and Facilitators

• Leadership Education

  Serapha Cruz is Principal and co-founder of The Bronx School of Science Inquiry and Investigation/MS 331 in New York City. She has been a supervisor at the middle school, now named The Bronx School of Young Leaders, for nine years. Before working at MS 331 she taught elementary school for eight years in Washington Heights, NYC and for one year at an arts middle school in New Orleans, LA. Her list of accomplishments includes speaking at the National Middle School Association annual conference in 2010 and a publication in Middle Ground magazine in 2011.

  Bernadette Fitzgerald, Principal of PS 503 The School for Discovery and Exploration since 2009, developed, along with her dynamic team of dedicated teachers, the mission to which her school aspires: "The School … is a safe place where all members of our diverse community learn side by side with one another. Habits of mind are taught, practiced, valued, and infused into our culture. It is our mission to welcome and celebrate all peoples and to nurture them to be more reflective, cooperative, and kindhearted...” As school leader, Bernadette positions herself and is regarded as an instructional leader. She firmly believes in shared leadership and collaborative education. She encourages her staff to use a team approach to create an environment where everyone is an active learner. In the 2011-2012 school year, Bernadette extended her professional resume to include mentor principal in collaboration with the Office of New Schools in N.Y.C and Teachers College Columbia University. In addition, she was nominated into the Cahn Fellows Program for Distinguished Principals.

  Luis Rodriguez is a licensed middle school teacher with special education certification and has developed significant experience in inclusive education. He holds both School Building and School District Leader certifications from NYSED. Currently, Mr. Rodriguez serves as Director Special Education Instruction for CFN-411, a network of 28 NYC public schools. This role focuses on working with teachers and school leaders in developing capacity around, and implementing, special education reform. His academic credentials include a Master of Public Health degree from Columbia University, a Master of Science in Urban Education degree from Mercy College, and a Juris Doctor degree from Fordham University School of Law. Mr. Rodríguez is a certified Health Care Mediator by the American Health Lawyers Association. He is also an adjunct faculty member of Southern Connecticut State University and at Fordham University.

  Facilitated by Rima Shore, Bank Street College’s Chair of Educational Leadership Department. Rima, who holds a Ph.D. from Columbia University, co-founded Bank Street’s Laboratory for the Design & Redesign of Schools (LDRS), which has supported teachers and leaders at 20+ NYC public schools. She also helped design Project SIGNS (Strategic Interventions for Great Newark Schools) to support four public schools in Newark, NJ. In addition, she has led workshops for NYC public school principals, assistant principals, and teacher mentors on effective leadership strategies, collaborative inquiry, and mentoring new teachers.

• Special Education

  Andrea Fonseca is a graduate of Bank Street College’s Bilingual Special Education Program. Andrea has served as an instructor in the Early Childhood Special Education and Bilingual Programs at Bank Street College. She has also taught in a K-2 self-contained bilingual special education class, kindergarten and 1st grade dual language inclusion classes. Andrea is currently working in a K/1st grade ICT classroom at Castle Bridge School, a new progressive dual language school in Washington Heights.

  Margaret Blachly is a graduate of Bank Street College’s Bilingual Early Childhood General and Special Education Program. Margaret has served as an advisor and instructor in the Early Childhood Special Education and Bilingual Programs at Bank Street College. She also taught in general education and ICT classrooms in preschool and kindergarten, most recently at PS 210, a dual language public school in Washington Heights. Margaret is currently a bilingual SEIT teacher.

  Molly Giliotti graduated from Bank Street College with a Reading and Literacy degree. She has taught pre-k, kindergarten, and grades 2nd and 4th in both general education and ICT classrooms. She is currently the general education teacher in a 4th grade ICT classroom at PS 87 with Sarah Mankes.

  Sarah Mankes graduated from Bank Street College with Reading and Literacy degree. She has taught grades 1st, 4th, and 5th, in both general education and ICT classrooms. She is currently the special education teacher in a 4th grade ICT classroom at PS 87 with Molly Giliotti.

  Facilitated by Marcia Singer, Bank Street College’s Project Director of the Autism Spectrum Annotation. Marcia, who holds an Ed.D. from Teachers College, Columbia University, has held professional development workshops that included topics on 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. In addition, she has presented at multiple local, national and international conferences.

• General Education

  Kathleen Nolan-Kassal is a graduate of Bank Street College's Early Childhood and Childhood General Education and Advanced Literacy Programs. Kathleen currently teaches EDUC 563, The Teaching of Reading Writing and Language Arts, as an adjunct instructor for Bank Street College Graduate School. Kathleen has taught at private and public schools in 1st, 2nd and 3rd grades. In addition, she also has been a general teacher in an ICT classroom. She is currently teaching 1st grade at PS/IS 266.

  Emily Schottland graduated from Bank Street College with dual certification in General Education and Literacy. She has taught 1st, 2nd and 4th grades in general education and ICT classrooms. She is currently a 4th grade teacher at PS 276, Battery Park City School.

  Facilitated by Peggy McNamara, Bank Street College’s Chair of General Teacher Education. Peggy, who holds an Ed.D. from Teachers College, Columbia University, has guided teachers to develop skills and strategies for teaching differentiated literacy learning that meets the needs of diverse learners through workshops, class demonstrations and ongoing coaching. She is currently a Social Studies professional developer at Midtown West Elementary School supporting teachers to design, enact, and assess integrated social studies curricula (grades K-5.) Her 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 her to educate their children. When students needed special services, she guided parents to find the appropriate resources.