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This engaged scholarship study examined ways that ongoing and embedded development
influenced teachers’ writing identities and confidence in teaching writing. The professional
development sessions, led by the literacy coach, created a rhizomatic atmosphere where each
participant took on a leadership role, which allowed for maximum focus on how to teach the
school’s culturally and linguistically diverse students. As a result, teachers began to see the
importance of conversation in becoming more confident writers and more confident writing
teachers. Additionally, as relationships and decision-making became increasingly democratic,
teachers began to see themselves as vital to the installation of a new culture of literacy and as an
important model of progressive writing instruction in the face of oppressive state testing.