MARIS HOODKISS KRASNOW
7 CARPENTER WAY ARMONK, NEW YORK 10504
Telephone: (914) 273-4501
Mobile: (914) 262 - 0954
Email: [email protected]
EDUCATION
Teachers College, Columbia University, New York, New York
Doctor of Education, 1982 Major: Curriculum and Teaching
Dissertation: A Study of Five Emotionally Handicapped Public High School
Students In a Mainstreaming Program
Honors: Kappa Delta Pi
Teachers College, Columbia University New York, New York
Master of Arts, 1972 Major: Curriculum and Teaching
Emerson College, Boston, Massachusetts
Bachelor of Arts, 1971
Major: English Literature Minor: Education
Honors: Gold Key Honor Society, Dean’s List, Who’s Who Among Students in American
Colleges And Universities, 1971; Honors Diploma
PROFESSIONAL EXPERIENCE:
New York University,
Steinhardt School of Culture, Education, and Human Development
Department of Teaching and Learning
9/2000Present
Clinical Associate Professor, Early Childhood and Special Education
9/20079/2013
Program Director, Undergraduate Program in Early
Childhood and Early Childhood Special Education
Responsibilities include ongoing program development, research and
assessment; teaching courses, student mentoring and advisement, securing
and mentoring faculty to teach within the program, review of student
course evaluations, supervising student teachers, and performing
administrative tasks.
9/00-06
Clinical Assistant Professor, Teaching and Learning
Program Director, Undergraduate Program in Early
Childhood and Early Childhood Special Education
Responsibilities include ongoing program development, research and
assessment; teaching courses, student mentoring and advisement, securing
and mentoring faculty to teach within the program, review of student
Maris H. Krasnow
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course evaluations, and administrative tasks. Teach courses and supervise
student teachers.
Department, School, University and Community Service:
New York University
9/13-present
9/08 – 6/09
9/04 – 6/2014
‘04-’05
9/02-5/04
9/03-5/04
‘02-’03
09/00-12/10
‘99-’00
9/99-5/01
10/96-6/00
Department of Teaching and Learning
Faculty Support and Evaluation Committee
Director, Project MUST (Mentoring Urban Students for Teaching)
Member, Student Academic Life Committee
Chair, SAL: ‘06 – ‘14
Member, Search Committee: Early Child/Child Position
Member, Committee on Continuing Professional Development
Member, TEAC Research and Study Committee
Member, Search Committee: Early Child/Child Position
Member, Curriculum Committee
Member, Committee on Middle School Teacher Education
Member, Teacher Education Task Force
Member, Teacher Education Committee
Planning and Implementation: New York Settlement School
1/02 -Present
Kappa Delta Pi
Beta Pi Chapter, New York University
International Honor Society in Education
5/08 – Present: Counselor, Co-Counselor
1/02 – 5/06: President
6/01-7/01
Astor Fellows Program, Summer 2001
Selected and accompanied NYC public school teachers to attend
an educational conference in Greece
Fall 2012
Fall 2010
Spring 2009
Spring 2006
Spring 2004
Steinhardt School
Nominee, University Distinguished Teaching Award
Nominee, University Distinguished Teaching Award
Recipient, Steinhardt Teaching Excellence Award
Nominee, Steinhardt Teaching Excellence Award
Nominee, Steinhardt Teaching Excellence Award
9/03 – 9/05
9/01 - Present
Junior Connection
Undergraduate Recruitment
6/04 - Present
Maris H. Krasnow
Community Service
Westchester Children’s Association, White Plains, NY
Chair, board of Directors, June 2010-2012
President, Board of Directors, June 2006 – June 2010
Continuing Board Member
2
Chair, Standing for Children: WCA Centennial Campaign, June
2013 -2018
5/08 – 9/10
Bet Am Shalom Synagogue, White Plains, NY
Co – Chair: Task Force Hebrew School Visioning Committee
9/98-5/11
University Settlement House and The Door, NY, NY
Educational Consultant
3/10 – 5/10: Proposed Broome Street Charter School:
Application review
1/04 – 3/06: Beacon Campus: Summer Camp Educational
Program
University Settlement House, District 1
1/02- 12/03: Beacon Breakaways Summer Camp
A collaboration among University Settlement House, The New
York City Board of Education, and District 1
9/98-Present: Recruitment: Identify T&L students to tutor in
after school and other educational programs
Positions at New York University prior to Clinical Appointment:
1/98 – 8/00
New York University, New York, New York
School of Education, Department of Teaching & Learning
Associate Research Scientist – Responsibilities for this
position include teaching courses within the Department,
serving as faculty coordinator for the Community College
Transfer Opportunity Program and Urban Teacher Preparation
Program, and working on Special Projects.
9/97 – 6/99
New York Settlement School
A New Visions II Middle School in District 1, designed
by a collaboration among University Settlement, Henry
Street Settlement, and New York University
Curriculum Coordinator – Responsibilities included providing
ongoing curriculum development and implementation, and ongoing design and assessment of student assessment and teacher
performance methodologies; serving as a liaison among the NYU
partners, University Settlement and Henry Street Settlement;
facilitating and implementing professional development for all staff;
coordinating and administering program evaluation.
5/94 – 6/99
New York University
School of Education, Department of Teaching & Learning
Maris H. Krasnow
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Teaching For Success: A New York University – Robin
Hood Foundation Initiative to Improve Head Start
Education.
Project Coordinator – Funded by the Robin Hood Foundation, this
four year grant was a partnership between New York University and
4 Head Start Centers in NYC to improve Head Start education.
Responsibilities included acting as liaison between the Head Start
Center Directors, Site Facilitators, and NYU Team; supervising the
NYU site facilitators, coordinating and implementing on-site staff
development for the Head Start teachers, participating in
observation and assessment for purposes of documentation and
report writing, and performing administrative office activities.
9/95 – 6/97
Teaching For Success: Transition Program
Project Coordinator – Funded by The New York City Board
of Education, the Robin Hood Foundation, and Head Start this
program had been implemented to support the development of
strong relationships between Head Start and their feeder elementary
schools. It is an extension of the above grant. My responsibilities
included: helping to develop, integrate and coordinate Head Start and
elementary school activities to facilitate children’s smooth
transition to elementary school; supervising the on-site facilitators
who support and collaborate with the staffs of both settings, and
participating in observation and assessment for purposes of
documentation and report writing, and performing administrative
office activities.
1/94 – 6/94
AT&T Teachers for Tomorrow Program
Documentor – Funded by the AT&T Foundation, this project, a
collaboration among the New York City Public Schools, The
United Federation of Teachers, the Professional Development
Laboratory, and the City University of New York was designed
to create and implement a supportive student teaching
experience for prospective NYC teachers. Responsibilities included
data collection and final analysis for documentation of the overall
progress of this three year project. Data included on-site classroom
observations, formal and informal interviews with the university
professors, principals, cooperating teachers and student teachers
participating in the Program; and a review of relevant written
materials.
1994 – 1997
NEW YORK UNIVERSITY, New York, New York
Adjunct Professor
Department of Teaching and Learning
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Faculty Advisor – Future Teachers Club: This organization
was founded by the students in the Department of Teaching and
Learning who are preparing to be teachers. Its aim is to develop
an ongoing network of colleagueship to support the professional
growth and development of its members.
Inquiries into Teaching and Learning: This course
is designed to give students in the Department of Teaching and
Learning a rich, foundational experience in education. Students
engage in extensive analysis of educational issues through the
lenses of autobiography, diversity, collaboration, reflection, and
field observation. Students have opportunities to work in seminar
groups with faculty and students from across the Department as well
as within their own cohort groups.
Integrating Seminars in Teaching and Learning: These
seminars are designed to provide integration of theory and methods
courses with students’ experiences in the field. Using a team
approach, faculty members collaborate to provide workshop
sessions that enable students to experience the integration
of subject areas. To help students develop a holistic approach
to their work as teachers, strands of inquiry into curriculum,
diversity, special needs, and educational technology are regularly
addressed.
1992 – 1996
NEW YORK UNIVERSITY, New York, New York
Adjunct Professor, Department of Teaching and Learning
Supervision of Student Teachers – This course is designed to
help Student Teachers develop competent teaching skills based on
theory and practical field experience. Student Teachers are
observed and supervised using a collaborative, reflective approach.
Seminars are designed to model a collaborative and collegial
approach to teaching and learning.
Curriculum in Social Studies in Childhood Education
This course presents an interdisciplinary approach to the teaching
of elementary social studies. Students identify and explore major
concepts and design strategies and materials to implement those
concepts. Emphasis is also placed on methods of assessment,
individualizing instruction, cooperative learning, and social science
software.
Member of Curriculum Committee, Department of Teaching
And Learning: key participant in the design and
implementation of the new course, Inquiries into Teaching and
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Learning.
1992
Professional Development Seminar I: Early Childhood
And Elementary Curriculum – This course is designed to develop
and explore the concept of curriculum theory and its application to
early childhood.
Professional Development Seminar IV: Children With
Special Needs – This course is designed to help prospective
teachers identify and understand the many characteristics and
diversities of special needs children and how to design and modify
classroom activities and lessons to best address and fulfill their
needs.
Summer
LONG ISLAND UNIVERSITY/ROCKLAND COUNTY CAMPUS
Orangeburg, New York
Adjunct Professor, Department of Curriculum and
Teaching
Methods of Elementary Social Studies
This course is designed to demonstrate how teachers interpret,
design, and implement elementary social studies curriculum. An
interdisciplinary curriculum model is fostered. Attention is also
focused on multicultural studies and other emergent, relevant
issues.
1985-1982
MANHATTANVILLE COLLEGE, Purchase, New York
Adjunct Professor, Department of Teacher Education
1991-1992
Intro to Teaching – This is an introductory course for
prospective teachers. It is designed to explore the basic
foundations of education, dismantle myths, and provide a
new vantage point of study from student to teacher.
1990-1992
Methods of Elementary Social Studies and the Arts
This course is designed to demonstrate how teachers interpret,
design, and implement social studies curriculum. Cultural
enrichment is supported by the integration of the arts across
the social studies curriculum.
1987-1991
Supervision of Second Career Interns – This course is
designed to support individuals who have left a previous career
to pursue teaching. Attention is taken to help identify their
skills ad transfer them to the teaching world. Coursework and
practical field experience is provided. Interns are observed and
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supervised, using a clinical approach. Collaborative development
and instruction of weekly seminars further support and strengthen
Interns’ needs and goals.
1985-1987
Supervision of Student Teachers – This course is designed
to help Student Teachers develop competent teaching skills
based on theory acquired in coursework and practical field
experience. Student teachers are observed and supervised,
using a clinical approach. Weekly seminars further support
and strengthen Student Teachers’ needs and goals.
1987-1989
NEW YORK UNIVERSITY - SEHNAP
Adjunct Assistant Professor, Programs in Educational
Administration and Supervision at Manhattanville
Instructional Supervision – This course is designed for those
working with beginning teachers as mentors and supervisors.
Attention focuses on theory and practice of supervision of
novice teachers.
1988-1989
TEACHERS COLLEGE, COLUMBIA UNIVERSITY
Adjunct Professor - Department of Curriculum and
Teaching
Supervision of Student Teachers – This course provides
supervision of practical field experience, using a clinical
approach. Supervisors collaborated regularly, reflecting a
model of peer support.
1974-1978
CHARLES EVAN HUGHES HIGH SCHOOL
New York, New York
Teacher of Special Education, Classes for
Emotionally Handicapped
This program was designed as a partial mainstreaming psychoeducational approach for emotionally handicapped high school
students. Teachers, in a team approach, were responsible for
mainstreaming and programming students, preparing individual
educational plans (I.E.P.’s), and providing appropriate educational
materials. Lessons were planned to encourage the maximum
development of social and academic skills.
1972-1974
BAYVIEW DRUG REHABILITATION CENTER
COOPER DRUG REHABILITATION CENTER
New York, New York
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Teacher of English and Reading Skills
The students in this program were male adolescent residents
detained in a New York State Drug Rehabilitation minimum
security facility. The job entailed teaching remedial and
developmental reading and High School Equivalency English.
1972
TEACHERS COLLEGE, COLUMBIA UNIVERSITY
New York, New York
Research Assistant
Research reporter and writer analyzing data for the New York
City Board of Education Study evaluating Title 1 grants in
public elementary schools and alternative programs.
GRANTS
October 2013 Steinhardt Professional Development Fund, Study grant to develop
knowledge base of Reggio Emilia model of early childhood education in Reggio Emilia,
Italy.
February 2006 – August 2009. Varshinsky Foundation awarded to Project Must –
Mentoring Urban Students for Teaching. Co- Principal Investigators, Dr. Maris H.
Krasnow and Dr. Marilyn Sobelman.
1999. New York University Service Learning Course Development Grant awarded to
Dr. Robert Cohen and Dr. Maris H. Krasnow for the “New York Settlement School
History Partnership.”
1996. New York University Challenge Grant awarded to Dr. Marilyn Sobelman and Dr.
Maris H. Krasnow for “A Beginning Look at Inquiries Into Teaching and Learning:
Exploring Beliefs About Teaching and Learning and Classroom Practice.”
MEDIA
09/20/2014
Interview for DNA Info: “9 Signs of a Good Pre-K.” Amy Zimmer.
3/4/2013
Interview for DNA Info: “ Pre-K Guide: Increase Odds of Getting Your
Child a Seat,” Julie Shapiro.
2/18/ 2013
Interview for DNA Info: “Pre-K Admissions Leave Parents Scrambling,”
Julie Shapiro.
10/28/2013
Letter to the Editor, New York Times
“Preparing Teachers for the Classroom”
Maris H. Krasnow
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PUBLICATIONS
Sobelman, M. & Krasnow, M. H. (2006). Inquiring into teaching and learning:
Explorations and discoveries for prospective teachers. Second Edition. Dubuque,
Iowa: Kendall/Hunt Publishing Company.
Sobelman, M. & Krasnow, M. H. (2002). Inquiring into teaching and learning:
Explorations and discoveries for prospective teachers. Dubuque, Iowa:
Kendall/Hunt Publishing Company.
Rust, F., Ely, M., Krasnow, M., & Miller, L. (2001). “Professional Development of
Change Agents: Swimming With and Against the Currents.” In F. Rust &
H. Freidus, (Eds.), Guiding school change: The role and work of change agents.
New York: Teachers College Press.
Sobelman, M. with Bowman, E., Krasnow, M. H., Lewis, E., Pignatosi, F. &
Schlechter, S. L. (1999). Weaving A Richly Textured Course: The Changing
Tapestry of Inquiries into Teaching and Learning (Monograph). New York City,
New York: New York University, School of Education, Department of Teaching
and Learning.
PAPERS, PRESENTATIONS AND REPORTS
Invited Presentation with Susan Hershman and Rebecca Light: “Why Reggio? How the
Approach Aligns with Child Development Research and is Essential in the Current
Climate of Standards and Testing.” Dialogue of Two Cities: NYC and Reggio Emilia –
Exploring Quality Early Childhood Education for All Children, presented by New York
City Encounters with Reggio Emilia in collaboration with The Wonder of Learning
Exhibit in NYC 2015. November 15, 2014.
Discussant with Jody Greenbaum: Screening of Once Upon a Time: When Childcare for
All Wasn’t Just a Fairytale,” from the PBS Broadcast Series, The Raising of America.
Presented at Mercy College, Dobbs Ferry NY. Sponsored by Westchester Children’s
Association, July 30, 2014.
“SEITs in the Early Childhood Classroom: Creating an Effective Relationship.”
Presented at the 92 Y Wonderplay Early Childhood Learning Conference,
November 18, 2011.
“Linking the IEP to the Daily Life of the Early Childhood Classroom,” with Dr. Barbara
Schwartz, New York University. Presentation at the New York State Council for
Exceptional Children, Saratoga Springs, NY, October 8-9, 2010.
“Prospective Teachers Becoming Researchers: The Road to Researcher,” with Dr.
Marilyn Sobelman, New York University; Dr. Erica-Lee Lewis, Adjunct Instructor, New
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York University; Kristin M. Ram, Student and Preservice Teacher, New York University.
Presentation at National Council of Teachers of English, San Antonio, Texas,
November 22, 2008.
“Prospective Teachers Becoming Researchers,” with Dr. Marilyn Sobelman, New York
University. Presentation at the Athens Institute for Education and Research, Athens,
Greece, May 26, 2008.
“The Importance of Pre-School Education,” Invited guest on Healthy Kids, a weekly
Sirius satellite radio program on Martha Stewart Living Radio. November 16, 2006.
“The Future of Education is in Your Hands,” Keynote Address
Invited presentation for Beta Pi Chapter of Kappa Delta Pi, an International Honor
Society in Education. Spring Initiation Ceremony and Luncheon. New York University,
Steinhardt School of Education, Department of Teaching and Learning. April 30, 2006.
“Reading, Writing and Experiencing Autobiography in an Introductory Teacher
Education Course,” with Dr. Marilyn Sobelman, New York University.
Presentation at the Hawaii International Conference on Education, January 4-7, 2005.
Proceedings on CD ROM published by the conference.
“Early Childhood in the United States: A Brief Overview”
Invited presentation with Dr. Barbara Schwartz, New York University, for
a delegation of educators from the Republic of China, visiting educational settings in the
United States. Dr. Frank Tang, host
New York University, Steinhardt School of Education, April 27, 2004
“Taking Stock of the Block: New Dimensions in Preparing Early Childhood and
Special Education Teachers to Work in Urban Settings”
Presentation, Kappa Delta Pi National Convocation, St. Louis, MO, November 15, 2003
“Mapping Dimensions in Inclusive Urban Early Childhood Special Education Personnel
Preparation” with Dr. Barbara Schwartz, New York University and Dr. Elizabeth
Delaney, University of Illinois, Chicago, IL
Presentation, Division of Early Childhood Conference, Council for Exceptional
Children, Washington, D.C., October 13, 2003
“Integrating Environmental Education and Early Childhood Teacher Education”
Presentation, Teacher Environment Education Program Conference
New York University, Steinhardt School of Education, April 4, 2003
“The Challenge to Integrate Theory and Practice.” Invited Address and Panel
Discussion. Kappa Delta Pi, February 12, 2002, New York University, Steinhardt School
of Education.
Maris H. Krasnow
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“After the Tragedy: The Challenge of Cross Cultural Communication in a Complicated
World. ” A Forum led by Maris H. Krasnow and Miriam Eisenstein Ebsworth, November
2, 2001 as part of a series presented by the Department of Teaching and Learning,
Steinhardt School of Education, New York University.
Krasnow, M. H. (2000). The Labors of Sisyphus: A Case Study of School Reform. A
roundtable presented at the Annual Meeting of the American Educational Research
Association, New Orleans, April 2000.
Krasnow, M. H. (1999). Wrestling with School Reform: Lessons from the Field.
A paper presented at the Annual Meeting of the American Educational Research
Association, Montreal, April 1999.
Krasnow, M. H. (1999). Photography as Portfolio. A presentation at the Annual
Meeting of the American Educational Research Association, Montreal, April 1999.
A New Vision: Collaborating, Designing, and Creating a New School. A Presentation at
the Faculty Resource Network, New York University, June 8-12, 1998.
Rust, F., Ely, M. and Krasnow, M. H., Miller, L. (1998). Professional Development of
Change Agents: Swimming With and Against the Currents. A paper presented at the
Annual Meeting of the American Educational Research Association, San Diego, CA.,
April 1998.
Krasnow, M. (1997). Learning to Listen, Talk and Trust: Constructing Collaborations.
A paper presented at the Annual Meeting of the American Educational Research
Association, Chicago, Ill., March 24-29, 1997.
From Head Start to Public School: Transformations, Transition, and Lessons About
Change. A symposium presented at the Annual Meeting of the American Educational
Research Association, Chicago, Ill., March 24-29, 1997.
“Teaching for Success”: A Collaboration in Head Start Education. A Site Visit
Presentation to La Peninsula Head Start for participants attending the Annual Meeting
of the American Educational Research Association, New York, N.Y. April 8-12, 1996.
Helm, C., Krasnow, M. H., & Cardwell, N. (1994). AT&T Teachers for Tomorrow
Program. Documentation Report on the New York City Project: Third Year Overview
and Final Report. Prepared for AT&T and the Project Advisory Committee.
Professional Development Laboratory/New York University, Board of Education City of
New York, United Federation of Teachers, November 1994
“PDL 1994: From Reflection to Renewal - The Changing Role of the Teacher”
Krasnow, M. (1993). Waiting for Thursday: New Teachers Discover Teaching.
A paper presented at the Annual Meeting of the American Educational Research
Association , Atlanta, GA., April 12-16, 1993. ERIC #ED360290
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Waterbury Public Schools, Waterbury Connecticut
The Integrated School Day, June 1993
Byram Hills Central Schools, Armonk, New York
Classroom Management Skills for New Teachers Oct. 1992
BOCES, Southern Westchester: Instructional Services Division
Elmsford, New York
Making the Classroom Work: A Program of Support and Instruction
for New Teachers, 1991-1992
Greenwich School District, Glenville, Connecticut
Developing Interdisciplinary Curriculum, May 1992
Katonah-Lewisboro School District, Katonah, New York
Authentic Assessment in the Elementary Grades, 1991-1992
Freidus, H. & Krasnow, M.H. (1991). Second Career Teachers: Themes and Variations,
A paper presented at the Annual Meeting of the American Educational Research
Association, Chicago, Ill., April 2-7, 1991.
Superintendent’s Conference Day, B.E P.T. Consortium
Kidswatch: Enhancing Observational Skills for Teachers
Nov. 1991
Lower Westchester Schools: Professional Conference Day
Strategies for Developing Mathematical Thinking in the
Whole Language Classroom Fall, 1991
CERTIFICATION
School Administrator/Supervisor (SAS) Provisional Certification
New York City Appointment: Teacher of Emotionally Handicapped
New York City Junior High School English
New York State Permanent Certificate, English (7-12)
MEMBERSHIP IN PROFESSIONAL ORGANIZATIONS
American Educational Research Association (AERA)
Association of Supervision and Curriculum Development (ASCD)
New York State Association of Teacher Educators (NYSATE)
Kappa Delta Pi
North American Reggio Emilia Association (NAREA)
National Association for the Education of Young Children (NAEYC)
National Association of Early Childhood Teacher Educators (NAECTE)
Council for Exceptional Children (CEC)
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Council for Exceptional Children, Division for Early Childhood (DEC)
Zero to Three
Prospect Center
Southern Poverty Law Center and Teaching Tolerance
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