A growing number of scholars suggest that education reform efforts are needed that encourage teachers to become leaders and pursue instructional innovation. Public concern over School accountability has forced educators to question how to achieve those goals while complying with the demands of mandated reform. Additionally,some scholars warn that the writing skills of incoming college freshmen are decreasing, and a distinct focus on writing instruction is needed.

This exploratory case study analyzed the perspectives of six fellows of the South Coast Writing Project (SCWriP). the study sought to understand how participation in SCWriP influenced their ability to adapt project learning to the demands of mandated reform. The study proceeded in three phases including interviews, classroom observations and document analysis over the course of the 2004-05 academic year. Considering there are a variety of tactics attempt adaptation, interviewing was the most effective method of uncovering their perceptions, thus serving as the primary data source.

Data analysis gleaned the themes of 1) adaptation through an expansion of collegiality, 2) adaptation through an enhancement of solid pedagogy, and 3) adaptation through an openness to change. Continuous reflection on a core philosophy of teaching writing emerged as an overall characteristic of the writing project. Fellows reported that they participated in collegiality and leadership following the SCWriP experience, Thus allowing them forums to share writing.

SCWriP purposefully selects strong writing teachers , and subsequently influenced participants to be catalysts for change, reflection, leadership and further professional development. There was a change in their "being", or their sense of themselves as a professional identity. Further, SCWriP influenced their sense of self agency in an era of mandated reform. The project provided fellows an arena to cultivate a shared teaching philosophy centering on students' needs. Even after the summer experience, fellow understood the power of owning their work and sharing their successes, which positively influenced their ability to translate their project learnings to the classroom. Finally, teachers sought to move students toward self reflection and abstraction in their writing through incorporating higher order thinking skill in their practice.