Teachers & Writers Collaborative has long served as a bridge between the professional writer and the classroom, publishing practical pedagogy by working artists since its founding. The Form Issue extends this mandate by concentrating on a single, inexhaustible subject: form itself. The call invites writers who teach—in schools, community settings, or any learning environment—to articulate how they introduce a literary form to students, ground it in historical context and exemplary texts, and guide learners through its demands. The scope is deliberately wide: the sestina and the sonnet, the ghazal and the elegy, the lyric essay and the list poem, and formal experiments that resist easy categorization. What distinguishes this opportunity is its emphasis on narrative lesson plans rather than abstract pedagogy. The editors ask for fewer than 2,000 words, a constraint that rewards precision and readability. Each accepted piece will appear online in Spring 2027, joining a body of work that other teachers can adapt to their own classrooms. There is no submission fee, and the journal's established readership among writers and educators ensures that published lessons circulate within a community invested in the teaching of craft. The curatorial vision is pragmatic and generous: the best lesson plans are those that can be lifted from the page and enacted with students of any age. The editors are not seeking theoretical treatises or testimonials, but accounts of practice—what you taught, how you taught it, and why it worked. The issue will function as a collective resource, a gathering of forms and the methods by which they are passed on.