Mosaic 1 Reading Teacher Book Free Download
Gaspard Xenos
Our team consists of highly-experienced educators -- university professors, school principals, classroom teachers, and professional development consultants -- who have worked extensively with both pre- and in-service teachers and have deep content expertise in STEM, computer science, literacy, English Language Arts and the humanities, ENL and bilingual learning. We are really proud of the consultants we have on our team. They are not just experienced educators, hardworking and brilliant. They are also fantastic people.
Stephen has experienced the field of education from three distinct perspectives: as a teacher in the New York City Public School system, as an instructor designing curriculum and professional development programs at the American Museum of Natural History and as a national consultant for STEM Education and curriculum reform. These three vantage points have given him a unique sense of how schools and informal learning institutions interplay.
Paula Fleshman brings over 20 years combined experience in instruction, supervision, and education/youth development research and evaluation. She has enjoyed teaching elementary and secondary mathematics curriculum and methods courses for general and special education pre- and in-service teachers at Hunter College and Brooklyn College. She has supervised pre-service elementary and secondary teachers in mathematics at various public schools throughout New York City. She has had the privilege of supporting student interns as they prepare to enter the classroom, new teachers as they gain their footing in their first years, and veteran teachers developing and redefining their craft. These experiences have given her a nuanced perspective on teacher preparation, needs, and support from K-12, especially around inquiry-based and student-centered instruction in mathematics. She enjoys helping teachers to develop a mathematical mindset for themselves and with their students to allow all classroom members to enjoy and successfully engage in mathematics. Dr. Fleshman also provides job-imbedded coaching for mathematics teachers and teams, and professional development on STEM problem-based learning and numeracy integration to schools and educational leadership organizations.
Jessica Chen has worked as a science and STEAM educator at the elementary, secondary,
and graduate levels. Her focuses include providing science professional development, developing
STEM/STEAM programs in schools, and promoting equity, diversity, and social justice in
science education in urban spaces. Along with her consultancy work, she currently is an
Assistant Adjunct Professor at Teachers College, Columbia University, Queens College, and
Lehman College. She teaches science methods courses for elementary and secondary pre-service
and in-service teachers, preparing them to teach science to diverse student groups in underserved
communities. Previously, she was a secondary science teacher for eight years and taught
chemistry in both public and private high schools in New York City. As a chemistry teacher, she
utilized the flipped classroom to address the learning needs of her diverse students.
Jami Craig has over sixteen years of experience as an elementary school teacher, literacy coach, and administrator. She began her career as a special education teacher, where she learned to see every challenge as an opportunity to be creative, and to reimagine the ordinary. As an instructional coach, she has supported the growth of teachers and schoolwide systems that are self-sustaining and rooted in the true needs of the students and school communities they serve. As a founding administrator of the Brooklyn Urban Garden School, Jami developed sustainable systems for creating instructional and leadership teams, developing curriculum, and supporting diverse learners. Jami also has a passion for literacy education and is also a trained Orton Gillingham reading specialist.
In 1993 Usha began her career as a high school mathematics teacher in Seattle and then for New York City. She worked and trained under Lucy West as a lead mathematics coach beginning in 2003 in Region 9. She received her doctorate in mathematics education from Columbia University in 2007. She taught elementary and secondary math teachers at Fordham while also serving as a principal investigator for an NSF Noyce grant. Recently, she was selected by CUNY to write the LINCT curriculum for struggling 12th grade students through a grant funded by New York State entitled the Transition Course Initiative. This curriculum along with her 10-day professional development sequence is currently used by over 80 high schools. She also edited and provided professional development for the Consortium for Mathematics and Its Applications.
Her research has focused on attitudes toward proving, mathematical modeling, teacher collaboration, and lesson study. She has had the opportunity to share her work at both national and international mathematics education conferences.
Rob Menken taught social studies and English. He founded two schools, the second of which, The New York City Lab School for Collaborative Studies, he served as principal for twenty years. His many years of experience provided him ample opportunity to develop skills in the areas of developing leadership capacity, collaborative teaming, and instructional focus. Menken feels most strongly about helping principals come to the realization that quality instruction is the goal; test scores will follow that achievement.
Laura Rigolosi has taught English at the middle school, high school, college and graduate school level and continues to find joy in teaching and learning! She began her teaching career nearly twenty years ago, and is passionate about finding ways to help students access texts at all levels. She has facilitated workshops nationwide on content- area literacy, and approaches to teaching reading and writing to heterogeneously-grouped secondary students. Laura loves working with schools on how to increase student participation and engagement, and looks forward to continuing her work this year!
Molly is an enthusiastic lover of mathematics, problem solving, mathematical games, and all things teaching and learning. She has been working as an instructional coach in NYC Public Schools since 2018 and is currently working toward earning a PhD in Mathematics Education from Teachers College at Columbia University. Molly has extensive experience teaching mathematics at a secondary level, developing inquiry-based curriculum, leading math departments in instructional work, collecting and analyzing student data, supporting teachers to improve mathematics instruction, and supporting school administrators to develop a vision for mathematics learning in secondary schools. Molly believes that mathematics can and should be taught in a way that fosters interest, confidence, excitement, and moments of insight and that anyone can enjoy and succeed at mathematics. She is committed to working towards greater equity in educational experiences and outcomes for students in public education and believes that all students should have opportunities to do engaging, meaningful, and rigorous mathematics.
Carolyn is an early literacy expert who works with preschool and elementary educators, families, and children to improve reading outcomes. She taught first grade in Los Angeles and Compton, California for 8 years before becoming a Reading Specialist in New York City. She is currently a Clinical Assistant Professor at NYU, instructional media developer, and speaker.
Her educational philosophy seeks to enhance science curriculum and science teaching methods, which involves developing engaging lessons to motivate student learning by building confidence and exploring with them what they know, how they learn and the value of scientific knowledge. Currently, she is a full-time lecturer at Teachers College, Columbia University, and she continues her work in STEM education by working with teachers and students in New York City and New Jersey doing professional development.
Her work has been published in the Journal of Contemporary Foreign Language Studies; Learning, Culture, & Social Interaction; Discourse Studies; Language and Information Society; the Journal of Applied Linguistics and Professional Practice; and Working Papers in TESOL & Applied Linguistics. She was co-chair of the first and fourth annual meetings of the Language and Social Interaction Working Group (LANSI) at Teaches College, Columbia University.
Keri Scriva has worked in mathematics education for over twenty years. She is currently a math coach at several schools throughout New York City. Keri has a B.A. in Mathematics and M.S. in Mathematics Education from Hofstra University. She taught math and science for thirteen years at Landmark High School in Manhattan where she also assumed roles in advisory and academic intervention support in addition to serving as a team leader and mentor. In 2012, Keri became an instructional coach. She is passionate about connecting teachers and students to real life mathematical experiences, creating engaging classrooms focused on meaningful discussions, and coaching teachers to support their growth.
If only we could gin up an equation that put American reading and math wars to bed as successfully as Erwin Schrdinger extinguished the wave/particle debate. But what a big step Tim Shanahan takes in that direction using the "softer" tools of example and analogy.
All hail Tim Shanahan!
Looks like there is some overlooked history regarding the distinctions between skills and strategies. In our 1983 paper Becoming a Strategic Reader, Paris, Wilson and Lipson described strategies as intentional versus skills as automatic in the same way that other cognitive skills develop. We characterized strategies as the conscious analysis of skills that is necessary during initial learning, trouble shooting, and teaching, and we said that the strategies become automatic skills with extensive practice. These ideas and others were elaborated in more detail by Afflerbach, Pearson, & Paris (2008) in an article in the Reading Teacher entitled Clarifying Differences Between Reading Skills and Strategies Strategies. I humbly suggest that readers might find the historical papers informative about this enduring issue.
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