Supervised Fieldwork Advisor; Course Instructor
Some of the Values that Shape My Work
I am committed to supporting the growth of teachers as reflective, collaborative and critical practitioners in the classroom and school community. I hope to support students at Bank Street as they develop the tools to become effective advocates for the children and families with whom they work, and to be strong voices in the field for equity and access.
Work with Families, Children, Schools, and Communities
Taught elementary and middle school-aged students in residential and day schools for children with significant emotional and behavioral disabilities. Later was a teacher and curriculum director in a New York City public high school, one of the first with a full inclusion program.
Worked with faculty at the University of Plovdiv, Bulgaria on program revision and development for teacher and leadership programs.
Recent Professional Contributions
Working with the Center for Children and Technology on developing a digital curriculum and professional development tool focused on teaching critical literacy skills through social studies.
Staff development work with the American Social History Project has most recently focused on supporting middle and high school teachers in New York City in differentiating social studies curriculum and strengthening inclusive practices.
- M.S., Special Education, Wheelock College
- B.A., Art History, Wesleyan University
Selected Publications and Presentations
Burr, V. & Otoya-Knapp, K. (in press). Progressive online teacher education: Developing shifts in methodologies. Teacher Education & Practice.
Andrias, E., & Burr, V. (Eds.). (2012). Inclusive classrooms: From access to engagement. Bank Street Occasional Paper Series. Retrieved from: http://bankstreet.edu/occasional-papers/issues/occasional-papers-28/
Burr, V., & Jones, P. (2012). Fair is Not Equal: A Differentiated Approach to Supporting Behavioral Growth in the Classroom. Retrieved from: http://bankstreet.edu/blogs/fair-is-not-equal/