Mission Statement

The Nebraska Writing Project, a network of professional educators and affiliated writers, provides opportunities to improve, enhance and celebrate writing for classrooms and communities across Nebraska.

Belief Statements

  • The best teachers of writing are writers themselves.
  • Teachers provide the best instruction for other teachers.
  • Anyone, no matter their ability level, can improve their writing in a supportive context with other practicing writers.
  • True school reform comes through democratic partnerships across grade levels.
  • Teachers, students and communities benefit when teachers form networks with other teachers and draw on collective expertise.


  1. To provide educators, through continuing Nebraska Writing Project programs, opportunities to:
    1. write,
    2. network with other teachers,
    3. reflect on and improve teaching, and
    4. act publicly to improve education in our state and region.
  2. To provide schools, colleges, and universities with an effective professional development model.
  3. To identify, celebrate, and enhance the professional roles of successful classroom teachers.

The National Writing Project

The Nebraska Writing Project is the state affiliate of the National Writing Project, a federally funded network of teachers that works to improve students’ writing abilities by promoting teacher development through summer institutes, year-long continuity and school inservice programs. Read more about the  National Writing Project.


To offer its programs, the Nebraska Writing Project requires a yearly budget of over $140,000. The bulk of this budget comes from local and national grants received for specific projects, most of which require matching funds.

Major donors have included:

  • National Writing Project federal allotment
  • Hillegas Charitable Fund
  • Nebraska Humanities Council
  • School at the Center
  • Rural Voices, Country Schools
  • University of Nebraska resources for faculty support
  • Spencer Foundation
  • Educate America Act

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