Each staff developer assumes responsibility for a score of schools and contributes to the organization’s knowledge base and repertoire of resources.
Jonathan Aldanese was a principal outside of Seattle before joining the Project, and before that, a lead teacher and a literacy coach in New York City and Seattle. Jonathan has expertise in methods for whole-school reform and in the Danielson Framework. He has facilitated literacy professional development throughout the country and recently presented at an advanced institute in Oregon. Jonathan holds a master's degree in Teaching from Brown University and a Principal Certification from the University of Washington.
Carl Anderson is the author of the acclaimed books, Assessing Writers and How's It Going?: A Practical Guide to Conferring with Student Writers. His latest project is the series, Strategic Writing Conferences: Smart Conversations that Move Young Writers Forward. Carl is a featured speaker throughout the country as well as internationally.
Allyse Bader, a graduate of the Literacy Specialist Program at TC, is a former classroom teacher in New York City and Westchester, NY. Allyse has experience working in an inclusive classroom and with a large population of ELL's. She has served as an active member on leadership and professional development teams and acted as a teacher mentor.
Angela Baez taught in New York City before joining the Project. Her classroom served as both a literacy lab site and a host site for Teachers College graduate students. Angela supports schools across New York City, as well as in Palm Beach, FL and Bogota, Colombia. She is co-author of Bigger Books, Bigger Reading Muscles, a unit of study for kindergarten readers.
Samantha Barrett was a special education teacher at PS 317-Waterside Children's Studio School in Rockaway Park before joining the Project. She has served as an active member on leadership and professional development teams and acted as a new teacher mentor. Samantha works with schools in Long Island, NY, Seattle, WA, Aldine, TX, and Lake Garda, CT
Lindsay Barton was a teacher leader in the Cambridge, MA public schools before joining the Project, where she focused on the writing process, project-based learning, science, and curriculum development. Lindsay is a graduate of the Teachers College Literacy Specialist program. She is a co-author of Readers Have Big Jobs to Do: Fluency, Phonics, and Comprehension, Grade 1.
Leah Bragin Page taught in New York City for many years in both primary and upper grade classrooms, general education and inclusion classrooms, and also served as a literacy coach. Her classroom and students were featured in Units of Study in Argument, Information, and Narrative Writing, 6-8. Leah is a graduate of the Literacy Specialist program at Teachers College. She has presented her master's work at NCTE.
Nancy Brennan taught at PS 199 in Queens for many years prior to joining the Project, where she gained experience working with a large population of ELL's in both general education and inclusion settings. Her classroom served as a literacy lab site for teachers and administrators. She is interested in read aloud with accountable talk and building grand conversations.
Laurie Burke, a graduate of the Teachers College Teaching of English MA Instep Program, has taught literacy across content areas in Italy, Virginia, Florida, New York, and California. Her classroom has served as a lab site for Project institutes. Laurie has presented at institutes in Bellingham, WA, Saint Louis, MO and San Diego, CA.
Heather Burns was both a classroom teacher and a literacy coach for many years in Connecticut and New York City before joining the Project. Heather has experience with curriculum design and implementation, and holds a Master of Science in Education, a Reading Specialist/ Reading Consultant Sixth Year degree, and an Intermediate Administrative Certificate. She works with schools in Beaverton, OR and South Kingston, RI.
Ryan Candelario taught in Half Moon Bay, CA before joining the Project as a staff developer. Ryan is particularly interested in helping teachers incorporate technology in their classrooms to support literacy skills. He currently supports schools around the country. Ryan holds a master's degree in the Literacy Specialist program at Teachers College.
Arlène Casimir-Siar was a lead teacher in NYC and New Orleans before joining the Project. She founded, designed and implemented an inclusive Trauma Informed Balanced Literacy curriculum for grades K-4 and her classroom served as a labsite. In her staff development, Arlène is committed to fostering social justice, character & values education, and student leadership to support responsive, rigorous instruction for diverse learners. She has presented at institutes in San Diego, CA, Alberta, Canada and at Teachers College.
Purnima Chopra-Vohra received her M.Ed. from Teachers College before joining the Project. She provides staff development for schools in New York City and in nearby suburbs. She also presents at institutes at Teachers College and around the country, most recently in Loudoun County, VA and the Dallas, TX area.
Grace Chough, Lead Staff Developer, holds a master's in Education from Teachers College in the English Education Department. In the past, Grace worked as an instructor at Teachers College, assisting Lucy Calkins in a writing instruction course and teaching seminars for student teachers. In addition to her work in New York, Grace provides staff development for schools in San Francisco and Los Angeles, CA, Ellington, CT, and Shanghai, China. She is a co-author of Reading History: The American Revolution, a unit of study for fourth grade readers
Rebecca Cronin, Lead Staff Developer, supports literacy coaches, administrators, and teachers. Her latest projects focus on integrating content area, reading, and writing in classrooms. Rebecca is a co-author of Bigger Books, Bigger Reading Muscles, a unit of study for kindergarten readers.
Colleen Cruz, Senior Lead Staff Developer, is a writer of children's literature and of professional texts for teachers including Independent Writing, A Quick Guide to Reaching Struggling Writers, K-5, The Art of Information Writing, Grade 3, The Arc of Story, Grade 4, Writing Realistic Fiction: Symbolism, Syntax, and Truth, Grade 7, Fantasy Book Clubs: The Magic of Themes and Symbols, Grade 5, and The Unstoppable Writing Teacher.
Alexis Czeterko earned her master's degree in Curriculum and Teaching from Teachers College. Before joining the Project as a staff developer, she taught in Westchester, NY and was a Dual Language teacher in Queens. Alexis leads specialty and lead teacher groups in Connecticut and coaching sessions at the summer institutes, with a focus on content area literacy. Alexis recently at institutes in North Carolina, Ohio and upstate New York.
Katrina Davino taught primary grades in New York City before joining the TCRWP. As a teacher, she took part in professional development planning and facilitated teacher study groups. Katrina has led teacher inquiry around play and its intersection with literacy, a particular interest of hers. She has a master's degree from the Literacy Specialist program at Teachers College.
Amanda Densmore taught in inclusive elementary classrooms for many years in Lexington, Massachusetts before joining the Project. Her classroom was a labsite for doctoral research in the Writer's Workshop and for professional development in reading and writing. Amanda holds a BS in Theatre and an MA in Children's Literature.
Jennifer DeSutter began her career teaching in New York City working specifically with students with IEP's and with ELL's. As a staff developer, she supports schools in New York City and across the country. Jen enjoys working alongside administrators, coaches, and lead teachers to develop school wide goals to improve student achievement and teacher practice. She is a co-author of The How-To Guide for Nonfiction Writing, Grade 2.
Hannah Fiasconaro was an inclusive classroom teacher in Queens prior to joining the Project. As a teacher, Hannah took part in professional development planning and facilitated study groups, inquiry groups and the school's literacy leadership team. Hannah holds master's degrees in Elementary Education and Special Education from St. John's University.
Kimberly Fox was a special education teacher in New York City before joining the Project, and she led school-based professional development in Interactive Writing as well as behavior supports. Kimberly has taught Literature for Younger Children, a course at Teachers College. She has played a major role in Reading Rescue, a program for at-risk first graders, and has also worked as an artist to support many of TCRWP's anchor charts and other tools.
Simone Fraser was an upper grade elementary teacher in New York City and California for many years. Before joining the TCRWP she taught at PS 321, a long-time Project school in Brooklyn, where her classroom served as a lab site for teachers and administrators. Simone supports schools in upstate New York, Washington, Ohio and Texas. She leads specialty groups and presents at various institutes including the Reading Coaching Institute.
Shana Frazin, Senior Staff Developer, taught in Pasadena and Los Angeles Unified School districts and was a faculty member at Pacific Oaks College prior to joining the Project. Shana is co-author of Once Upon a Time: Adapting and Writing Fairy Tales, a 3rd grade narrative writing unit. She recently joined Lucy at the helm of the TCRWP's Classroom Library Project.
Dominique Freda received her MA in Inclusive Elementary Education from Teachers College before becoming a classroom teacher in NYC. During her many years in the classroom, she worked closely with the Project by participating in lead teacher groups and specialty groups focused on pushing high-level readers.
Brooke Geller, Senior Lead Staff Developer, holds two Master of Science degrees, one in reading and one in educational leadership, as well as a Supervisory Certificate. Brooke is especially dedicated to mentoring staff developers and teacher leaders. She often teaches advanced sections at TCRWP summer institutes. Brooke is co-author of the forthcoming third grade unit, Mystery: Foundational Skills in Disguise.
Valerie Geschwind taught both primary and upper grades and was an inclusive classroom teacher prior to joining TCRWP. She has presented on the role of talk in the classroom and wrote an article on this topic for Heinemann's Digital Campus. Valerie has her own blog, KidDriven, and also contributes to other professional blogs. She is co-author of The How-To Guide for Nonfiction Writing, Grade 2.
Jessica Greiss was a primary teacher in New Jersey before joining the Project. While a classroom teacher, she and a colleague were responsible for launching Writer's Workshop in the primary grades at her school. Jessica supports schools in Texas and Washington. She is a graduate of the Literacy Specialist program at Teachers College.
Eric Hand taught for many years in Baltimore and New York City before joining the Project. Eric has taught in a range of settings, from ICT to GT classrooms.He holds a master's in Reading from Towson University. One of Eric's passions is searching for graphic novels that can be incorporated into literacy instruction and classroom libraries. He supports schools in New York City, California, and Massachusetts.
Meghan Hargrave came to TCRWP from Winnetka, Illinois, where she was a teacher leader, mentor, and member of the Language Arts Committee. Meghan and a few colleagues initiated a foray into workshop teaching that led to full district implementation four years later. Since joining the Project, Meghan has been a TA for one of Lucy Calkins' courses in the Literacy Specialist program, presented at the inaugural Institute on Argumentation, and led Units of Study days nationwide.
Lisa Hernandez Corcoran was a K-6 literacy curriculum specialist, a teacher leader, and a teacher in Wethersfield, CT before joining the Project. She has a passion for creating individualized literacy tools to strengthen student independence and is an avid user of digital media to support literacy. Lisa has presented at institutes in Texas, Massachusetts, and Virginia. She holds a CT administration certification.
Lizzie Hetzer worked as a literacy coach in Brooklyn before joining the Project. She also has experience as a special education and reading intervention teacher, serving students with a variety of special needs in inclusive and special education settings. Lizzie is interested in studying text complexity across grade levels.
Christine Holley, Senior Staff Developer, works with teachers and school leaders in a score of schools across the New York City area and beyond. Christine is especially known for using drama, storytelling and the arts to bring literature to life. She leads advanced sections at the TCRWP's summer institutes, and courses for literacy coaches. Christine is co-author of two units of study books: From Scenes to Series, Grade 1 and Becoming Avid Readers, Grade K.
Lisa Hourigan taught at P.S. 199Q for many years before joining the Project, where she worked with a large ELL population, as well as high achieving students. Lisa has participated in TCRWP specialty groups and lead teacher groups focusing on read aloud and classroom discussion.
Kisha Howell taught primarily upper elementary grades in Charlotte, North Carolina and Harlem, NY before joining the TCRWP. She was an inclusive classroom teacher who focused specifically on cultural relevance in the classroom. Her role in and out of the classroom included planning and facilitating professional development for new teachers. Kisha earned her masters degree from the Literacy Specialist program at Teachers College.
Christine Ikin was a classroom teacher in New York City, on Long Island, and also taught in Sydney, Australia before joining the Project. Christine has experience working with a large population of ELL's, and has taught in both general education and inclusion settings. Her classroom has served as a labsite for staff development.
Jasmine Junsay, a graduate of the Literacy Specialist program at Teachers College, taught for many years, most recently at PS 29 in Brooklyn, and was a Resource Specialist. Jasmine has shared her expertise in content literacy instruction in study groups and through curriculum writing. Since 2014, She has served as a teacher leader with the Colonial Williamsburg Foundation, leading classroom demonstrations and supporting teacher institutes on site.
Jennifer Kean-Thompson taught in general and inclusive classroom settings and mentored new teachers prior to joining the TCRWP. Jenn has been directly involved in developing performance assessment tools related to the Common Core standards, and has presented at NCTE on writer's workshop and working with ELL's. She supports schools in the New York City area as well as in Seattle and Japan.
Ann Keyser was a literacy coach and teacher in Florida before joining the Project, where her school served as a model for her district. Ann introduced her district to the Units of Study, provided staff development to coaches and teachers in reading and writing workshop, and collaborated on the creation of the Balanced Literacy plan for the district. She holds a masters degree in Educational Leadership with Florida Admin certification.
Hareem Atif Khan teaches in the Literacy Specialist program at Teachers College. She also staff develops schools in New York City and worldwide. She has helped develop the TCRWP Units of Study for Reading and Writing for many years. Hareem holds an Ed.M from Teachers College and an M.Sc in International Relations from Quaid-E-Azam University, and is a Fulbright scholar.
Hannah Kolbo was a Special Education teacher and co-teacher in New York City and Long Island before joining the Project. Her classrooms served as the observation site for teachers and administrators. Hannah provides staff development to schools in Pacifica, CA, New Hartford, CT, and New York City.
Jordan Kravitz, a graduate of TC's English Education program, taught in New York and Chicago for many years before joining the Project. Jordan worked in public and private schools, served on leadership and professional-development teams and acted as a teacher mentor and writing-center director. He's currently at work on a macabre middle-grade novel.
Celena Larkey, Lead Staff Developer, has worked with teachers, coaches, and principals to establish rigorous, and responsive literacy instruction. Celena leads specialty courses, lead teacher groups, coaching institutes and content area institutes focused on Inquiry and developing deep literacy connections across content area studies. She is a co-author of Writing Reviews, Grade 1, and of Becoming Experts: Reading Nonfiction, Grade 2.
Katherine Lindner was a literacy specialist, reading specialist, and teacher in Wisconsin for many years before joining the Project. She was also an ad-hoc instructor in the C&I department at the University of Wisconsin-Milwaukee, where she is currently enrolled in the Urban Education Doctoral Program with an emphasis in C&I and Literacy and a minor in Early Childhood.
Natalie Louis, Lead Staff Developer, teaches advanced reading and writing workshops at summer institutes, and has a special interest in helping upper grade teachers understand the work of primary reading. In addition to her work across the United States, Natalie provides staff development in Amsterdam. She is co-author of two kindergarten units in the reading and writing Units of Study series: Writing for Readers and We Are Readers.
Alicia Luick, Lead Staff Developer, is dedicated to cultivating climates of professional learning and student growth, working closely with teachers, coaches and administrators alike. She draws on her many years as an elementary teacher and district-wide literacy coach in New Jersey to help grow school systems. Alicia holds master's degrees from Fordham University in curriculum and administration. Outside of her work as a staff developer, she is a classical choral singer who performs at festivals worldwide.
Casey Maxwell spent 10 years teaching primary grades in public and charter schools in New York City where she planned school-based professional development. She earned her master's degree in Early Childhood from Bank Street College of Education. Casey has worked with teachers in rural Rwanda and has a special interest in working with emergent readers.
Jessica Mazzone was a literacy coach in New York City prior to joining the Project. She also taught general and special education, reading intervention, and social studies at PS 158, a long-time Project school. Jessica has co-led TC calendar days including one on writing research reports, content area literacy and reading in the content areas.
Dwight McCaulsky taught Literacy in the Franklin School District, Somerset, NJ before joining the Project, where he was a Team Cohort leader, Chair of the Vocabulary Professional Learning Committee, and a member of the School Improvement Plan. In these roles, Dwight planned and implemented school wide initiatives and took part in curriculum planning, assessment development, technology training, and data analysis to support the needs of students. H
Michelle McGrath was a teacher-researcher, a mentor for graduate students and a teacher at PS 180 in Manhattan prior to joining the Project. She has a special interest in working with schools that have large numbers of struggling students. Michelle has spoken at professional conferences and written for publication. She holds a master's degree from the Teachers College Literacy Specialist program.
Heather Michael comes to TCRWP from Nova Scotia, Canada where she was a teacher and International Baccalaureate Coordinator at a suburban public school. In addition to her work as a staff developer, Heather has taken a lead role in the TCRWP Classroom Library Project. She is also a student in the Teachers College Curriculum and Teaching Doctorate program, where she is researching adolescent academic identities.
Cornelius Minor, Lead Staff Developer, taught middle school English Language Arts at The Brooklyn School for Global Studies in Brooklyn, NY before joining the Project. Cornelius has special expertise in digital media and digital literacy. He is co-author of Investigative Journalism and Position Papers: Research and Argument, Grade 8, in Units of Study in Argument, Information, and Narrative Writing.
Marie Mounteer gravitated towards and developed expertise in supporting ELL's and Special Education students during her role as a primary educator in Brooklyn. Marie holds a master's degree in Elementary Education and a Special Education Certificate. She is passionate in her work to help students of all economic backgrounds and level of language acquisition become avid readers and writers.
Katherine Nigen Cetrulo spent many years teaching both regular and ICT classes at two Project schools, PS 59 and PS 321. In addition to her work in elementary classrooms, Katherine has also taught courses for the Preservice and Literacy Specialist programs at Teachers College. She holds a mater's degree in language and literacy from UT Austin.
Mike Ochs taught in rural and urban schools, most recently in the Bronx before joining the Project. A graduate of the Teachers College Literacy Specialist program, Mike has special expertise in supporting struggling readers and writers. He has written dozens of articles for children, many of which are in published Project materials, and is co-author of two books in the Units of Study series: Reading the Weather, Reading the World, Grade 4 and Literary Essay: Opening Texts and Seeing More, Grade 5.
Gary Petersen was a curriculum specialist in Wethersfield, CT prior to joining the Project. In that role, he coached teacher teams on the Reading and Writing Workshop method, planned lab sites, and rolled out the Units of Study in Writing. In addition to his work across the United States, Gary provides staff development for schools in Saudi Arabia and in Shanghai.
Alissa Reicherter takes special interest in helping to grow readers and writers while creating a collaborative culture of problem solvers. Before becoming a staff developer, Alissa worked in New York City schools, teaching in general education, ICT, and self-contained settings. She has also taught English in Panama, Nicaragua and Tanzania. Alissa is co-author of Mystery: Foundational Skills in Disguise, Grade 3.
Alexandra Roman, Lead Staff Developer, is a member of an action research team that develops best practices for ELL's with a focus on raising student achievement. Prior to her role at the Project, Alexandra's dual language classroom in Brooklyn served as an exemplar for second language learners. Alexandra continues to support Ell's through her work with literacy coaches and teachers in NYC, across the country, and internationally.
Rachel Rothman, Lead Staff Developer, leads study groups, workshops, and advanced sections at summer institutes on assessing and teaching foundational skills in addition to her professional development work in schools. A former classroom teacher, Rachel is co-author of Small Moments: Writing with Focus, Detail, and Dialogue, a unit of study for first grade writers. Rachel has a special interest in emergent literacy, especially in the intersection of play, literacy and social skill development in the early years.
Rhea Royster worked as a teacher and a literacy coach for many years in Newark, NJ prior to joining the Project. As a teacher, her classroom served as a labsite. As a coach, many of the professional development workshops she led focused on reading and writing workshop. Rhea has presented at institutes in Alberta, Canada and at Teachers College. She holds a master's degree in Educational Leadership.
Cynthia Satterlee was a classroom teacher in Brooklyn, NY before joining the Project, where she worked both in an inclusion setting and with gifted and talented students. Most recently, Cynthia has played a part in leading teachers to implement writing workshop as part of the NYC Department of Education School Renewal Initiative.
Kathleen Schechter earned her master's degree from the Secondary English program at Teachers College. She taught middle school English for many years in New York City prior to joining the Project, including 10 at East Side Community School.
Shanna Schwartz, Senior Lead Staff Developer, supports schools worldwide and provides leadership throughout the TCRWP organization. She develops curriculum, mentors junior staff, leads work at mentor schools, and supports study groups for principals, assistant principals, and literacy coaches. Shanna is the author of Making Your Teaching Stick and is co-author of two units for second grade, Writing About Reading and Second Grade Reading Growth Spurt.
Anna Sheehan was a K-5 literacy coach in San Francisco, CA prior to joining the Project. Before that, she taught at PS 116 in Manhattan and in Washington, D.C. Anna has experience facilitating lab sites and inquiry groups, and leading professional development with an emphasis on supporting ELL's. She is a graduate of the Literacy Specialist program at Teachers College.
Kristin Smith taught in West-Windsor Plainsboro, NJ and in the South Bronx, NY before joining the Project. Kristin has co-taught Methods and Materials for Reading Instruction at Teachers College, where she earned her master's degree in literacy. She is co-author of Character Studies, a third grade unit in Units of Study for Teaching Reading, Grades K-5.
Jessica Someck, a graduate of the Literacy Specialist program at Teachers College, taught in New York City before joining the Project, and has had experience in both general education and inclusive settings. Jessica also contributed to curriculum planning and acted as a teacher mentor.
Tim Steffen taught for many years at independent schools in New York City before joining the Project. He is a published author of children's books and holds master's degrees from Bank Street College of Education and Union Theological Seminary.
Emily Strang-Campbell taught at The Clinton School for Writers and Artists before joining the Project. Emily holds a master's degree from New York University with dual certification in Educational Theatre and English in the secondary classroom, and an M.F.A. in Theatre Arts from Brooklyn College. She is co-author of Research-Based Information Writing, Grade 6.
Dani Sturtz taught for many years in Rockland County and New York City prior to joining the Project. At PS 333, she participated in TCRWP's lead teacher and coaching groups and acted as a school leader, supporting primary teachers in literacy. Dani holds a master's degree from the Reading Specialist program at Teachers College.
Annie Taranto, Lead Staff Developer, is a graduate of the Literacy Specialist Program at Teachers Colleges. Annie has a deep interest in helping teachers tap into their powers as readers and writers. She is a co-author of The Research-Based Argument Essay, Grade 5, and The Art of Argument: Research Based Essays, Grade 7. Both books draw on pioneering work Annie has done developing state-of-the-art units.
Sarah Picard Taylor, Lead Staff Developer, is the author of Teaching Persuasive Writing K-2. She has taught at the TCRWP Coaching Institutes and led Advanced Institute sections and Specialty Courses for teachers of students with IEPs. Sarah was an inclusion classroom teacher in NYC and a reading resource teacher in Wisconsin before joining the TCRWP.
Amy Tondreau taught in Massachusetts for many years and served as an adjunct instructor and co-director of the Rhode Island College Summer Reading Clinic prior to joining the Project. In addition to her work as a staff developer, Amy has assisted Lucy Calkins with her graduate courses in TC's Literacy Specialist program and has contributed to the Reading Rescue initiative at the TCRWP. Amy is a doctoral student in the department of Curriculum & Teaching at Teachers College.
Jennifer VanBenschoten taught for several years in Queens before joining the Project, where she gained experience working with a large population of ELL's. Jennifer has been part of leadership and professional development teams, and her classroom has served as a labsite.
Taryn Vanderburg has consulted with public, private and charter schools throughout the country, and is driven by the pursuit of elevating curriculum, instruction, and student learning. Taryn has a Master of Education and is a reading specialist.
Jamie Wang taught in New Jersey before joining the Project, where she worked in both public and independent schools. During that time, Jamie spent several summers in China, teaching English. She has also served as a Milman Fellow at Teachers College and has provided staff development to several renewal school in NYC. Jamie is currently completing her master's degree in the Literacy Specialist program at Teachers College.
Katie Wears taught and worked as a K-8 literacy coach in Weedsport, NY prior to joining the Project. Katie presents at institutes across the country, and leads advanced sections at summer institutes and coaching institute groups. She took a lead role in the TCRWP Classroom Libraries Project. Katie is currently working toward a Certificate of Advanced Study at the State University of New York at Brockport. She is a co-author of Bigger Books, Bigger Reading Muscles, a unit of study for kindergarten readers.
Cynthia Williams came to the Project from Van Buren, Arkansas, where she served as a curriculum coach helping students and teachers in grades K-5. Cynthia brings many years of classroom teaching experience across Texas, Michigan, and Arkansas to her role as staff developer.
Katy Wischow , Senior Staff Developer, supports elementary and middle schools. Before joining the Project, she earned her MA in the Literacy Specialist program at Teachers College and taught for many years in Newark, NJ. Katy is passionate about curriculum development, using the arts to develop literacy, and creating strong cultures of talk in classrooms. She has been an adjunct instructor at Teachers College and is a co-author of The Literary Essay, Grade 8.
Pablo Wolfe was a middle school teacher at School of the Future in Manhattan before coming to the Project as a staff developer. He has trained and mentored aspiring teachers in Workshop model teaching methods, and has served as the English Department Head at the School of the Future.
Beth Zawatski worked as a special education teacher, a regular education teacher and a K-5 Literacy coach in Connecticut before joining the Project. She is coauthor of an article on collaboration in the International Journal of Qualitative Studies in Education, and has spoken nationally on the topic of nonfiction reading and science, including presentations at NCTE and the Association of Science Teacher Educators.
Elisa Zonana taught Humanities and English for many years before becoming a literacy coach and staff developer for the TCRWP. Elisa is the co-author of Catching Up on Conventions: Grammar Lessons for Middle School Writers (Heinemann, 2009).