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Marcia Singer

Project Director, Autism Spectrum Annotation

Supervised Fieldwork Advisor, Course Instructor

Autism Spectrum Annotation

Academic Interests

Autism spectrum Collaborative school planning Differentiation Educational leadership Instructional supports Program development Special education Teacher training

Recent Courses Taught

Some of the Values that Shape My Work

I have been interested in Edna Shapiro’s writings about the many ways of regarding competence in schools.  I think about the scope of this work as I try to build a school environment that stresses opportunities to develop the highest competence in all areas of education for students , staff and the participating community who are special and diverse. In direct school instruction and curriculum development this influences my concern to never limit the potential of growth for any student regardless of the seeming challenges as one would never know how much more students can experience and learn if they are not given the supportive opportunity to try.  In promoting school leadership it influences building a strong foundation of thought enabling all future leaders to provide support to use their collaborative community to develop the range of abilities for all school stakeholders.

Work with Families, Children, Schools, and Communities

My work in this area includes families with students aged 3 - 21 and young adults who have completed the traditional school programs.  Collaborative work includes neighborhood and community services and a wide variety of public, private and independent school settings. The type of work involves program and resource development, educational services, and collaborative community partnerships.

Selected Professional Development Work

Topics in professional development include:  three hour mandated training in autism, all areas of functioning for students with Autism Spectrum Disorder, differentiated instruction, developing school leaders, collaborative planning with all school personnel, Middle School special education, community, parents, presentations at local, national and international conferences.

Educational Background

  • Ed.D., Teachers College, Columbia University
  • M.A., Teachers College, Columbia University
  • B. A., Northeastern University
  • Cognitive Modifiability Professional Certification, Yeshiva University, New York, New York
  • Consultation Skills Professional Certification, Institute for Educational Leadership, Washington, D.C.

Selected Publications

  • Newman, D., & Singer, M. (2008).  Using a classroom-based coaching model to foster differentiated instruction. CEC Today. Retrieved June 4, 2011 from http://www.cec.sped.org/AM/Template.cfm?Section=CEC_Today1&TEMPLATE=/CM/ContentDisplay.cfm&CONTENTID=11464
  • Hummel-Rossi, B. and Singer, M. (2001), A model for researcher-teacher collaboration. In R. M. Hasburg (Ed.), Annuals of the joint meeting of the association for the advancement of educational research and the national academy for education research 1989-1999, (pp 185-190). Lanham, MD: Univeristy Press of America.
  • Singer, M. &  Foley-McInerney, M. (1989).  The equalizer - Technology for the low incidence child.  The FORUM, 12(1), 18-20.

Contact me:

(211) 875-4496 msinger@bankstreet.edu
610 W 112Th St # 802
New York, NY 10025-1898