This monograph describes and analyzes the particular processes and structures that the New York City Writing Project (NYCWP) directors and on-site teacher-consultants have developed that enable them to support and learn from each other and to reflect critically upon the work they do with teachers, students, and administrators. Over time the regularity of weekly meetings has supported the growth of the teacher-consultants who have participated and ensured the sustainability and continuity of the site's work, becoming a fundamental building block for maintaining and replenishing a group of teacher-consultants who can fulfill NYCWP's professional development goals. Contains fourteen appendices: (1) Consulting and Working with Classroom Teachers: Tips for Teacher-Consultants; (2) Active listening; (3) Selected Bibliography of Readings: (4) Sample End-of-Year Administrator's Letter/Report; (5) Sample End-of-Year Review; (6) New York City Writing Project Year-End Reviews, June 1999; (7) Sample Framing Questions for End-of-year Reviews; (8) A Protocol for Looking at Student Work: Adapted from the Prospect Center's Descriptive Processes; (9) Breakfast Meeting Agenda; (10) New York City Writing Project Information Sheet; (11) Sample Friday Meeting Agendas and Communications from Teacher-Consultants in Leadership Roles: (12) Job Description; (13) List of Additional Inservice Opportunities Provided by the New York City Writing Project; and (14) New York City Writing Project Chart of Strategies and Processes Used to Support the Professional Development of On-Site Teacher-Consultants. Appendixes are referenced individually.