In this article, we discuss how participating in a writing group during  and after the COVID-19 pandemic helped us reimagine what  scholarly productivity means for us as writing center professionals  (WCPs). Drawing on our experiences in an online writing group for  almost three years with WCPs from four different institutions, we  identify three themes that emerged across our experiences: (1)  writing center work as scholarly and intellectual; (2)  professionalization and mentoring; and (3) social support.  Identifying these themes made visible for us a broader notion of  scholarly productivity. It also helped us think more strategically  about the complex and layered work we do as WCPs as we  consistently juggle competing work demands. We hope this article  can help WCPs not only re-conceive what it means to be productive  as writing center scholars but also to integrate a broad range of  scholarly work more fully into what they are already doing.

hile teacher neutrality is a contested concept within the field of rhetoric and composition, the public often expects a teacher's neutral position.