order
  • Download the paper registration form: 2024 BAWP Forum Registration Form and submit to (please do not submit via US mail)
  • Groups of 3 or more teachers from one school get a 20% discount! If paying online, discount will be automatically applied. If registering and paying with a school PO, apply discount to total.
I feel like my eyes have opened. I have been on a constant learning curve, yet I still got so much from this workshop. I think that teachers—new, veteran and in-between— can all benefit from the specific strategies for supporting English learners as writers from the get-go. I think this workshop happens at the right time for the summer, because with time off, I am excited about planning and implementing what I’ve learned.
ELA Teacher
Multiple pictures of educators engaging in professional development experiences.

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The BAWP Summer Program for Educators is designed for teachers, both beginning and veteran, who would like to learn more about Writing Project best practices. The program is organized and facilitated by veteran BAWP Teacher Consultants.

Drawing upon their own classroom practice, the instructors will provide a broad and deep perspective on the teaching of writing. Through a close look at specific instructional practices and student writing the program highlights the central role that teachers play in sparking enthusiasm and developing skills in student writers.

Participating teachers will have the opportunity to adapt these best practices for their specific classroom context by generating or revising integrated reading/writing lessons and units of instruction.

Summer 2024

Browse our offerings below!

Elementary Writing Design Lab

June 10 - 14, 2024
9:00 a.m. - 12:00 p.m.
Location: Berkeley Way West, Room 1215, UC Berkeley
K - 5th Grade Teachers
Registration Fees: $300.00
1 CEU available (additional fee, forms provided on the first day)


In elementary classrooms, writing can and should be happening in many spaces - in play-based centers and across all subjects. Yet many teachers feel stifled by the demands of mandated curriculum and its inattention to writing. Writing is not just linguistic practice but also a social practice. So how might we engage students in many different kinds of writing and sharing opportunities? How do we learn about our students through their writing, and how might we assess writing differently?

Elementary Writing Design Lab participants will engage in writing for themselves and reflect on their own teacher writer identities. They will experience workshops on writing in elementary school settings and discuss how to build writing into the learning environment. Participants will walk away with some lessons and practices for building a community of writers that they can try out in the first six weeks of instruction.

Maria Pirner is a National Geographic Certified Educator with over 11 years of experience in early childhood and elementary education in China, Chile, and the United States. For the past seven years, she has worked as a TK/K teacher and STEAM Lead at Korematsu Discovery Academy in Oakland Unified School District (OUSD). Driven by her passion for meaningful pathways for young people into STEM, Maria has partnered with OUSD, KaiXR, National Oceanic and Atmospheric Association (NOAA), and the Astronomical Society of the Pacific to create lessons, technological tools, and professional development that is deeply rooted in student interest, cultural relevance, and opportunities for amplification of student voice. She is currently pursuing a Master’s Degree in Biology through Miami University focusing her research on gray whale response to climate change and human impact.

Rafael Meza Duriez is a Ph.D. student in the Graduate School of Education at UC Berkeley. A Fulbright grantee, he specializes in early grade literacy, specifically identifying how preschool and elementary teachers provide liberatory writing instruction. His research focuses on determining the underlying pedagogical discourse of the literacy education curriculum in Nicaragua and on understanding the challenges of teaching reading and writing in rural schools. He also developed programs for Teacher Professional Development in Early Grade Literacy across Central America and the Caribbean.

Secondary Writing Design Lab

June 24 - 28, 2024
9:00 am - 12:00 pm
Location: Berkeley Way West, Room 1206, UC Berkeley
6th - 12th Grade Teachers
Registration Fees: $300.00
1 CEU available (additional fee, forms provided on the first day)


In the Secondary Writing Design Lab, participants will workshop practices in the Join us this summer in BAWP’s Secondary Writing Design Lab!  Together, we will workshop practices in the teaching of writing, explore issues of equity and teacher identity, and write for ourselves. The weeklong program will involve learning with/from BAWP Teacher Consultants, sharing about our own teaching contexts, and experiencing a range of writing practices - as part of a small cohort of teachers. The week will culminate with an Author’s Chair, where we share our own writing.

Anjali Kamat is a secondary ELD teacher and coordinator at Emery Unified School District. She has been teaching in Bay Area schools since 2000, and has also served as an instructional coach. Anjali is a Yale National Fellow and a VONA alumna. 

Ethnic Studies and Writing

July 22 - 26, 2024
9:00 am - 12:00 pm
Location: Berkeley Way West, Room 1104, UC Berkeley
Most relevant for 9-12 ELA teachers, but all grade levels and subjects are welcome!
Registration Fees: $300.00
1 CEU available (additional fee, forms provided on the first day)


In this weeklong workshop, teachers will have the opportunity to delve deeply into Ethnic Studies frameworks and disciplines as they are relevant in the English Language Arts classroom. As English Language Arts teachers, it is important to examine the power dynamics embedded in the English language itself. In Rethinking Ethnic Studies, the scholarship defines English as “a linguistic vestige of settler colonialism and white supremacy in the United States… We recognize that when we use English to communicate, we are fundamentally bound by the politics of racism, patriarchy, sexism, capitalism, and colonization buried within the English language.” We will reflect on this statement and discuss how to teach critical literacy while centering ES pedagogies and praxes. We will also delve into the four disciplines of Ethnic Studies to ground our work and discuss text selection in the classroom. Together, we will consider how we can apply ES frameworks and disciplinary knowledge in our ELA classrooms to help our students develop critical reading, writing, and discussion skills as we redesign and reframe writing assignments for our courses.

Hannah Hohle graduated from the University of California Berkeley with BA in American Studies and a minor in African American Studies. She received her M.Ed. in Secondary Literacy and Special Education from Lesley University. Hannah began her teaching career in 2014 as a middle school English and Special Education teacher in Washington, DC. For the last seven years, Hannah worked at independent schools in San Rafael, where she taught English, Ethnic Studies, and Asian American Literature. Currently, as a Teacher Consultant for the Bay Area Writing Project, Area 3 Writing Project, and the California History-Social Science Project, she co-develops and facilitates teacher professional development, summer institutes, and workshops.