The Indiana Partnership for Young Writers provides ongoing and in-depth professional development to teachers in grades Pre-K through 8, with emphasis on inquiry-based, student-centered workshop teaching in reading, writing, math and early childhood education.

We help teachers hone their content knowledge, classroom strategies and evolving theoretical understandings of how children learn. We are not a short-term program or canned curriculum script. Rather, we work side-by-side with educators to make sense of existing curriculum tools—helping teachers apply these tools in meaningful ways in their own inquiry-based workshops. Because many educators in the Indiana Partnership for Young Writers community have participated in our programs for 10+ years, we know this is valuable training that teachers carry with them throughout their careers.

Our teacher development services are differentiated, customized to the needs of the schools who partner with us. Support to schools has included after-school study groups, in-class coaching and demonstrations, writer-in-residence visits, district-wide summer institutes, student assessment, grant writing assistance, and many other services.

Though our program began as a short-term pilot project serving a small cohort of teachers in three schools, we have demonstrated a need and demand for more far-reaching impact. In fact, we’ve served more than 1,700 teachers and 150 undergraduate teacher-interns from 177 schools since our inception in 1999.

Founded in 1999, at a time when policy makers were turning away from urban public schools, advocating standardized instruction, focusing language arts instruction solely on reading, and defining professional development—where it existed—as a trip to a large conference to learn a single curriculum tool, the Indiana Partnership for Young Writers forged a very different path. We invested the majority of our resources into Indianapolis Public Schools, helping teachers tailor instruction in a writing workshop to each individual child. We focused on instruction in the writing process, a subject that had never before existed in Indiana as a stand-alone content area in elementary or middle schools), while continuing to uphold the importance of publication rituals and written products. We supported teachers inside of their classrooms, demonstrating excellent teaching, connecting teachers to nationally renowned scholars and mentors, and challenging teachers to continually read, contemplate, debate and synthesize research published by leading scholars in literacy education.

At the demand of teachers and administrators, we have expanded our professional development model to include other content areas. Our pedagogical beliefs remain consistent, whether teaching writing workshop, reading workshop, math workshop or early childhood education.

The Indiana Partnership for Young Writers was established with funds from the Nina Mason Pulliam Charitable Trust as a two-year pilot project led by Orchard School. We have evolved into a nationally recognized program within the Butler University College of Education with offices inside the IPS Butler Lab School. We continue to serve Indianapolis Public Schools and IUPUI teacher-interns through a grant from the Indiana Commission for Higher Education.



director and workshop coach B.S.E., Elementary Education, Lesley College
M.S., Language Education, Indiana University
Ph. D., Language Education, Indiana University

Susan Adamson has served as director of the Indiana Partnership for Young Writers (IPYW) since 2002. She is also a faculty member in the Butler University College of Education and formerly taught in the School of Education at Indiana University Purdue University Indianapolis (IUPUI). With IUPUI colleague Dr. Beth Berghoff, Susan co-developed an evidence-based assessment tool called the “IPYW Narrative Writing Continuum” to track student writing achievement over time. She is a contributing author to Getting Beyond ‘I Like the Book’: Creating Spaces for Critical Literacy in K-6 Classrooms with Vivian Vasquez and others.

True to the tenets of writing workshop, Susan is passionate about publishing student writing. She edited and published Touching Water, Coming to Light, Moving Earth and Blazing the Real, four anthologies featuring text by more than 800 young authors.

Susan has presented at the National Reading Conference and conferences hosted by the National Council of Teachers of English, International Reading Association and Indiana Teachers of Writing.

Before moving to Indiana with her husband and two sons, Susan was an elementary teacher in Cambridge, Massachusetts.


program manager and workshop coach B.S., Early Childhood Education, Indiana University
M.S., Language Education, Indiana University

Libby has worked at the Indiana Partnership for Young Writers as the Academic Program Manager since the summer of 2011. Prior to working at the Partnership Libby worked in elementary education for more than 13 years, including 10 years as a primary grade classroom teacher. She is particularly dedicated to instruction in low income, multicultural and urban settings.

As a student in the cultural immersions program at Indiana University, Libby taught Kindergarten and first grade and supported dorm activities on the Navajo Indian Reservation in Navajo Mountain, Utah.

As a Fulbright Scholar, she taught reception class–England’s equivalent to Kindergarten–at Model Village Primary School in Shirebrook, Derbyshire, U.K., an old mining town. In this role Libby also observed schools in Northern Ireland, served as an ambassador of the U.S. education system and collaborated with teachers in England and Ireland to identify, gather and implement the best practices of educators from each culture.

In Indianapolis Public Schools, she led full-day Kindergarten, Title One first grade and primary classrooms (grades 1-3) at a Montessori magnet. Most recently, she worked as a first grade teacher and literacy coach at Christel House Academy, a charter school on Indianapolis’ near south side. While at Christel House Libby was the recipient of a three-year McCarthey Dressman Teacher Development Grant, where she established and led a cohort of elementary and middle school teachers committed to developing their own skills as writers and applying these experiences to their writing workshop curricula.

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