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Tamara Sewell

Supervised Fieldwork Advisor; Course Instructor

Academic Interests

Early intervention evidence-based practices Early intervention/early childhood special education teacher preparation practices Family-centered philosophies Infant-toddler development Principles & practices Social justice & literacy

Some of the Values that Shape My Work

I believe that learning occurs through developmental interaction and social constructivism, beginning at birth and continuing throughout the life span. Effective teaching strategies involve active engagement and practical application of concepts for students of all ages. Engagement with and synthesis of research, policy, and practice are the tools that lead to strong advocates and educators.

Work with Families, Children, Schools, and Communities

I began my work with children and families as a developmental therapist at a center-based early intervention program in Augusta, Maine. I went on to work as an early intervention service/ screening coordinator in Waldo County, Maine and then supervised an early intervention home and community-based program in middle Tennessee.

Recent Professional Contributions

Member, Committee to Revise the Early Childhood Generalist Standards of National Board for Professional Teaching Standards Accomplished Teacher Certification, 2010-2012.

Presenter, national and international conferences regarding new National Board of Professional Teaching Standards, Early Childhood professionals’ perceptions of inclusion, as well as social justice and children’s literature. 

Development Committee Exceptional Learning; Young Children & Families Concentration Tennessee Technological University, 2010-2011.

Reviewer for SECA Dimensions of Early Childhood Journal & What’s New in Children’s Literature? (2006-present)

Fieldwork Advisement; Member of DEC and NAEYC

Educational Background

  • Ph.D., Exceptional Learning: Young Children and Families, Tennessee Technological University
  • M.S., Public Service Management, Cumberland University
  • B.S., Early Childhood/ Special Education, University of Maine, Farmington

Selected Publications and Presentations

  • Sewell, T. (2012). Are we adequately preparing teachers to partner with families? Early Childhood Education Journal, 40(5), 259-263.

  • National Board for Professional Teaching Standards EC Generalist Committee (2012). Early childhood generalist standards: For teachers of students ages 3-8 (3rd ed.). Arlington, VA; NBPTS.

  • Sewell, T. (2010). Considering social justice and picture books. In C.S. Rhodes & L.B. Wolf (Eds.), Social justice and education: Navigating stormy waters (pp. 3-11). East Rockaway, NY: Cummings & Hathaway.

  • Buttaro, L., & Sewell, T. (2010). Secondary Latina/o students’ perceptions about school and schooling. 2010 American Institute of Higher Education Proceedings, 3, 938-950.

  • Sewell, T. (2010). What’s new in children’s literature? [Review of the book My little polar bear]. p. 44. Little Rock, AR: Southern Early Childhood Association.

  • Sewell, T. (2009). What’s new in children’s literature? [Review of the book Ten little Christmas presents]. p. 2. Little Rock, AR: Southern Early Childhood Association.

  • Buttarro, L., & Sewell, T. (2009). Lessons learned from student teachers. American Institute of Higher Education Proceedings, 2, 299-302.

  • Sewell, T. & Hitchcock, C. (2009). Using technology with preschoolers: Developmentally appropriate practice. Tennessee's Children, 5(3), 22-26.

None

Contact me:

(212) 875-4637 tsewell@bankstreet.edu
610 W 112Th St # 803
New York, NY 10025-1898