Each staff developer assumes responsibility for a score of schools and contributes to the organization’s knowledge base and repertoire of resources.
Jonathan Aldanese was a principal outside of Seattle before joining the Project, and before that, a lead teacher and a literacy coach in New York City and Seattle. Jonathan has expertise in methods for whole-school reform and in the Danielson Framework. He has facilitated literacy professional development throughout the country and recently presented at an advanced institute in Oregon. Jonathan holds a master's degree in Teaching from Brown University and a Principal Certification from the University of Washington.
Carl Anderson is the author of the acclaimed books, Assessing Writers and How's It Going?: A Practical Guide to Conferring with Student Writers. His latest project is the series, Strategic Writing Conferences: Smart Conversations that Move Young Writers Forward. Carl is a featured speaker throughout the country as well as internationally.
Kara Arnold was an elementary teacher in Bernardsville, New Jersey before joining the Project. She has experience teaching in both general education and inclusive classroom settings. Kara has a passion for creating tools to differentiate and meet the needs of all learners. Her students' work is featured in Mystery: Foundational Skills in Disguise, Grade 3.
Allyse Bader, a graduate of the Literacy Specialist Program at TC, is a former classroom teacher in New York City and Westchester, NY. Allyse has experience working in an inclusive classroom and with a large population of ELL's. She has served as an active member on leadership and professional development teams and acted as a teacher mentor.
Angela Baez Lead Staff Developer, taught in New York City before joining the Project. Her classroom served as both a literacy lab site and a host site for Teachers College graduate students. Angela supports schools across New York City, as well as in Palm Beach, FL and Bogota, Colombia. She is co-author of Bigger Books, Bigger Reading Muscles, a unit of study for kindergarten readers.
Stephanie Barnett taught early elementary in Austin, Texas, New York City, and Nicaragua before joining the Project. She has experience as a coach, leader and curriculum writer for a bilingual English/Spanish district, and taught in Spanish for many years. Stephanie takes special interest in second language learners' literacy acquisition. She is currently pursuing a degree in the Literacy Specialist program at Teachers College.
Lindsay Barton was a teacher leader in the Cambridge, MA public schools before joining the Project, where she focused on the writing process, project-based learning, science, and curriculum development. Lindsay is a graduate of the Teachers College Literacy Specialist program. She is a co-author of Readers Have Big Jobs to Do: Fluency, Phonics, and Comprehension, Grade 1.
Sara Berg, taught in the primary grades in Massachusetts and New Jersey before moving to NYC to work with the Project and enroll as a graduate student in the Literacy Specialist program at TC. As a staff developer and researcher, Sara is passionate about inspiring and supporting our youngest readers and writers and working on TCRWP's forthcoming phonics program.
Nancy Brennan taught at PS 199 in Queens for many years prior to joining the Project, where she gained experience working with a large population of ELL's in both general education and inclusion settings. Her classroom served as a literacy lab site for teachers and administrators. She is interested in read aloud with accountable talk and building grand conversations.
Liz Breves has taught and coached in a variety of primary and upper grade general education and inclusion classrooms prior to joining the Project. At PS 158 in New York City, one of TCRWP's mentor schools, her classroom served as a literacy labsite for teachers and administrators around the country. Liz is a graduate of the Literacy Specialist program at Teachers College.
Crystal Brinn served as a Literacy Coach in Brooklyn before joining the Project. She also has
experience as a reading intervention teacher and was a primary and upper grades teacher,
working in both inclusive and general education settings. Crystal is passionate about the impact
of Social and Emotional learning in schools.
Laurie Burke, a graduate of the Teachers College Teaching of English MA Instep Program, has taught literacy across content areas in Italy, Virginia, Florida, New York, and California. Her classroom has served as a lab site for Project institutes. Laurie has presented at institutes in Bellingham, WA, Saint Louis, MO and San Diego, CA.
Heather Burns was both a classroom teacher and a literacy coach for many years in Connecticut and New York City before joining the Project. Heather has experience with curriculum design and implementation, and holds a Master of Science in Education, a Reading Specialist/ Reading Consultant Sixth Year degree, and an Intermediate Administrative Certificate. She works with schools in Beaverton, OR and South Kingston, RI.
Catherine Carpenter worked as a New York City Public School teacher before joining the Project. As a special education teacher, she taught in a variety of classroom settings including 12:1:1 and ICT. She spent two years implementing a departmentalized program for 5th graders, during which time she acted as Grade Leader and taught Writing to the entire grade. She holds a Master's in TESOL from Queens College where she studied language acquisition and bilingualism. Catherine used her knowledge of diverse learners to work alongside and support colleagues in effectively implementing the Units of Study in all classroom settings.
Taliah Carter, was a teacher and District Literacy Coach in the San Francisco Bay Area before joining the Project. Her classroom was often used as a lab site for staff development. Taliah was also the English Department Chair and mentored new teachers within 4-5 and 6-8 grade. Prior to that, she taught in Texas and Ecuador. She is passionate about fostering student independence and helping all students develop a love of reading and writing.
Arlène Casimir-Siar was a lead teacher in NYC and New Orleans before joining the Project. She founded, designed and implemented an inclusive Trauma Informed Balanced Literacy curriculum for grades K-4 and her classroom served as a labsite. In her staff development, Arlène is committed to fostering social justice, character & values education, and student leadership to support responsive, rigorous instruction for diverse learners. She has presented at institutes in San Diego, CA, Alberta, Canada and at Teachers College.
Katherine Cetrulo taught for many years in New York City before joining the Project. Her classroom served as both a literacy lab site and a host site for Teachers College graduate students. Katherine has supported schools in NY, South Florida, and Texas. She holds a Masters Degree from UT Austin with a specialization in Language and Literacy, and has taught courses in the Literacy Specialist program, as well as in the preservice program at Teachers College.
Grace Chough, Lead Staff Developer, holds a master's in Education from Teachers College in the English Education Department. In the past, Grace worked as an instructor at Teachers College, assisting Lucy Calkins in a writing instruction course and teaching seminars for student teachers. In addition to her work in New York, Grace provides staff development for schools in San Francisco and Los Angeles, CA, Ellington, CT, and Shanghai, China. She is a co-author of Reading History: The American Revolution, a unit of study for fourth grade readers
Carl Ciaramitaro taught elementary and middle school in Arkansas for many years before joining The Project, where he piloted several reading programs within his classroom. He also acted as an mentor teacher in partnering districts spanning several disciplines. Currently, Carl is pursuing a degree in the Literacy Specialist Program at Teachers College.
Rebecca Cronin, Senior Staff Developer, supports literacy coaches, administrators, and teachers. Her latest projects focus on integrating content area, reading, and writing in classrooms. Rebecca is a co-author of Bigger Books, Bigger Reading Muscles, a unit of study for kindergarten readers.
Alexis Czeterko earned her master's degree in Curriculum and Teaching from Teachers College. Before joining the Project as a staff developer, she taught in Westchester, NY and was a Dual Language teacher in Queens. Alexis leads specialty and lead teacher groups in Connecticut and coaching sessions at the summer institutes, with a focus on content area literacy. Alexis recently at institutes in North Carolina, Ohio and upstate New York.
Katrina Davino taught primary grades in New York City before joining the TCRWP. As a teacher, she took part in professional development planning and facilitated teacher study groups. Katrina has led teacher inquiry around play and its intersection with literacy, a particular interest of hers. She has a master's degree from the Literacy Specialist program at Teachers College.
Mandy Ehrlich worked for many years as an elementary classroom teacher in NYC and Westchester. Before joining the Project, she was the Literacy Coach supporting implementation of balanced literacy and Units of Study at a Middle School in the Bronx. Her work extended to support reading and writing in science and social studies. She holds an MSEd. in Early Childhood Education from Bank Street Graduate College of Education and her School Building Leadership Certification.
Amy Fabry taught kindergarten- fourth grade prior to joining the project. She has experience implementing the Units of Study in both public and private school settings and has led district and school-wide professional development. Amy earned a Master's in Educational Leadership and plans to continue her studies in the Teachers College Doctoral Program.
Angela Forero was a middle school English teacher in New Jersey for over fifteen years before joining the Project. She holds two master's degrees from Teachers College, one earned as a graduate of the Literacy Specialist Program. Angela is also a National Board Certified Teacher, and her classroom served as a lab site for teachers new to the reading and writing workshop model.
Kimberly Fox was a special education teacher in New York City before joining the Project, and she led school-based professional development in Interactive Writing as well as behavior supports. Kimberly has taught Literature for Younger Children, a course at Teachers College. She has played a major role in Reading Rescue, a program for at-risk first graders, and has also worked as an artist to support many of TCRWP's anchor charts and other tools.
Shana Frazin, Co-Director of the TCRWP Classroom Libraries Project and Senior Staff Developer, taught in Pasadena and Los Angeles Unified School districts and was a faculty member at Pacific Oaks College prior to joining the Project. Shana is co-author of Once Upon a Time: Adapting and Writing Fairy Tales, a 3rd grade narrative writing unit. She recently joined Lucy at the helm of the TCRWP's Classroom Library Project.
Natalie Friday was a District Literacy Coach in Houston, Texas prior to joining the project. She holds a masters degree in Educational Leadership with her career in education focused primarily on upper elementary. As a classroom teacher and literacy coach, her time was spent servicing classrooms with large populations of students learning English as a new language. Natalie enjoys building a positive culture around literacy and enjoys helping teachers build confidence in their understanding of the reading and writing processes.
Katherine Garland taught in California before moving to New York City, where she completed the Literacy Specialist program at Teachers College while teaching in the Bronx. She takes interest in teaching reluctant and struggling readers and writers, and developed a literacy intervention model for an after school program serving public schools in Harlem.
Brooke Geller, Regional Director for NJ Schools, holds two Master of Science degrees, one in reading and one in educational leadership, as well as a Supervisory Certificate. Brooke is especially dedicated to mentoring staff developers and teacher leaders. She often teaches advanced sections at TCRWP summer institutes. Brooke is co-author of the third grade unit, Mystery: Foundational Skills in Disguise.
Valerie Geschwind taught both primary and upper grades and was an inclusive classroom teacher prior to joining TCRWP. She has presented on the role of talk in the classroom and wrote an article on this topic for Heinemann's Digital Campus. Valerie has her own blog, KidDriven, and also contributes to other professional blogs. She is co-author of The How-To Guide for Nonfiction Writing, Grade 2.
Jessica Greiss was a primary teacher in New Jersey before joining the Project. While a classroom teacher, she and a colleague were responsible for launching Writer's Workshop in the primary grades at her school. Jessica supports schools in Texas and Washington. She is a graduate of the Literacy Specialist program at Teachers College.
Sara C. Gretina, M.S.Ed., was a middle school English and History Literacy Coach in Los Angeles Unified School District before joining the Project. During that time, she facilitated the rollout of the Writing and Reading Units of Study in her school. In addition, she has led numerous trainings for teachers, coaches, administrators, and district personnel on literacy practices, standards-based grading, and collaborative cross-curricular planning. Sara has worked in a variety of contexts—from inner city schools to rural mountain districts that range in student teacher ratios as small as 13:1 and as high as 40:1. Through it all, her passion has been supporting quality access to research-based education for all.
Kristi Guinness, taught both primary and upper grades in New York City, servicing general education and gifted and talented students. She earned a master's degree in Curriculum and Teaching from Teachers College, Columbia University. Prior to joining TCRWP, her classroom served as a lab site for teachers. As an intuitive leader, she was an active member on leadership and professional development teams.
Eric Hand taught for many years in Baltimore and New York City before joining the Project. Eric has taught in a range of settings, from ICT to GT classrooms.He holds a master's in Reading from Towson University. One of Eric's passions is searching for graphic novels that can be incorporated into literacy instruction and classroom libraries. He supports schools in New York City, California, and Massachusetts.
Lisa Hernandez Corcoran was a K-6 literacy curriculum specialist, a teacher leader, and a teacher in Wethersfield, CT before joining the Project. She has a passion for creating individualized literacy tools to strengthen student independence and is an avid user of digital media to support literacy. Lisa has presented at institutes in Texas, Massachusetts, and Virginia. She holds a CT administration certification.
Lizzie Hetzer worked as a literacy coach in Brooklyn before joining the Project. She also has experience as a special education and reading intervention teacher, serving students with a variety of special needs in inclusive and special education settings. Lizzie is interested in studying text complexity across grade levels.
Beth Hickey taught in New York City for 18 years before joining the Project. She has taught kindergarten through fourth grade and has also worked as a literacy coach and a peer collaborative teacher. Beth has experience working in inclusive classrooms and in classrooms with large populations of students learning English as a new language.
Christine Holley, Senior Lead Staff Developer, works with teachers and school leaders in a score of schools across the New York City area and beyond. Christine is especially known for using drama, storytelling and the arts to bring literature to life. She leads advanced sections at the TCRWP's summer institutes, and courses for literacy coaches. Christine is co-author of two units of study books: From Scenes to Series, Grade 1 and Becoming Avid Readers, Grade K.
Kristina Horsting, served as an elementary educator in Chicago and New York City before joining the Project. Kristina has taught in a range of classroom settings, from inclusion to gifted and talented. She is passionate about using literacy to foster compassionate learning. Kristina is currently pursuing a Master's at Teachers College, Columbia in Psychology of Education: Spirituality, Mind, and Body.
Lisa Hourigan taught at P.S. 199Q for many years before joining the Project, where she worked with a large ELL population, as well as high achieving students. Lisa has participated in TCRWP specialty groups and lead teacher groups focusing on read aloud and classroom discussion.
Kisha Howell taught primarily upper elementary grades in Charlotte, North Carolina and Harlem, NY before joining the TCRWP. She was an inclusive classroom teacher who focused specifically on cultural relevance in the classroom. Her role in and out of the classroom included planning and facilitating professional development for new teachers. Kisha earned her masters degree from the Literacy Specialist program at Teachers College.
Christine Ikin was a classroom teacher in New York City, on Long Island, and also taught in Sydney, Australia before joining the Project. Christine has experience working with a large population of ELL's, and has taught in both general education and inclusion settings. Her classroom has served as a labsite for staff development.
Sarah Isaacson taught in Washington, D.C. in both charter and public school settings for many years before joining the Project, where she served as a mentor for new teachers. She holds an M.A. in Curriculum Instruction and a Graduate Certificate in Incorporating International Perspectives in Education from George Washington University. She is currently pursuing a degree from the Literacy Specialist Program at Teachers College. As an avid reader herself, she hopes to inspire a love of literacy in all students.
Denise Johnson taught for many years as a classroom teacher in Brooklyn, NY before joining TCRWP. She has experienced teaching in both general education and inclusion classrooms. Most recently, Denise taught at PS 29 where she was an active member of the leadership team. She has planned and implemented curriculum around inclusion and social justice. Denise is also passionate about supporting all learners in reading and writing
Jasmine Junsay, a graduate of the Literacy Specialist program at Teachers College, taught for many years, most recently at PS 29 in Brooklyn, and was a Resource Specialist. Jasmine has shared her expertise in content literacy instruction in study groups and through curriculum writing. Since 2014, She has served as a teacher leader with the Colonial Williamsburg Foundation, leading classroom demonstrations and supporting teacher institutes on site.
Hareem Atif Khan teaches in the Literacy Specialist program at Teachers College. She also staff develops schools in New York City and worldwide. She has helped develop the TCRWP Units of Study for Reading and Writing for many years. Hareem holds an Ed.M from Teachers College and an M.Sc in International Relations from Quaid-E-Azam University, and is a Fulbright scholar.
Hannah Kolbo was a Special Education teacher and co-teacher in New York City and Long Island before joining the Project. Her classrooms served as the observation site for teachers and administrators. Hannah provides staff development to schools in Pacifica, CA, New Hartford, CT, and New York City.
Kelley Wynne Lavery, a graduate of the Literacy Specialist Masters program at Teacher's College, has taught in grades ranging from K through 7th. She began her career as a special education teacher in Brooklyn, New York. Here she earned a masters degree in special education through the New York City Teaching Fellows program. Before joining the Project, she taught in Wethersfield, CT where her classroom served as a lab site for staff development.
Katherine Lindner, Staff Developer, earned her PhD from the University of Wisconsin-Milwaukee in Urban Education with a focus on Curriculum and Instruction surrounding literacy. Katherine began her career teaching in elementary schools, and has worked as a literacy coach and a university instructor. She now works with teachers in New York and around the country.
Natalie Louis, Senior Lead Staff Developer, teaches advanced reading and writing workshops at summer institutes, and has a special interest in helping upper grade teachers understand the work of primary reading. In addition to her work across the United States, Natalie provides staff development in Amsterdam. She is co-author of two kindergarten units in the reading and writing Units of Study series: Writing for Readers and We Are Readers.
Alicia Luick, Lead Staff Developer, is dedicated to cultivating climates of professional learning and student growth, working closely with teachers, coaches and administrators alike. She draws on her many years as an elementary teacher and district-wide literacy coach in New Jersey to help grow school systems. Alicia holds master's degrees from Fordham University in curriculum and administration. Outside of her work as a staff developer, she is a classical choral singer who performs at festivals worldwide.
Amy Lynch is a former classroom teacher who taught in New York City, Phoenix, Spain, and Tunisia before joining the Project. Through these experiences, she worked with many students who were learning English. She has experience in general education and inclusive classroom settings. Her classroom has served as a literacy labsite for many visiting administrators and teachers from around the country.
Sarah Mann was a literacy coach in NYC charter schools before joining the Project. Prior to that, she was an elementary classroom teacher for many years teaching at PS 36, in Harlem, and then PS 290, The Manhattan New School. Sarah has experience teaching in general education, gifted and talented, and inclusive settings.
Jepilyn Matthis served as the Coordinator of Elementary Language Arts and Early Childhood in a large Texas school district before joining the project. She implemented the Units of Study and the workshop approach across the district. She has served as an Assistant Principal, literacy coach, and teacher in schools across Texas that implemented the work of the project. She has experience in curriculum writing, staff development, Reading Recovery and dyslexia intervention.
Casey Maxwell spent 10 years teaching primary grades in public and charter schools in New York City where she planned school-based professional development. She earned her master's degree in Early Childhood from Bank Street College of Education. Casey has worked with teachers in rural Rwanda and has a special interest in working with emergent readers.
Jessica Mazzone was a literacy coach in New York City prior to joining the Project. She also taught general and special education, reading intervention, and social studies at PS 158, a long-time Project school. Jessica has co-led TC calendar days including one on writing research reports, content area literacy and reading in the content areas.
Mollie McAllister, taught in New York City and at international schools in Shanghai, China and Tokyo, Japan prior to joining the project. While teaching overseas she introduced the units of study to schools, and served as a teacher leader providing staff development in implementing the reading and writing workshop. She is a graduate of the Literacy Specialist program at Teachers College.
Dwight McCaulsky taught Literacy in the Franklin School District, Somerset, NJ before joining the Project, where he was a Team Cohort leader, Chair of the Vocabulary Professional Learning Committee, and a member of the School Improvement Plan. In these roles, Dwight planned and implemented school wide initiatives and took part in curriculum planning, assessment development, technology training, and data analysis to support the needs of students.
Meghann McDonald taught and coached for more than a decade in an urban district just south of Seattle with a high ELL population. As a district literacy coach, she coached teacher teams individually and in lab settings on workshop structure and implementation of the reading and writing Units of Study. Meghann has a special interest in helping teachers tap into their own processes to deepen their knowledge of reading and writing content.
Hannah Mead, taught in upper elementary and middle school in both Brooklyn and Queens, New York before joining the Project. She holds two Masters's Degrees in Education, and is a graduate of the Literacy Specialist program at Teachers College. Hannah is deeply committed to equitable literacy and finding ways to further instruction as a means of social change.
Cornelius Minor, Lead Staff Developer, taught middle school English Language Arts at The Brooklyn School for Global Studies in Brooklyn, NY before joining the Project. Cornelius has special expertise in digital media and digital literacy. He is co-author of Investigative Journalism and Position Papers: Research and Argument, Grade 8, in Units of Study in Argument, Information, and Narrative Writing.
Jennifer Morales taught upper grades for many years in San Diego and New York City before joining the Project. In San Diego, she helped bring the workshop model and Units of Study to her school, which has since been adopted by multiple other schools in the district. At PS 183 in New York City, her classroom often served as a labsite for teachers and administrators. Jennifer is passionate about digital literacy and helping teachers adapt the curriculum so that it is accessible to all readers and writers.
Marie Mounteer gravitated towards and developed expertise in supporting ELL's and Special Education students during her role as a primary educator in Brooklyn. Marie holds a master's degree in Elementary Education and a Special Education Certificate. She is passionate in her work to help students of all economic backgrounds and level of language acquisition become avid readers and writers.
Cheney Munson worked as a middle school English teacher and Writing Department Chair at a network of charter schools in Newark, NJ before joining the Project. Working to invest teachers and administrators in TCRWP methodology and curriculum, he has implemented reading and writing workshops at classroom, school and network levels.
Brittany Nocito, earned her masters degree in the Literacy Specialist program at TC. Before joining the project she taught primary and upper grades in Charlotte, NC. Her classroom served as a literacy lab site for both teachers and administrators among the district. Brittany was also a district literacy presenter and assisted in designing, implementing, and revising district literacy scope and sequence documents. Brittany is passionate about developing a love of reading and writing amongst our youngest learners.
Mike Ochs taught in rural and urban schools, most recently in the Bronx before joining the Project. A graduate of the Teachers College Literacy Specialist program, Mike has special expertise in supporting struggling readers and writers. He has written dozens of articles for children, many of which are in published Project materials, and is co-author of two books in the Units of Study series: Reading the Weather, Reading the World, Grade 4 and Literary Essay: Opening Texts and Seeing More, Grade 5.
Molly Picardi worked as a co-curator on the Classroom Libraries Project. Prior to joining the Project, she taught in a variety of elementary classroom settings in New York City and New Orleans, Louisiana. She also has experience with serving students with special needs in inclusive and special education settings. Her classroom has served as a labsite for literacy staff development. Molly is a graduate of the Literacy Specialist Program at Teachers College.
Michael Rae-Grant taught the primary grades in Brooklyn for many years before joining the Project. He holds an M.S.Ed. in Childhood Education and is currently pursuing a doctoral degree in Curriculum and Teaching at Teachers College. Michael believes that literacy can transform students and teachers alike into critical readers of our difficult world, and that it can empower them to author a brighter and more equitable future.
Heather Reed believes in helping each student develop an identity as an active citizen who uses strong literacy skills to make the world an even better place. One of her passions is instilling agency in all students. Heather has worked as a special education teacher, a classroom teacher, a literacy specialist, and as a district literacy chairperson. She draws from these experiences when partnering with students, teachers, and administrators.
Alissa Reicherter, Lead Staff Developer, takes special interest in helping to grow readers and writers while creating a collaborative culture of problem solvers. Before becoming a staff developer, Alissa worked in New York City schools, teaching in general education, ICT, and self-contained settings. She has also taught English in Panama, Nicaragua and Tanzania. Alissa is co-author of Mystery: Foundational Skills in Disguise, Grade 3.
Christine Robson has led advanced sections at the summer institutes on a host of topics, including the transfer of word study to reading and writing. She currently works on Long Island, helping teachers use data to drive their reading and writing workshops.
Lucía Rocha-Nestler, was a dual language teacher in the San Francisco Bay Area for many years before joining the project. She has pioneered the implementation of Reading and Writing Workshop in Spanish in schools across the pacific northwest and elsewhere. Lucía was a faculty member at the Stanford Graduate School of Education STEP program. She holds a masters degree in bilingual teaching from the University of California at Santa Cruz and a Master of Education in Education Leadership from Teachers College.
Alexandra Roman, Lead Staff Developer, is a member of an action research team that develops best practices for ELL's with a focus on raising student achievement. Prior to her role at the Project, Alexandra's dual language classroom in Brooklyn served as an exemplar for second language learners. Alexandra continues to support Ell's through her work with literacy coaches and teachers in NYC, across the country, and internationally.
Rachel Rothman, Senior Staff Developer, leads study groups, workshops, and advanced sections at summer institutes on assessing and teaching foundational skills in addition to her professional development work in schools. A former classroom teacher, Rachel is co-author of Small Moments: Writing with Focus, Detail, and Dialogue, a unit of study for first grade writers. Rachel has a special interest in emergent literacy, especially in the intersection of play, literacy and social skill development in the early years.
Rhea Royster worked as a teacher and a literacy coach for many years in Newark, NJ prior to joining the Project. As a teacher, her classroom served as a labsite. As a coach, many of the professional development workshops she led focused on reading and writing workshop. Rhea has presented at institutes in Alberta, Canada and at Teachers College. She holds a master's degree in Educational Leadership.
Jennifer Russo Lead Staff Developer, began her career teaching in New York City working specifically with students with IEP's and with ELL's. As a staff developer, she supports schools in New York City and across the country. Jen enjoys working alongside administrators, coaches, and lead teachers to develop school wide goals to improve student achievement and teacher practice. She is a co-author of The How-To Guide for Nonfiction Writing, Grade 2.
Cynthia Satterlee, Lead Staff Developer, was a classroom teacher in Brooklyn, NY before joining the Project, where she worked both in an inclusion setting and with gifted and talented students. Most recently, Cynthia has played a part in leading teachers to implement writing workshop as part of the NYC Department of Education School Renewal Initiative.
Jessica Sauer, a graduate of the Literacy Specialist program at Teachers College, taught in New York City before joining the Project, and has had experience in both general education and inclusive settings. Jessica also contributed to curriculum planning and acted as a teacher mentor.
Kathleen Schechter earned her master's degree from the Secondary English program at Teachers College. She taught middle school English for many years in New York City prior to joining the Project, including 10 at East Side Community School.
Shanna Schwartz, Curriculum Coordinator for Primary Literacy, supports schools worldwide and provides leadership throughout the TCRWP organization. She develops curriculum, mentors junior staff, leads work at mentor schools, and supports study groups for principals, assistant principals, and literacy coaches. Shanna is the author of Making Your Teaching Stick and is co-author of two units for second grade, Writing About Reading and Second Grade Reading Growth Spurt.
Philip Seyfried worked as a middle school Language Arts and Literature teacher for over 10 years in Ringwood, NJ before joining the Project. While supporting an initiative to adopt the Reading and Writing Workshop model in his school, his classroom became a lab site for teachers and administrators. He was captivated by the high level of student enthusiasm, engagement, and growth that directly resulted from Workshop model teaching methods. Philip enjoys sharing his experiences and learning from others.
Anna Sheehan was a K-5 literacy coach in San Francisco, CA prior to joining the Project. Before that, she taught at PS 116 in Manhattan and in Washington, D.C. Anna has experience facilitating lab sites and inquiry groups, and leading professional development with an emphasis on supporting ELL's. She is a graduate of the Literacy Specialist program at Teachers College.
Kristin Smith, Lead Staff Developer, taught in West-Windsor Plainsboro, NJ and in the South Bronx, NY before joining the Project. Kristin has co-taught Methods and Materials for Reading Instruction at Teachers College, where she earned her master's degree in literacy. She is co-author of Character Studies, a third grade unit in Units of Study for Teaching Reading, Grades K-5.
Emily Strang-Campbell taught at The Clinton School for Writers and Artists before joining the Project. Emily holds a master's degree from New York University with dual certification in Educational Theatre and English in the secondary classroom, and an M.F.A. in Theatre Arts from Brooklyn College. She is co-author of Research-Based Information Writing, Grade 6.
Dani Sturtz taught for many years in Rockland County and New York City prior to joining the Project. At PS 333, she participated in TCRWP's lead teacher and coaching groups and acted as a school leader, supporting primary teachers in literacy. Dani holds a master's degree from the Reading Specialist program at Teachers College.
Annie Taranto, Senior Staff Developer, is a graduate of the Literacy Specialist Program at Teachers Colleges. Annie has a deep interest in helping teachers tap into their powers as readers and writers. She is a co-author of The Research-Based Argument Essay, Grade 5, and The Art of Argument: Research Based Essays, Grade 7. Both books draw on pioneering work Annie has done developing state-of-the-art units.
Sarah Picard Taylor, Lead Staff Developer, is the author of Teaching Persuasive Writing K-2. She has taught at the TCRWP Coaching Institutes and led Advanced Institute sections and Specialty Courses for teachers of students with IEPs. Sarah was an inclusion classroom teacher in NYC and a reading resource teacher in Wisconsin before joining the TCRWP.
Noelle Thiering, taught primary students for many years and worked as a Reading Interventionist in Texas school districts. Prior to joining TCRWP, she was a Literacy Coach supporting the implementation of Balanced Literacy and the Units of Study. Noelle is passionate about instruction that provides successful and ambitious learning for all.
Elizabeth Van Tassel brought a passion for social justice to her work as a lead teacher in demanding high-success urban charter and public schools as well as schools with high ELL populations. She also received highest honors in the TC's Literacy Specialist Program and has special expertise in studying craft in children's literature, working closely with Sarah Weeks.
Gabriella Vega was a Special Education Teacher in an inclusive classroom in New York City for 10 years before joining the Project. Her classroom served as an observation site for teachers and administrators. Gabriella was an integral part of her school community and provided professional development sessions for her colleagues.
Elise Whitehouse was a primary teacher in New Jersey before joining TCRWP. While a classroom teacher, she provided staff development for the launching of Reading Workshop in her district. Her classroom also served as a lab site for teachers learning Reading and Writing Workshop. She completed her Master's Degree in literacy and holds her Reading Specialist Certification
Cynthia Williams came to the Project from Van Buren, Arkansas, where she served as a curriculum coach helping students and teachers in grades K-5. Cynthia brings many years of classroom teaching experience across Texas, Michigan, and Arkansas to her role as staff developer.
Katy Wischow, Senior Staff Developer, earned her MA in the Literacy Specialist program at Teachers College and taught for many years in Newark, NJ before joining the Project. Katy is passionate about curriculum development, using the arts to develop literacy, and creating strong cultures of talk in classrooms. She has been an adjunct instructor at Teachers College and is co-author of The Literary Essay, Grade 8.