Celebrating the inspiring work of teaching language and literacy.
After close to two decades of working with populations brimming with language learners and hearing teacher after teacher ask for additional resources to support the literacy teaching of ELLs… Here is the spot! I began this site with a colleague and am delighted to continue it as a venue for sharing strategies and thoughts with teachers, administrators, literacy support and lovers of learners.
Emily was a full-time, senior staff developer at the Teachers College Reading and Writing Project (TCRWP) at Columbia University for close to twelve years. She travels to schools nationally and internationally modeling lessons and leading study groups around balanced literacy grades K-10. In 2009, Emily began the Project’s work with the Queen Rania Teacher Academy (QRTA) in Amman, Jordan alongside Chris Lehman, and supported literacy work on the ground across Jordan until the project transitioned in the Spring of 2014. More recently, Emily co-led with Enid Martinez the reading initiative, Palabras Mágicas, in Guadalajara, Mexico. Emily co-wrote the article “Becoming Jordan’s Writers: Developing Powerful Writing Instruction in the Middle East” with Chris Lehman, published in NCTE’s Voices From the Middle (September 2010).
Emily has taught advanced and beginning sections at TCRWP Reading and Writing Summer Institutes in New York and nationally. She has led leadership groups focusing on modifications for ELLs and year-long coaching groups for New York City literacy coaches. She also taught sessions of graduate courses in literacy and bilingual education at Teachers College. For several years, Emily led on her own, and co-led with Enid, year-long Specialty Courses for TCRWP focusing on instruction of ELLs.
In the Fall of 2010, Emily was a featured presenter at the Near East South Asia Council of Overseas Schools (NESA) Fall Training Institute in Dubai, UAE, and has presented several times at NESA’s Spring Educators Conference in Bangkok (2014, 2016, 2017). She has presented at the annual National Council of Teachers of English (NCTE) conference with Lucy Calkins and colleagues in San Francisco (2003), with teachers from her Leadership group in Nashville (2006), and in New York with Lucy Calkins and Cory Gillette (2007). In 2005, Emily was a featured speaker with Ruth Swinney at Bank Street College Graduate School’s Excellence in Language Instruction: Conversation with the Experts series and sat on a panel at the International Book Fair (Feria Internacional de Libro) in Guadalajara, Mexico (2008). Emily’s presentations have also included many all-day seminars at Teachers College. She has led roundtable discussions at Principals Conferences as well as sessions in Spanish at the TCRWP’s Parents Conference.
Before joining TCRWP as a full-time staff developer, Emily was a teacher at Jacob Hiatt Magnet School ‘TOO’ in Worcester, MA. She taught fourth through sixth grades in a dual language setting at JHMS. She also taught in a bilingual setting in Houston, Texas, at R.P. Harris Elementary as part of her Teach for America assignment.
Emily holds a Master’s degree in Curriculum and Teaching from Columbia University’s Teachers College. She graduated from the University of Southern California with a major in Spanish as well as a double minor in Urban Planning and Development and International Policy and Management. In addition to work in schools, she is on the Board of Directors of Exceptional Education Outreach (EEO) which supports literacy and Special Education efforts in the Family Islands of The Bahamas and presents workshops for the Bahamian Ministry of Education on Eleuthera and Harbour Island.
Emily is currently available for professional development work focusing on literacy instruction and supporting English language learners. She has worked with teachers, administrators and district leadership to guide implementation of balanced literacy experiences around the globe. If you are interested in having consultantcy work with your building or district, please use the form below.
2 responses to “About”
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My district is considering reading level expectations in PK. I am against this idea as I think teachers will skim over teaching phonemic awareness and move on to phonics, just to get their students to a Level A. I think this will backfire in Kinder. Do you know of any research to support/dismiss reading level expectations in PK?