Faculty | Literacy Specialist | Curriculum & TeachingSkip to content Skip to main navigation
In the Department of Curriculum & Teaching
Faculty for the Literacy Specialist M.A. program
Lucy Calkins is the Richard Robinson Professor of Children's Literature and the Founding Director of the Teachers College Reading and Writing Project. The Project has worked with over a hundred thousand teachers through institutes, workshops, and on-site professional development. Calkins is also Co-Coordinator of the Literacy Specialist program. She is the author or co-author of several score of books, including Pathways to the Common Core, the best-selling book on that topic, a series of books that undergirds writing curriculum in schools throughout the world, Units of Study in Opinion/Argument, Information and Narrative Writing, K-8, and the newest series of books Units of Study for Teaching Reading Grades K-5. Lucy's research centers around the intersection of school reform, professional development and the teaching of reading and writing.
Marjorie is Co-coordinator of the Literacy Specialist program and Professor in the C&T Department. Marjorie's classroom-based research aims to expand what counts as literacy and what matters in literacy education. Her exploration of new possibilities for literacy curriculum and teaching has focused on multimodal literacies, content area literacies (especially mathematics), and children's lived experiences with mandated curricula. Her work has appeared in many professional journals, including Language Arts and Reading Research Quarterly, and chapters in edited volumes and research handbooks, including a chapter, "Critical Approaches," in Handbook of Reading Research (Vol. 3). She is the co-author ofReading Counts: Rethinking the Role of Reading in Mathematics Classrooms and Critical Thinking: A Semiotic Perspective.
Maria Paula Ghiso
María Paula’s research focuses on the literacy learning of urban and immigrant students, with a particular focus on young children’s writing, responses to literature, and bilingual practices. She has scholarship published or accepted in professional journals such as Language Arts, Anthropology & Education, The NRC Yearbook, and Reading Research and Instruction. She has also co-authored a chapter in the upcoming Handbook of Children’s and Young Adult Literature. María Paula was a pre-school and dual language elementary teacher in New York City and has worked extensively with teachers in national and international professional development contexts.
Ellen serves as the fieldwork coordinator for fulltime students. Ellen taught in elementary classrooms for more than twenty years, working with Pre-K through fourth grade students. She also worked as a literacy leader, staff developer, and University of Pennsylvania graduate level instructor. She is a part-time staff member at the Teachers College Reading and Writing Project, and leads summer institutes on the teaching of reading and writing. Ellen received her BA in Education from Wake Forest University and her MA from Teachers College. Her interests include emergent literacy, children’s literature, reading and writing instruction in the primary grades, and literacy leadership.
Rebecca Bellingham taught as a classroom teacher, a literacy coach, and a teaching artist for students in Kindergarten through eighth grade. A former professional actress, Rebecca is particularly interested in the way literacy and the arts intersect. While working for Dreamyard, she incorporated theater and music into literacy curriculum in elementary schools in the South Bronx. Rebecca also developed and taught a course on the intersection of theater and reading/writing instruction for graduate students at City College of New York in the Educational Theater Department. Rebecca completed her BA at Brown University, her MEd in elementary education at Lesley University, and her MA in the Literacy Specialist program.
Amy is a doctoral student in the Department of Curriculum & Teaching at TC. Her research interests include the impact of mindset and agency on writing identity and development; the relationship between students' social-emotional competencies and their literacy practices; and the impact of teachers' mindset on student achievement and their own practice. Amy received her M.Ed. in Reading from Rhode Island College and her B.A. in Elementary Education and Communications from Boston College. Before coming to TC, Amy taught upper elementary grades in Massachusetts for seven years and served as an adjunct instructor and co-director of the Rhode Island College Summer Reading Clinic.
Hareem Atif Khan
Hareem Atif Khan has helped develop the Units of Study for Reading and Writing at TCRWP for many years. She has also taught at the summer institutes. Hareem coaches schools and districts that are adopting the workshop model in the United States and around the world.