Blogging about my practice has led me to these three insights:

Teacher writers need a community. 
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Teacher writers need to find ways to incorporate writing into their day.

Teacher writers deepen their practice each time they share their writing. 

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So how did I get started? 

In a new position, I found myself working directly with two teacher-bloggers. Simultaneously, we were also trying to figure out how the heck to design a literacy-based intervention program. So we turned to what we knew best: writing. That first year, we shared a daily journal where we logged all of our interactions with students and staff. 

The more we wrote, the clearer our ideas became about our charge at hand. And the clearer our ideas became, the more targeted our work became with our students. 

At one point, one of my colleagues was slammed for two writing deadlines and asked if I'd be interested in taking her spot for that month. I took her up on the offer, and that's how I got started. 

Over the last two years, I've contributed to NCTE, Oakland Schools Literacy, Nerdy Book Club and Eastern Michigan Writing Project. These experiences helped me to develop a voice not only as a blogger, but also as a teacher. 

In my role as interventionist, I am foremost an advocate for my students' learning. By raising my voice about how to make literacy instruction inclusive and accessible, I'm becoming a better teacher for my students. 
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