WriteBoston offers training and coaching for teachers, along with writing opportunities for students, built on the premise that powerful thinking and writing are inseparable.
WriteBoston’s unique approach to instructional support uses writing as a scaffold and entry point for deepening student learning.
Teens in Print is Boston's only newspaper by and for teens. Learn how to get involved—or get your students involved!
Our partners are transforming their approach to literacy and teaching writing. Read about the schools, districts, and organizations we've supported.
We offer training and coaching for educators, along with writing opportunities for students, built on the premise that powerful thinking and writing are inseparable.
We work alongside teachers, literacy coaches, principals, district leaders, and youth development professionals to meet the literacy needs of students.
Our work with educators and students impacts an estimated 12,000 young people each year.
Teens in Print is an organization in which no one is turned away or looked down on for their views. Everyone is accepted, valued, and always given chances to grow and thrive at their own pace. It’s almost like a perfect little journalism institute. TiP Alumna, Class of 2018
Working with WriteBoston is one of the few professional development experiences in which I feel that I am actually developing my skills as an educator.Veteran Special Education Teacher, Boston Public Schools
Being a part of TiP is one of the best experiences of my high school career . . . The opportunities, skills, and friends I got through TiP are irreplaceable, and I genuinely feel much more connected to my city and my community. TiP 11th Grader
Our coach caters to the needs of the teachers and students and designs strategies to enhance teaching and learning. She is approachable, knowledgeable, kind-hearted, and humble.Mid-Career History Teacher, Boston Public Schools
TiP put me in this new setting . . . not everyone looked like me, not everyone spoke the same languages as me, but we were able to have a conversation and build almost like a family. That’s important, especially right before you go to college. You already have that exposure to be around different people and different beliefs. TiP Alumna, Class of 2007
The professional development we have received over the years has been a game changer for our literacy department . . . Since working with [WriteBoston], we have maximized the learning minutes in all classrooms—students spend more time reading, writing, and discussing complex texts.Literacy Coach, Chelsea Public Schools
Hasina is a Staff Writer for Teens in Print and an 8th grader at the John D. O’Bryant School of Mathematics and Science in Boston. Read more of Hasina’s work for TiP here.
March 28, 2020 // Ever since schools in Boston closed down because of COVID-19, everything seems different. Yeah, it’s a break from going to school and waking up as early as 5 a.m., but there is something missing.
I’m not going to lie, when I saw that schools were going to be closed I was excited. Then after the first four days of not being in school, the fun slowed down and a dull, empty feeling kicked in.
During this time I could be lounging around and working whenever I want but something isn’t right. Its people. I miss their company and I miss talking to them. While I don’t talk to a lot of people in school, staying inside all of the time and not talking in person is becoming a pain.
Most of my friends agree that staying inside for a long period of time can get boring. With that being said, I have come to my conclusion: I took school for granted. I like talking to my friends and having fun at school, but schools shutting down has taken my social life away from me!
What I also took for granted was the one-on-one time available in the classroom. It is so much easier to work with a teacher in person instead of going online and watching videos that are accompanied by assignments and due dates. I kind of miss talking to my teachers as they would guide me through my work, and they’re literally the people that I talk to every day.
When I’m at home I get easily distracted by my phone and it doesn’t help that there is nowhere quiet enough for me to focus on all of my classwork. I also have to take care and keep track of my little sister while we are home, and people with siblings know how hard and tiring that can be. This causes me to miss Zoom meetings and miss out on learning opportunities in general. It all comes together to create this downward spiral. All-in-all I took traditional school for granted.
Cristian is a Staff Writer for Teens in Print and a Senior at the John D. O’Bryant School of Mathematics and Science in Boston. Read more of Cristian’s work for TiP here.
March 28, 2020 // Since schools are closed, students have no choice but to self-quarantine. Boredom slowly crept its way into my life and I was running out of entertainment, but then I realized something: I have a family.
Well, obviously, but it never occurred to me that I can have fun with them. Before the outbreak, I was rarely free to spend any quality time with my own family because of schoolwork, college applications, etc … I was by no means a stranger to having fun with my family, but I’ve never truly hung out with them. So I grabbed my deck of playing cards and asked my little sisters if they wanted to play some card games, and they agreed.
Before playing, my sisters admitted they didn’t know any card games, so I decided to teach them some. It was very humorous trying to teach little kids to play games because they often forgot numerous times what each card did, to the point that I wanted to draw them a detailed diagram about each card.
Eventually, they got the hang of it, and we started to really enjoy ourselves. We always like to poke fun at one another when someone makes a move that completely sabotages the other. When we were playing a game (that I am going to call sugarhead because its actual name is a swear word), I remember playing an ace, the highest value card, and the oldest couldn’t beat it so she had to pick up a 20-card pile. She was not happy, but the others and I couldn’t stop laughing because she swore she was going to win — Don’t you just love karma?
It was one of the most entertaining and funny nights of the week and we hope to do it more often. This was one of those genuine quality bonding moments that I’ve never really experienced with my sisters. This gave me hope that we can all get over these seemingly miserable times if we just find and explore the good things in life.
David is a Staff Writer for Teens in Print and a freshman at the Boston Latin School. Read more of David’s work for TiP here.
March 28, 2020 // Considering the month-long closing of Boston Public Schools, this past week has given me a lot to get used to. There are no live classes, so I’ve had to teach myself the content through textbooks. It’s been going well so far, but I don’t feel too confident about the new material. It’s hard to grasp new concepts without a teacher or someone explaining it to me but so far, Khan Academy has been my best friend. I’m scared though, as we have weekly assessments every Friday.
Regardless, that isn’t the worst thing that has been affecting my personal life ever since the pandemic started. My parents are my biggest concern; COVID-19 affects older people more, as the immune system in the human body gets worse as we age. COVID-19 also affects the respiratory system. The highest-risk person in my family is my dad, as he is the oldest and he smokes. This is sad because he is still being forced to work through all of this. Even though he does all the necessary precautions, such as wearing a mask and gloves, the risk is always there. It worries me how every day he is put at risk by going to work.
My parents have been super paranoid, and I haven’t been able to go over to my friends’ house or do something as simple as going for a walk. COVID-19 is very serious, and sometimes it’s scary to think that symptoms might not show for 11–12 days. I’ve been using all of this extra time to study more on past material, as well as catching up with a lot of shows I haven’t seen yet. I’ve also been trying to get rid of bad habits, such as sleeping in, staying awake for too long, over-eating, etc.
Overall, the coronavirus has been very new to me, as I’m sure it is to you as well. Try to get used to it, as it’ll all be over sometime. Always remember to stay safe, wash your hands, use gloves when going outside and stay inside if you feel sick.
By Student Name, Staff Writer for Teens in Print
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Lorem ipsum dolor sit amet, consectetur adipiscing elit. Nulla suscipit, nisl sed rutrum maximus, metus ipsum consequat augue, viverra maximus sem dolor vitae nisl. Sed ornare urna ultricies felis eleifend, eget egestas dui ultricies. In vulputate orci id auctor ultrices. Integer eleifend ipsum eu mauris luctus, sit amet auctor diam sagittis. Nulla lacinia mollis vulputate. In sed eros sed felis hendrerit dignissim. Aenean auctor eros nec libero dapibus, sit amet tristique purus dictum.
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Cristian is a Staff Writer for Teens in Print and a Senior at the John D. O’Bryant School of Mathematics and Science. He’s been writing for Teens in Print for 2 years. Read more of Cristian’s writing at LINK HERE.
By Student Name
Student is a staff Writer at Teens in Print and a Senior at Boston High School
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By Student Name
Student is a staff Writer at Teens in Print and a Senior at Boston High School
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by Student Name 2
Student 2 is a Staff Writer for Teens in Print and a Senior at Boston High School.
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Stacey is the Commonwealth Corps Program Manager for the Massachusetts Service Alliance. For the past few years, the Commonwealth Corps has partnered with WriteBoston to support two service members, who have joined our Teens in Print program and helped us reach more students.
How did you get involved with WriteBoston? WriteBoston applied as a Commonwealth Corps host site in 2018, and has been a host site partner for two years. WriteBoston hosts 2 full-time Commonwealth Corps members in the Teens in Print program who serve as Youth Program Associates, deepening the program’s college and career readiness services and supporting student writing growth in Boston. Through our partnership, our members are provided with a meaningful service experience and the TiP staff benefit from being a part of the larger Commonwealth Corps community of nonprofits across Massachusetts.
What’s most unique about WriteBoston? Our Commonwealth Corps members at WriteBoston have been able to serve directly with students in the Boston Public Schools while thinking more broadly about how they can support students’ college and career readiness. They have developed creative programming that keeps students engaged and excited about learning.
Why is it important to support this work? Through their service at WriteBoston, our Commonwealth Corps members will impact approximately 150 under-resourced Boston students by providing individualized writing support and wrap-around services that target college and career readiness skills. In addition, they will leverage 25 volunteers that will support students’ writing and thinking skills through mentoring relationships centered around reading, writing, and career and college exploration. This is an incredible impact of which we are proud to be a part.
Liz is a Writing and Instructional Coach at WriteBoston. For the past two years, Liz has worked with educators across Greater Boston to hone their teaching practice and improve students’ literacy learning.
How did you get involved with WriteBoston? I have been an instructional coach at WriteBoston since 2018. After years of teaching and some experience as an administrator, I wanted to find a place where I could work with a wide range of teachers on issues that truly mattered to them and made a difference in the experiences that students would have in their classrooms. WriteBoston has allowed me to be that supportive presence in schools where teachers are excited to learn and it’s been such a privilege to work alongside teachers every day.
What’s most unique about WriteBoston? We are able to provide professional development that is thoughtfully tailored to support and complement the on-going work and address the unique needs of a particular school, as opposed to using a “one-size-fits-all” approach.
Why is it important to support this work? Teaching is hard work and teachers deserve high quality professional development opportunities and personalized coaching that equips them to better serve their students and leads them to feel respected, confident and fulfilled.
Cynthia is one of WriteBoston’s most dedicated, long-term supporters and a fierce advocate for students’ educational opportunities.
How did you get involved with WriteBoston? My involvement with WriteBoston, spanning more than a decade and a half, dates back to a chance encounter with a former board member who invited me to WriteBoston’s annual benefit, Pros&Conversation. At this gathering, I was impressed to learn that WriteBoston not only has developed programs for mastering writing, but is also reaching out to classroom teachers across Greater Boston, working with them on educating teen students coming from challenging and diverse backgrounds on the art of writing well.
Having been the first in my Lebanese immigrant family to attend college, I know firsthand how my ability to read well and write skillfully has made all the difference in giving me access to a world I would never have known: a world filled with possibilities, adventure and enrichment. This is the world we all desire for our own children and should be the world we want for every child. WriteBoston gives that opportunity to Boston’s underserved children and because I believe their voices must be heard and their futures made more secure, I fiercely and passionately support WriteBoston.
What’s most unique about WriteBoston? There is no doubt that skillful, articulate writing impacts the success of any student. Without that skill, students have little chance of advancement. Through teaching effective writing skills, WriteBoston is changing the course and future of these young people.
Why is it important to support this work? These days my hope is coming from the socially conscious, politically active, determined young people demanding change. Their cries for a more just and safe nation are the cries we hear from our teens, too. WriteBoston, thankfully, is giving these young students the tools to think critically and write effectively so their voices can be heard loud and clearly.
Brian, EVP and Partner at CTP, has supported WriteBoston in a number of ways, including hosting career exploration days at the CTP workplace for teens, and producing an organizational video for WriteBoston.
How did you get involved with WriteBoston? I was invited to WriteBoston’s Pros&Conversation annual event in 2017 and I was blown away by the mission of the organization, the leadership, and the level of work these young people were producing. So I looked for an opportunity to get involved. As a former journalist and a communications professional I appreciate the talent and the drive of the students. So for the past two summers we’ve had groups of young people from WriteBoston spend the day at our marketing agency CTP (@CTPBoston), to shadow our teams and learn how they one day could apply the communications skills they’re developing to a profession like ours.
What’s most unique about WriteBoston? WriteBoston is unique because of its approach to helping students become brilliant communicators by letting them practice real journalism.
Why is it important to support this work? Learning how to communicate with clarity and imagination will shape the lives of young people academically and professionally. But it will also help them shape society.
Michelle is a special education teacher for 7th and 8th grade English Language Arts and Math at McKinley South End Academy. She’s worked with a WriteBoston coach for the past few years to incorporate high-quality literacy practices into her classroom.
How did you get involved with WriteBoston? We are in our second year of partnership with WriteBoston. I was first introduced to the program through my literacy coach, with whom other educators at my school and I meet weekly with for professional development. WriteBoston has become a staple at these meetings. Our WriteBoston coach conducted audits at the beginning of the year and observed the amount of reading, writing, and discussing that occurred during a class period. We then used and continue to use this data in a number of ways including to reflect on what we’re doing well, areas in which we can improve, and, most importantly, how we can serve our students in the most productive ways possible. Our coach has provided tools, lesson plans, and write-to-think strategies that have rejuvenated our goals as educators and our students’ progress as writers.
What’s most unique about WriteBoston? What is most unique about WriteBoston is the attentiveness and genuine care and interest of our coach, Liz. It is clear that Liz doesn’t just see this role as a job that needs to get done, but as an investment that is worth every ounce of effort. I meet weekly with Liz one-on-one and what strikes me the most is that after every meeting or observation she always shares her thoughts. If it was a meeting she will reiterate what I said, validate my concerns, and work on ideas and solutions to my questions. If it was an observation, she highlights what impressed her, commends my efforts when challenges arise, and is ready with questions about why I chose a certain approach or if I have ever tried this tool, etc. The simple feeling of being heard is a powerful one. [My WriteBoston coach] has helped my confidence as a teacher so much. I am in my second full year of teaching so it is easy to become overwhelmed, but Liz has been there for me week after week with her positive reassurance.
Why is it important to support this work? It takes confidence to lead a group of young minds. Not only has WriteBoston given me a foundation of tools and resources, but, most importantly, the confidence I need to maximize those resources.
Pamela is a Medical Assistant Instructor at Madison Park Technical Vocational High School. She’s worked with a WriteBoston coach for the past year to incorporate literacy practices into her classroom.
How did you get involved with WriteBoston? I have been teaching nursing instruction for the better part of 30 years. I hold a Masters in Nursing Education and the majority of my teaching experience has been with young and middle aged adults. That being said, I thoroughly enjoy the population of students at Madison Park, and I have always been a fan of pedagogy in my adult classroom. My first exposure to the WriteBoston curriculum was my first week of employment. I was fortunate to have been assigned to professional development classes with Kelly [a WriteBoston coach]. Incorporating literacy into every lesson plan was not easy at first and I struggled initially. I’m a vocational teacher, not an English teacher, right? Boy, was I wrong. Today I am totally invested in the literacy strategies and I include multiple strategies into one lesson. My lesson plans are tailored to my population of students. I see the results in the students’ faces when they are engaged and ready to learn.
What’s most unique about WriteBoston? WriteBoston has provided me a whole new approach to teaching vocational content and literacy at the same time. I call that a win-win! WriteBoston has allowed me to teach reading in more creative and effective ways. My students are more engaged and actively communicating and learning from each other. [The WriteBoston strategy] enables my students to actively connect in text and enjoy literacy.
Why is it important to support this work? It is important for educators to assess and continually re-assess learning. The whole WriteBoston theory of teaching literacy is so important for the population of learners that I currently have. Some of my students are [English Learners] or just have poor reading and writing skills in general. Being aware of the class language proficiency levels and learning styles helps me to create and modify lesson plans that contain the important speaking, writing, reading and language skills.
In summation: I am a true believer of WriteBoston’s [work] and I have witnessed students’ positive growth in literacy with the strategies recommended by WriteBoston. Support is needed by all educators to ensure that our students have the tools they need to succeed and understand language with proficiency.
Michael is an assistant principal at Collins Middle School in Salem. He’s working with a WriteBoston coach to engage eight grade students in authentic discussions around complex texts.
How did you get involved with WriteBoston? [At Collins Middle School], we were looking to push some of our veteran staff. We wanted and needed to increase student ownership of the learning and WriteBoston has people with the experience to get us to move our instruction to the next level.
What’s most unique about WriteBoston? I like the fact that it’s an additional resource to go above and beyond what our school priorities are and can tier the professional learning that’s taking place in the building.
Why is it important to support this work? Because school resources are tight, often veteran teachers don’t get the professional learning they need in order to continue improving their practice. Having the additional support [from WriteBoston] allows us to do that. We need our literacy coach to be doing things like running data, helping new teachers, and in general getting everybody aligned and running. The WriteBoston coach is able to differentiate and work with veteran staff in a way they will not otherwise get.
Michaelle is a staff writer for the Teens in Print student newspaper and a freshman at Boston Arts Academy.
How did you get involved with WriteBoston? I got involved with Teens in Print ever since Carla [TiP’s Program Director] came to my school to talk about this opportunity . . . I soon officially joined. Now I write articles for my enjoyment.
What’s most unique about WriteBoston and Teens in Print? The most unique part about WriteBoston would be our relationship with each other and how TiP prepares us for scholarly writing and resume building.
Why is it important to support this work? I feel it is important to support this work because there are others who are passionate about writing. Not many people have the opportunity to let their voice be heard, speak for themselves and share their ideas. It’s also a great way to productively do something with your time. It helps youngsters with dreams of becoming a journalist in the future and gives us a higher chance of being accepted into colleges/universities. Overall, I feel TiP sets the perfect example for students and offers LOTS of opportunities, networking skills, just the basic needs of survival in the outside world.
Clinton is an alum of the Teens in Print program. He wrote for the paper before graduating high school in 2018. Clinton is now a sophomore at The University of Massachusetts Amherst.
How did you get involved with WriteBoston? I got involved with WriteBoston my sophomore year of high school through their Teens in Print and Summer Journalism Institute program. I am involved today by keeping in touch with previous mentors such as the program coordinator, Carla Gualdron, who will always keep a place in my heart. She has inspired me to major in journalism and hopefully one day I will come back and share my knowledge with aspiring journalists of the program.
What’s most unique about WriteBoston and Teens in Print? Teens in Print is the only free program that allows youth to write for a city-wide print newspaper and cultivate their knowledge in the field of journalism.
Why is it important to support this work? Journalism is not appreciated enough, especially when some deem it the “enemy of the people.” WriteBoston shows the importance of the press and gives skills that are transferable to virtually any job.
Elebetel is an alum of the Teens in Print program. She wrote for the paper before graduating high school in 2018. Elebetel is now a sophomore at Tufts University studying African History and Philosophy.
How did you get involved with WriteBoston? My high school had a Writers Room that I used to go to during classes and after school. One of these days, Teens in Print was having their weekly meeting so I decided to join them (they also had food). After I started writing for the publication about literally anything and everything I was passionate about, there was no limit. I spent a lot of time in the Writers Room with my best friends and we had a lot of heated discussions about current events. Now, when WriteBoston is having an event and/or reaches out to alumni for support, I do my best to give back and be a part of the growing community.
What’s most unique about WriteBoston and Teens in Print? For me, it is the fact as a writer you have no limits on what issues you can cover and even how you go on about it. In fact, WriteBoston connects you with people who have years of experience and are able to better guide you in the process of covering a story.
Why is it important to support this work? As a result of my time as a TiPster [Teens in Print reporter], I have gained valuable and useful skills as both a writer and a reader. I recognize the value of a person’s voice, story, and seek out people’s agency in seemingly desperate situations. I am very grateful for all the opportunities WriteBoston and TiP have given me and look forward to the work they will do in the future.
Derrick is a WriteBoston Board Member, photographer, and career journalist who wrote for The Boston Globe. Derrick shares his writing and photography skills with budding young journalists in the Teens in Print program.
How did you get involved with WriteBoston? I was invited by my Boston Globe colleague Bob Turner to join the board. I remain on the board, and mentor Teens in Print youth journalists when appropriate.
What’s most unique about WriteBoston? It is as close as I can imagine to the Model Cities after-school youth writing and journalism program I benefited from in Milwaukee in the early 1970s.
Why is it important to support this work? The pen is mightier than the sword and we need inquisitive, literate, and eloquent urban youth of color, and youth from difficult backgrounds to be equipped to force America to confront on the negative side its differences, disparities, discrimination and disenfranchisement, and on the positive side, provide an inspiring look into their culture, vision and hopes for making this city, country and world a better place than what we’re leaving them.
David is an English Language Arts Teacher at McKinley South End Academy, a Boston public school providing special education to students with emotional and behavioral needs. David has worked with a WriteBoston coach for the past few years to incorporate literacy practices into his classroom.
How did you get involved with WriteBoston? WriteBoston has been providing coaching for the English teachers such as myself at my school, McKinley South End Academy, for a few years. I attend weekly meetings with our consultant, Liz Leidel, and she observes my class most weeks. We also often meet before and/or after to discuss the observation.
What’s most unique about WriteBoston? Professional development meetings, consultation, and observation are often not stimulating or useful. WriteBoston’s are. My teaching, 33 years in, is being improved as a result of working with Liz, my WriteBoston coach.
Why is it important to support this work? There is much debate about how to improve teaching, but this is not open for debate: WriteBoston makes a tangible contribution to the enhancement of our skills.
Cristian is a staff writer for the Teens in Print student newspaper and a senior at John D. O’Bryant High School.
How did you get involved with WriteBoston? I was invited to attend a [Teens in Print] session near the end of my sophomore year by someone who works with Teens in Print, and she encouraged me to join since she thought it would be a good fit for me. I was hesitant at first, but I did attend, and after hearing all the cool and amazing things the [TiP students] have done and have written about, I was immediately hooked and decided to join the following year. I am now an affiliated staff writer with Teens in Print, writing articles about issues I feel are important and need to be addressed. I will hopefully be involved with TiP in future endeavors because it truly is an amazing program.
What’s most unique about WriteBoston and Teens in Print? Teens in Print is accepting of different ways of thinking. I feel like I can write an article that challenges most people’s views and everyone would be respectful of my opinions, which is so rad.
Why is it important to support this work? Today, most people overlook the opinions of the younger generations, claiming we’re “too young.” Teens in Print changes that by giving us young people a way to voice our thoughts.
Eddie is a staff writer for the Teens in Print student newspaper and senior at The Roxbury Latin School.
How did you get involved with WriteBoston? I was a junior in high school and I needed a job. My sister had been working through the City of Boston’s SuccessLink during her summers so I figured I would do that too. As I began my search I was plagued with camp counselor jobs, clean up jobs, and all the other bland, cliché, and typical jobs everyone else had. Before I bit the bullet to become a camp counselor I stumbled upon something called “WriteBoston,” another job listed on the site. It intrigued me so I did some digging to satisfy my curiosity because I didn’t want to sign up for anything I would regret. After my interview I realized I would actually have the chance to grow and mature while I worked on my writing skills. SJI turned out to be a great experience I would do twenty times over before I became a run-of-the-mill high school camp counselor. Today I’m a Staff Writer and I would like to be more involved if my school’s schedule would not be so packed and complex.
What’s most unique about WriteBoston and Teens in Print? When I joined WriteBoston I realized the work the staff does for us goes far beyond journalism. Yes, we are training our journalism skills but we are also being taught how to be productive adults.
Why is it important to support this work? The work we do at Teens in Print is multifaceted; we are working to become journalists but through that work we build a network, we mature, and we prepare to face the real world with the right tools.
she/her/hers
617-541-2635
Carla’s story with WriteBoston is a quintessential one of things coming full circle. As a sophomore at the former Media Communication Technology High School in West Roxbury, she joined the Teens in Print newspaper as a staff writer. It was there that she got her first taste of ink. That feeling of accomplishment in seeing her name in print sent her on a quest to become to journalist. A Boston native, Carla stayed local and attended Emerson College where she earned her degree in print journalism. Since then, Carla has quenched her thirst for bylines through the Boston Herald, El Mundo newspaper, and The Enterprise. In 2016 Carla returned to Teens in Print as the Program Director, hoping to inspire budding cub reporters.
she/her/hers
anneshackleford@writeboston.org
617-541-2663
Anne Shackleford joined WriteBoston in 2012 and manages the organization’s communications, grant writing, and fundraising. (If you call the office, you’re also most likely to hear her voice.) Prior to coming to WriteBoston, she lived in Providence, RI, where she amassed an impressive collection of art created by other people’s children from working in communications and development at a youth arts organization. Before that, she spent two years working one-on-one with college students as a writing center tutor: helping freshman football stars navigate their first college essay to working with international graduate students as they express the minutia of turf grass science. The experience of working closely with other writers—talking and thinking about the writing process—gave her a deep appreciation of how writing can push real reflection and growth in thinking. Anne is a proud alumna of the AmeriCorps VISTA program, having served two years. She graduated summa cum laude from the Ohio State University with a BA in English and minors in professional writing and business. She’s inspired by great theater, weird art, and the amazing perspectives and voices of young people.
she/her/hers
kellyknopf-goldner@writeboston.org
617-541-2665
Kelly’s 25 years in education—as a teacher and coach—have all been dedicated to uncovering the writer and reader in every student. Whatever a child’s passion, she believes strong communication skills will ensure they achieve it. She also believes in the necessity of literacy to make sure young people enter the world beyond school as informed, critically thinking citizens. Kelly has taught in private and public schools, coached teachers in and around Boston, and edited and published teen writers at TeenVoices Magazine and Boston Teens in Print. She has been at WriteBoston since 2003, aside from a recent stint back in the classroom. She’s a book junkie and with her family loves to cook, hike, camp, and watch old comedies.
she/her/hers
Before coming to WriteBoston, Liz was a high school history teacher for seven years in Worcester, MA, where she was also the Mentor Coordinator. She has also taught at the middle school level and was on the leadership team at a school in Springfield, MA in its second year of turnaround. She loves talking with teachers about their craft and she loves hearing from students about their learning. As a teacher and coach, she focuses on instilling the kind of reflection and problem-solving that leads to lifelong learning and growth. She has worked with educators at all stages of their careers and in all subject matters. No matter what grade, level, or content, Liz believes every teacher is a teacher of literacy. She and her partner, who is also an educator, love to read and explore with their two children and together, they think a lot about storytelling, play, and the things that children need in order to grow into confident and compassionate young adults.
she/her/hers
617-541-2628
Sarah is excited to join TiP as their first ever College and Career Readiness Coordinator! Her role will consist of supporting students through the application and essay writing process. Before joining TiP, she graduated from Smith College with a B.A. in English–and then moved to Boston to work as an AmeriCorps in a sixth grade classroom.There she discovered a passion for helping students find their own voice in fiction, poetry, and prose. This year, she hopes to help students feel less overwhelmed with college applications and write the college essay of their dreams. In her free time she enjoys wandering around Boston, reading poetry, and encouraging people to read The Lightning Thief.
she/her/hers
617-541-2631
A native Oregonian, Sarah moved to Boston for love in Y2K (despite the hype, the world didn’t come to an end) and hasn’t looked back. While she remains curious about the many career possibilities left unexplored – professional sewist, craft blogger, face painter, fabric designer – her passion for education is fueled by the insatiable curiosity of her two children and her husband, the dedicated middle school teacher who convinced her to pack her bags for Boston.
Before assuming the role of Executive Director in July 2016, Sarah worked at WriteBoston for 5 years in roles ranging from Grant Writer, Director of New Business and Evaluation, to, most recently, Deputy Director. Sarah brings over 15 years of leadership, program management and partnership development experience through a range of roles within education intermediary organizations. Notable past employers include City Connects, the Boston Plan for Excellence, and the Boston PIC. She earned her Master’s degree from the Education Policy and Management program at Harvard University.
When she’s not learning how to play Pokémon or supervising messy cooking projects with her children, she should be reading, running, or improving her garden.
she/her/hers
617-541-2626
Liberty grew up on a small chicken and goat farm in in North Carolina. She moved to Boston to attend Northeastern University and graduated with a B.A. in Human Services. To her own surprise, she grew to love Boston and learned to tolerate the winter. As an avid reader, she’s always cherished good writing and has acted as an editor for the better part of her life. She finds joy in encouraging others to embrace their unique voices and gain confidence in their prose.
Prior to WriteBoston, Liberty worked at two other nonprofits in Greater Boston, as a freelance editor, and at two flower shops. Liberty is a serial book and plant collector and in her free time, can be found reading a good novel, baking, or tending to her growing collection of house plants.
they/them/theirs
jasmineheyward@writeboston.org
617-541-2650
Jasmine joins WriteBoston after earning a journalism degree at Northeastern University. During their studies, they fell in love with working with students, volunteering with Generation Citizen, Let’s Get Ready, the Boston Debate League, and more. They serve as Teens in Print’s Senior Associate, developing TiP’s programming, editing the newspaper, and mentoring students. Jasmine’s journalism background includes bylines with Boston.com, The Boston Globe, and The Christian Science Monitor. When they’re not at work, they enjoy playing video games, watching cooking shows, and trying new international foods.
she/her/hers
617-541-2651
Prior to joining WriteBoston, Scarlett spent a decade serving as a high school English teacher and administrator in Lawrence Public Schools. Her greatest accomplishment there was being a part of the team that took one of the high schools from a Level 5 turnaround school to a Level 1 school. She is a teacher at heart and that comes through as she works with teachers and students. Scarlett believes education is an equalizer that can open doors and change lives for the better. Working with teachers to make grade level standards accessible to all students is something she loves about her job. When she is not in schools, she can be found eating doughnuts on Saturdays, laughing with her family, and listening to podcasts while she walks her dog.
he/him/his
617-541-2627
Born and raised in Boston, Elvis has developed a profound love for the city and believes it has played an integral role in the formation of his identity. Choosing to stay in Boston for his undergraduate studies at Boston University reaffirmed his love for his hometown and allowed him to get involved in his community. Through working with programs like the Paul Robeson Institute, Upward Bound, and the Boston Debate League, he found his passion for working with youth. Elvis draws his inspiration and motivation from the students he has worked with and hopes to encourage those around him to serve the communities that need it most. His desire to be of service has landed him a position with the Commonwealth Corps as a Youth Program Associate and he hopes to help students find their voices.
she/her/hers
617-541-2664
Annie joined WriteBoston as a Commonwealth Corps Program Associate because she loves writing and working with students to help them love writing, too. Having seen Good Will Hunting one too many times, Annie moved to Boston from Northern Virginia to serve for an AmeriCorps Program, City Year. During her time at City Year, she served at Tech Boston Academy in a 7th grade ELA classroom and fell in love with tutoring students and beating them at the card game “Speed” every day at lunch. Although she is unsure of what her future holds, she knows she wants to continue to support students whether that be in a traditional classroom setting or through educational nonprofit work. She hopes that this year she’ll be able to meet more fun, weird, and cool kids who inspire her. When she is not serving, Annie loves to listen, watch, or read a good story, run around her new city, and eat lots of ice cream.
davidandrade@writeboston.org
David grew up in Jamaica Plain and attended Boston Public Schools his entire childhood (JFK, Curley, English). He graduated from Bunker Hill Community College with an Associate’s in Criminal Justice and currently attends Northeastern University, where he is in pursuit of his bachelor’s degree in Business Management. Previously, David has worked with Bank Of America, Massachusetts Institute of Technology, Barkham Management, and the New England Aquarium. Some of David’s life goals are to run the Boston Marathon, create a scholarship program that send 10,00 high school students to college for free, and to become his mom’s favorite child. David’s favorite things in the world include his best friend Julio, food, NBA 2K (the latest version), and helping people realize their true potential. David is an avid fan of the NBA and Malcolm Gladwell books. He is a firm believer that the Migos are greater than The Beatles, and that the Earth is the shape of a sphere.
alyssavaughn@writeboston.org
617.541.2650
Alyssa Vaughn joined WriteBoston in 2017 as the AmeriCorps VISTA for the Teens in Print program, and has since supported the program’s special initiatives, overseen the newspaper’s publication cycle, and managed the brand’s marketing and social media strategies. She currently serves as the program’s Editorial and Content Manager, developing and maintaining Teens in Print’s journalism curriculum. Her approach to her role is informed by her past experiences in journalism at Boston and St. Louis magazines and in youth development at Brighton, MA’s Another Course to College. She holds a degree in English from Boston College.
alexgeorgiadis@writeboston.org
617.541.2626
Alex is thrilled to join the WriteBoston team as the Writing Center Coordinator at Boston International Newcomers Academy! After graduating from the University of Virginia with a B.A. in Public Policy and Spanish, Alex braved the move up to New England, despite warnings from well-meaning relatives about the unbearable winters. She spent the past year serving as an AmeriCorps member at Lynn Classical High School, where she supported English Language Learners in Algebra and Biology classrooms. The role that brought her real joy, however, was developing an English conversation group after school where students debated the merits of various pro-soccer players, listened to pop songs, and played many, many rounds of “trashketball” over the course of the year. Alex is passionate about advocating for her students and providing holistic support to help them thrive in their academic and personal lives. Outside of the classroom, Alex enjoys running along the Charles, hiking, and following golden retriever accounts on Instagram.
jessiegerson@writeboston.org
617.541.2664
Jessie’s previous work has included serving as the Literacy Director for McCormack Middle School in Dorchester, MA, and directing the Oakland Practitioner Teacher Training Program in Oakland, California. She started her career as a middle school English and Social Studies teacher, and has worked as a coach and consultant with district and charter schools, helping to train new and experienced teachers and strengthen building-wide literacy practices. She earned her Masters in Policy, Organization and Leadership Studies from Stanford University and her Masters of Arts in Teaching from the University of Louisville, Kentucky.
julietabiegner@writeboston.org
617-541-2628
Julie Biegner is the AmeriCorps VISTA for Teens in Print. She studied Communication at Boston College, falling in love with issues of social justice and youth development along the way. After graduating, she worked for a freelance writing boutique where she enjoyed writing, editing and drinking too much coffee. Julie then joined a startup as a Community Manager and developed a fascination with the possibilities for technology and digital media in social impact. Now, she is excited to join Teens in Print and work with amazing students on putting together an amazing newspaper.
kierancollier@writeboston.org
617.541.2627
Merle Berman’s husband wants to move out of their hometown of over three decades to savor the freedom of anonymity because Merle’s visibility in town extends far and wide—as wife, mother, educator, child and social justice advocate, coach, community leader, fitness fanatic, garden aficionado. Perhaps to her husband’s chagrin, she isn’t leaving town anytime soon. Instead, she is exploring new territory through an uncharted shift to working in urban schools, mentoring a maximum security inmate, and teaching pronunciation to new immigrants, with her South African accent.
It’s no secret that Merle is a Bruce Springsteen devotee. Bruce is an iconic educator, and like The Boss, Merle’s career springs from the ground up. Through teaching children, and training, coaching and leading teachers and administrators, Merle knows how to empower learners to break barriers in their thinking and writing – in life transforming ways. Ask Merle what skills have been most critical to her success and her answer might surprise you: humility and nuance. When not steeped in schools and scholarship, you’ll likely see her wheeling or chasing her grandchildren, throwing pots, braving steep downhills on her bike, or consuming stunning sunset views!
While teaching in Boston Public Schools for over thirty years, Roberta Logan worked collaboratively with colleagues as well as interns from Harvard University and Tufts University. Since retiring from Boston Public Schools, she has continued to work with educators at various levels, who are at different career stages. She is an adjunct faculty member for The Boston Teacher Residency Program. Her appreciation of authentic voices has led to an ongoing relationship with the Africa Outreach Program at Boston University, where she co-facilitates a book group for k-12 educators. Beyond her work with classroom teachers, she serves on the Mission Hill School Governing Board and enjoys gardening, long walks and making soup. Her most recent writing project focused on the historical relationship between African Americans and the legal system in Massachusetts.
bettysouthwick@writeboston.org
617.541.2604
The founding Executive Director of WriteBoston (2002–2016), Betty Southwick currently serves as a part-time strategy adviser for the organization. She brings business, management, and teaching experience to her work, including consulting on work-life and dependent care issues for major Fortune 500 companies for ten years. She is an educator with experience as a teacher and a guidance counselor and the parent of two Boston public school graduates.
