Writing instruction in schools tends to be limited in time and focused on preparing students to perform well on tests. Teachers do not feel prepared to teach writing and too often lack the confidence to stray from the packaged curriculum. This is even more of a concern in low performing schools where less skilled and less prepared teachers are not supported in professional development in writing. This article, borne from work with an Association of Teacher Educators Inquiry Initiative collaboration, proposes a framework for teacher education in writing instruction based upon research in identity, integration, and innovation. This framework can be used to plan and present content in the university methods classroom.