Peggy McNamara

Chair of General Teacher Education

Academic Interests

Some of the Values that Shape My Work

I have learned that the most effective teaching tool that I can develop is myself as an individual, as Biber and Sydner (1948) suggest, who uses “principles rather than prescriptions”; who claims “authority without requiring submission” and who can “experiment but not be random.” In my work with new teachers, I use these guides as support, and challenge them through a caring and productive relationship. It is this type of relationship that I coach them to develop with their students.  As I accept my teachers’ strengths and needs, I ask them to do the same with their own students. To do this, they must combine their daily observations in their classrooms with the theories and practices that they have learned in their Bank Street studies.  Like me, every teacher must understand that students are most successful when they identify their teachers as people who view them as “learners with potential.”

Work with Families, Children, Schools, and Communities

My teaching career began in public and private preschool and elementary schools with both general and special education students, always inviting parents to enter into a partnership with me to educate their children. When students needed special services, I guided parents to find the appropriate resources.

Selected Professional Development Work

Through workshops, class demonstrations and ongoing coaching, I have guided teachers to develop skills and strategies for teaching differentiated literacy learning that meets the needs of diverse learners.

Social Studies professional developer at Midtown West Elementary School supporting teachers to design, enact, and assess integrated social studies curricula (grades K-5.)

Educational Background

• Ed.D., Teachers College, Columbia University, Curriculum and Teaching
• M.S.Ed. & Ed.M., Bank Street College of Education, Special Education
• B.A., Fordham University, Psychology