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Susan Stires

Supervised Fieldwork Advisor; Course Instructor

Academic Interests

Children’s literature Integrated curriculum Language acquisition in all forms Reading and the understanding of text as a cognitive, social, literary, cultural and critical act Teacher research Writing and the teaching of writing

Some of the Values that Shape My Work

In education, I value people over programs and believe that the development of students is the focus of my work. Further, I believe that relationships are at the core of teaching and learning, and it is necessary to enter into relationships and build trust and respect in order for full learning to take place. In turn, I believe that it is possible that if I treat my students in this way, they will enter into deep relationships with their students and their families. Another one of my core beliefs is that teaching itself is inquiry. It is essential to question one’s practice and learn from an investigation of the questions that emerge. If a teacher engages in research, and learns from his or her own practice, I believe that that action becomes generative. When there is a problem to solve or “a wondering to pursue” (Glenda Bissex) one investigates.

Work with Families, Children, Schools, and Communities

I was an elementary teacher for thirty years in communities representing a range of populations from urban immigrant to rural poor to mainstream middle class. I helped to found an elementary school based on of reading and writing processes and integrated curriculum prior to leaving to work on my doctorate.
 
Since 1983 I have been a part-time literacy consultant to schools nationally and internationally. I worked as a literacy staff developer in New York City schools for 12 years, and I was a lecturer at Teachers College prior to coming to Bank Street in 2005.

Recent Professional Contributions

Fieldwork advisement at Bank Street
Instructor of multiple literacy-related courses
Mentor of Integrated Masters Projects
Alternate Member of Curriculum Committee
Member of the Task Force on Faculty Careers
Member of Faculty Advisory Committee
Member of National Council of Teachers of English and Reviewer of the Journal, Language Arts
Reviewer for multiple educational publishers, such as Teachers College Press, Heinemann, etc.

Educational Background

  • Ed.D., Curriculum with a Concentration in Literacy, Teachers College, Columbia University
  • M.Ed., Counseling, Boston University
  • B.S., Elementary Education, West Chester State University

Selected Publications and Presentations

  • Stires, S. (2011). The development of early reading for university and college instructors: Background and curriculum. PreSTEP Islamabad and Lahore, Pakistan.

  • Stires, S. (2011). Considerations in enacting a reading comprehension curriculum. Urban Education Exchange, New York, NY.

  • Stires, S. (2010). Developing teacher voice and expertise through teacher research. Conference presentation, Ninety-Seventh Convention. National Council of the Teachers of English, Orlando, FL.

  • Coviello, A., & Stires, S. (2010). No shortcuts on the journey to learning for students or teachers. In J. Silin (Ed.) Occasional paper series 25: High-needs schools: Preparing teachers for today’s world (pp. 55-66). New York: Bank Street College of Education.

None

Contact me:

(212) 875-4542 sstires@bankstreet.edu
610 W 112Th St # 652B
New York, NY 10025-1898