Professional Development & Licensure

Programs

TEC Fall 2008 Courses as of 09-08-08
Classes are constantly being updated and added.
Please check back for the latest available class information.

PROGRAMS FOR K-12 TEACHERS (All Grade Levels)

• Administrative Licensure Program
• Executive Functioning
• So You Want to Be An Author!
• Today's Classroom: Assessment & Intervention
• Facing Your Fear of Web Pages
• Science & Art: Art & Science

PROGRAMS FOR SCHOOL LEADERS

PROGRAMS FOR MIDDLE SCHOOL AND HIGH SCHOOL TEACHERS

• Chinese Literature & AV Resources for Chinese Language Teachers
• Election 2008: Practical Strategies & Resources
• Google Earth
• Initial Licensure - Grades 6-12
• Naviance Counselor's Office
• Professional Licensure: Math - Grades 5-8
• Math for Students Who Are Struggling
• Teaching Despite the Text
• Lab Safety

PROGRAMS FOR ELEMENTARY SCHOOL TEACHERS

• Children's Literature in the Elementary Classroom
• Executive Functioning
• Professional Licensure: Elementary Teachers
• Science Standards in Action
• Strengthening Student's Writing - FILLED
• Working Together: Collaboration Between SPED and Classroom Teachers

PROGRAMS FOR SPECIAL EDUCATION

• Battelle Developmental Inventory
• Creating Real Life Solutions for Children with Behavioral Exceptions
• Executive Functioning
• Professional Licensure: Moderate Special Needs
• Understanding & Accommodating Children with Autism Spectrum Disorder
• Intro to Bilingual & ELL Special Needs Assessment
• Basic Training Woodcock Johnson III (Cognitive Battery)
• Basic Training Woodcock Johnson III (Achievement & Brief Battery Training)
• Interpretation of the Woodcock Johnson III (Cognitive & Achievement)
• Project Read: Report Form
• Project Read: Story Form Literature Connection
• Working Together: Collaboration Between SPED and Classroom Teachers

COURSE DESCRIPTIONS

Basic Training - Woodcock Johnson III (Achievement and Brief Battery Training)

Audience: Psychologists, Special Education Teachers, and Administrators
Instructor: James M. Creed, M.Ed, LD Specialist/Trainer for the WJIII
Dates & Times: Wednesday, October 8, 2008; 8:30 AM - 3:30 PM
Location: TEC Professional Development Center in Dedham
Cost: $135 TEC Members / $155 Non-TEC
Earn: 6 Hours of Participation

(limited to 15 participants)

Course Description: This workshop is designed for those professionals who need an introduction to the basic rules of administration, scoring, and interpretation of the WJIII ACH Battery. The participants will:

• Review revision goals and new features
• Learn general administration and scoring guidelines for the Standard and Extended Batteries
• Learn the administration and scoring of all tests, with a particular emphasis on tests new to the battery
• Learn interpretive options for the Standard and Extended Batteries
• Review the available levels of information, types of scores, and profiles
• Review a sample narrative and score report
• Become familiar with the features of the Compuscore and Profiles Program
• Become familiar with the Form C Brief Battery and Version 3.0 Compuscore

Course Description: This workshop is designed for those professionals who need an introduction to the basic rules of administration, scoring, and interpretation of the WJIII Cognitive Battery and Diagnostic Supplement.
The participants will:

• Review revision goals, new features, and technical overview
• Become familiar with CHC (Cattell-Horn-Carroll) Theory of Cognitive Abilities which underlies the WJIII
• Become familiar with the organization of the battery (General Ability Clusters, Cognitive Factors, and Clinical Clusters)
• Learn general administration and scoring guidelines for the Standard and Extended Batteries
• Learn the administration and scoring of all tests, with a particular emphasis on tests new to the battery
• Learn interpretive options for the Standard and Extended Batteries
• Review the available levels of information, types of scores, and profiles
• Review a sample narrative and score report
• Become familiar with the features of the Compuscore and Profiles Program
• Become familiar with the Diagnostic Supplement (Tests 21-31) and Version 3.0 Compuscore

Course Description: This workshop is designed for those professionals who need an introduction to the basic rules of administration, scoring and interpretation of the BDI2.
Participants will:

• Receive an overview of the new edition with an emphasis on the changes from the original BDI
• Review the validity, reliability, and key features of the BDI2
• Review each of the domains and subdomains
• Learn general rules of administration and scoring, use of basals and ceilings, and calculation of raw scores
• Learn the three procedures and the processes of administering and scoring individual items by the different procedures
• Learn the procedure for hand scoring and plotting the domains and subdomains on the test record
• Become familiar with the features and reports available through use of the computer scoring program
• Learn basic interpretation techniques with case studies

Course Description: Adult readers often look to their favorite author for learning, inspiration, and entertainment. With the plethora of wonderful children's literature available for our students it becomes essential to find those texts and authors who will motivate them to become proficient readers and writers. This online course will focus on evaluating children's literature. Through extensive exploration of various genre you will develop and teach an in-depth author study that both you and your students will find incredibly rewarding.

About the Instructor: Beverly Luskin, M.Ed., has had twenty-four years' experience in private and public schools as a college full-time temporary instructor and visiting lecturer, principal, K-5 curriculum coordinator, math and science supervisor, classroom teacher, and reading specialist. She's had fourteen years experience as a consultant and instructor for the AIMS Education Foundation, conducting teacher workshops throughout the U.S. for math and science in the elementary classroom. Currently, Ms. Luskin is a senior visiting lecturer at Framingham State College, teaching Integrating the Language Arts, and Integrating Poetry in the Elementary Classroom.

Course Description: This course is designed to help Chinese language teachers organize and adapt authentic materials such as books, music and movies for use in their classroom. Each session will be conducted exclusively in Chinese to allow participants to practice their language skills. This review will provide the foundation for discussion regarding the suitability of the cultural and language aspects at various levels of Chinese language programs.

At the conclusion of the workshop, participants will have identified reading and audiovisual resources for beginning, intermediate and advanced Chinese language learners.

About the Instructor: Star Chen, originally from Beijing, is currently the Chinese language teacher at Belmont High School. Prior to this she was a public relations executive at Edelman Public Relations' Beijing office. Ms. Chen has offered many workshops in foreign language, including "Teaching Target Language with Target Language" for Primary Source.

Course Description: Election Day is fast approaching. This workshop will focus on the November election and will help participants make the election come alive in their classrooms. Current and historical perspectives will be provided. Participants will survey a collection of resources, including brief articles about the current election as well as the electoral college and how it works; teacher-generated summaries about political parties in United States history; websites that provide images and summaries that are useful for teaching; and an abundance of graphs, tables, charts, maps, and other images concerning the current election and selected prior elections. Participants will hear how the instructor has used or is using these resources. They will have the chance to share their ideas as well. Teachers will leave with strategies that they can start using in their classrooms the next day. In addition, participants will have the chance to examine some possible assessments that they might find useful. Every participant will also receive a CD with resources for future use.

About the Instructor: Keith V. Kaplan is a National Board-certified history teacher, currently teaching at Dover-Sherborn Regional High School. He has taught US history to heterogeneous groups of eighth graders as well as all levels of high school students, including AP students. In addition, he has taught courses in US Government as well as Comparative Government.

Course Description: The growth of new brain based understandings, as they apply universally to all students, gives school providers the opportunity to build a common vocabulary to diagnose, plan, accommodate and teach all of our students. The goal of this course is to give school providers an overview of these Executive Skills so they might describe students as learners, getting away from generic labels such as ADHD or ASD as a way to evaluate and plan intervention. Once these Executive Function understandings are shared, the approach becomes more transdisciplinary in nature, focusing on a common language among, student, teacher, therapist, and parent.

About the Instructor: Nancy Tarulli has worked as a speech/language pathologist in a variety of environments including; public and private schools, institutional and university clinics as well as private practice. She has a masters in Speech/language Pathology and is certified in Reading. She is published in The Reading Teacher and Language Speech and Hearing Services in the Schools. She has been presenting workshops on Language Disabilities, Classroom Inclusion for Language Arts, ASD, The Speech to Reading Continuum, and Executive Function since 1989.

Course Description: Do you need an additional way to communicate with parents, post homework, give classroom updates, and save paper? Are you curious about creating a web page, but intimidated about design and lack of HTML knowledge? This course will teach you how to create web pages without any prior knowledge of web publishing or the programming language HTML. When this class is over, teachers will have a FirstClass website of their own ready to post for students and parents and pages that will continue to grow.

Course Requirements: Participants must have and know their FirstClass email, username and server address through their school district. Please check with your technology administrator for this information. Participants are also responsible for bringing in any additional materials likes photos and documents for their project.

About the Instructor: Teresa Willis, M.Ed., is a K-5 Technology Specialist at Pine Hill School in Sherborn. She's worked with students of all ages and abilities on using and integrating technology in many curriculum areas. She has provided professional development for professors and staff and has assisted in teaching graduate level classes through distance learning. She's served as a consultant at Lesley University and has also taught in Plymouth, Carver, Boston, and Newton Public Schools.

Course Description: This course uses Google Earth as a cutting edge technology to generate projects that engage students in solving geospatial problems. Teachers will learn to design innovative lessons in history and geography by using and showing the topography of planet Earth in a more dynamic and interactive way. During each class a new tool will be demonstrated through real class examples followed by assisted practice in order to master the software. By the end, the participants will be able to efficiently integrate Google Earth to his/her lesson plans and will explore other interesting extensions for this software such as GPS coordinates or GIS analysis.

Course Requirements:

• Participants should have a knowledge of the basics about browsing files in Windows or Mac environments.
• Everyone should bring a USB flash Drive or Memory Stick.
• Brief readings will be required for all participants.
• A final Google Earth project will be required for participants taking the course for graduate credit. (Details will be provided in the course syllabus)
• The Instructor recommends that the following book be brought to class: Google Earth for Dummies by David A. Crowder.

Course Description: This workshop is designed for those professionals who have attended WJIII Basic Training, have experience in the administration and scoring of the COG and/or ACH Batteries, and use the batteries in their roles as members of diagnostic teams. Administrators will also benefit from seeing the value that this theory-based, co-normed system brings to the diagnostic process.
The participants will:

• Review fine points of administration and scoring
• Learn a referral-focused testing approach to selecting tests
• Review levels of information available
• Learn to interpret profiles (A/G and SS/PR)
• Review interpreting clusters and individual tests according to CHC Theory
• Study COG factors and ACH clusters
• Review intra-ability variation and ability/achievement discrepancy procedures and practical uses in the diagnostic process
• Study relevant case studies
• Review basic and advanced report-writing techniques and strategies

Course Description: This workshop is designed to provide educators with reliable, valid, nationally-normed instruments to assess the language proficiency of bilingual and ELL students. The BVAT measures bilingual verbal ability (BVA) in English and one or more of 18 other languages (Arabic, Chinese Simplified, Chinese Traditional, French, German, Haitian-Creole, Hindi, Hmong, Italian, Japanese, Korean, Navaho, Polish, Portuguese, Russian, Spanish, Turkish, Vietnamese). This instrument offers a way to combine a student's knowledge in both English and native language to provide a fairer estimate of total verbal ability. It can be used as one piece of a comprehensive assessment for entry and exit criteria in bilingual and ELL programs, assessment of language potential of bilingual students, and as a cornerstone of a clinical assessment for learning disabilities. It may be administered by an examiner, fluent in both languages, or by a primary (English) and ancillary (other language) examiner approach. The BVAT can be used as a predictive measure with the WJ-III Achievement Tests or as one measure to develop GIA (General Intellectual Ability) - Bilingual. This procedure uses tests from the WJ-III Cognitive Battery and Diagnostic Supplement, which have been judged to have low language and cultural demand. The WMLS-R is an instrument that measures reading, writing, listening and comprehension. The test results can be used as one piece of a comprehensive assessment for program placement, instructional planning, individual progress, and program effectiveness. It is available in both English and Spanish, which can be used together to determine language dominance.

About the Instructor: Jim Creed is an educational consultant who has conducted education/learning and training for a variety of school systems and agencies. He is a professional trainer for Woodcock Johnson III, Stanford-Binet 5 and Battelle Developmental Inventory 2nd Edition.

Course Description: "The diversity of students in today's mathematics classroom is impossible to ignore. Providing for equity in the classroom - an appropriate level of challenge with the appropriate supports - for all students can become a daunting task when we consider the wide variety of students' readiness levels for important mathematics concepts and skills taught each year" (Teaching Children Mathematics, February 2008). In addition, the increased emphasis on the processes of doing mathematics (communicating, reasoning, representing, connecting, and problem-solving) demands careful consideration of student learning attributes and integration of differentiated teaching strategies.

In this course, teachers will learn differentiated instructional strategies for working with students who struggle with learning mathematics. Teachers will experience and plan tiered lessons and also explore scaffolding techniques. Focus areas will include number sense and problem solving.

About the Instructor: Jennifer Antonucci is an educational consultant with Teachers²¹ in Wellesley, where she provides training for new and veteran K-12 teachers and administrators. Her specialty areas include differentiated instruction across all grade levels and disciplines, mathematics instruction, induction for new teachers and mentors, and behavior management. Prior to working with Teachers²¹, she taught high school mathematics and provided professional development for the MA Department of Elementary and Secondary Education in many instructional and policy areas. Recently, she designed and taught a DESE sponsored summer institute on differentiating mathematics instruction in the inclusion classroom.

Course Description: "Naviance Counselor's Office" is a secure, Web-based system for college and career counselors, that lets you collect and organize detailed information about your students' post-secondary plans. Participants may sign up for one session or both. BEGINNER/INTERMEDIATE TRAINING will include: Getting Started (review how Counselor's Office is organized, discuss access levels, set preferences); Tracking Applications (enter transcript requests and college applications, process applications); Creating Forms (set Teacher's Desk, prepare SSR/MYR forms, prepare teacher recommendation forms); Analyzing Data (review the application history for a college, analyze historical results, prepare reports); Communicating with Families (set up and access Family Connection, monitor student usage); ADVANCED TRAINING will include: a review of Counselor's Office; Creating Forms, (set Teacher's Desk, prepare SSR/MYR forms, prepare teacher recommendation forms); Communicating with Families (create group emails, create electronic surveys); Data Management (manage documents, manage journal entries, prepare advanced reports).

Both sessions will include Naviance Network (Set profile, Shared Library, WorkspaceK12 Listserv).

About the Instructor: Ron Miller, a former high school Guidance Counselor in Natick, has used the Naviance program for a number of years and has given workshops to counselors around New England.

Course Description: Workshop participants are encouraged to bring in "real-life" case studies of children who display behavioral and/or social deficits in the school environment. With the aid of a Board Certified Behavior Analyst, participants will brainstorm and create proactive behavioral strategies to both increase appropriate behaviors and decrease inappropriate behaviors for each student. A particular emphasis will be placed on individualizing strategies to match the needs of each specific case that is brought forth. Participants are encouraged to share any collected data, video clips, and/or pertinent IEP information in order to further individualize each strategy. A behavioral background or knowledge of Applied Behavior Analysis is not required. This workshop is appropriate for all school personnel in both general and special education.

About the Instructor: Catherine Fortin is a Board Certified Behavior Analyst, currently in practice in the greater Boston area. She has extensive experience working with children and adolescents with autism and related developmental disabilities in a variety of settings in order to provide them with optimal learning opportunities using the principles of Applied Behavior Analysis.

Course Description: Report Form teaches students to analyze underlying structure of expository text. This process employs questioning strategies that build independent study skills to assist in transferring to curriculum texts and test taking. The curriculum teaches a process for identifying the subject of the report as well as sorting and classifying facts from reading selections. It then moves from subject to a process for identifying title, key facts, supporting details, sub-details, inferences, and categories. The curriculum materials include reading selections, graphic organizers, student practice sheets, and questioning strategies based on Bloom's Taxonomy.

About the Instructor: Nancy Raskind is a national consultant for the LanguageCircle®. She has been presenting Project READ® for many years. Previously, she taught for 21 years at the Carroll School for learning disabled students. Nancy also worked in the Brookline and Chelmsford Public Schools as a classroom teacher for grades four and five. In addition, she has worked as a teacher trainer at the Garside Institute for Teacher Training for 11 years. She has served on the board of the New England Branch of the International Dyslexia Association for two years. Nancy holds a B.S in Psychology from the University of Pittsburgh and a Masters in Education from Boston University.

Course Description: This curriculum is directly connected to literature trade books and introduces eight story genres. Story Form Literature Connection teaches literary skills by making abstract elements of a story concrete and meaningful. Through analysis, synthesis, and evaluative thinking strategies, students are taught a process that enables them to interact with a story, becoming active, purposeful, thoughtful readers. This process fuels student potential.

About the Instructor: Nancy Raskind is a national consultant for the LanguageCircle®. She has been presenting Project READ® for many years. Previously, she taught for 21 years at the Carroll School for learning disabled students. Nancy also worked in the Brookline and Chelmsford Public Schools as a classroom teacher for grades four and five. In addition, she has worked as a teacher trainer at the Garside Institute for Teacher Training for 11 years. She has served on the board of the New England Branch of the International Dyslexia Association for two years. Nancy holds a B.S in Psychology from the University of Pittsburgh and a Masters in Education from Boston University.

Course Description: Research has demonstrated that observation-looking to learn-is an unparalleled route to understanding. Drawing what is observed causes us to look with the greatest of care, and reinforces the discovery the eyes have made. This is an area where science and art overlap. In this class, we will work primarily in the Wellesley College greenhouses, with their access to the worlds of temperate, tropical, and desert plants, and the astonishing variety they provide. Participants will observe and draw the forms and structures of plants, and use these "visual notes" as the basis for individual projects. Small class size assures that each person will receive whatever individual instruction and support is necessary, from beginner to highly skilled. No previous experience with drawing or botany is necessary. Skills practiced will be easily transferable to your classroom. This class will enrich your awareness of the world, increase your drawing ability, and reward you with the experience of green, growing life as we move from fall to winter.

About the Instructor: Susan Parker, B.S. Fine Art, M.Ed., is the former director of the Department of Fine Arts for the Medfield Public Schools, with thirty years experience in teaching art at all levels from elementary through high school, curriculum development, and in-service training. She has taught in the graduate program in Art Education at the University of Massachusetts Dartmouth's College of Visual and Performing Arts, and in the Emmanuel College program for pre-service art teachers. Since 1996, she has been associated with the education department at the Isabella Stewart Gardner Museum, working with visitors in looking at and thinking about art, and teaching studio classes in connection with the Gardner's special exhibits. Susan has presented at conferences and symposia in Massachusetts and Connecticut, and is currently participating in the on-going development of the Critical Thinking and Art forum, a consortium of museums, universities, and school programs in Massachusetts.

Course Description: Educators face new roles and responsibilities in creating standards-based lessons. This course is designed for the classroom teacher who wants to become more aware of the Massachusetts State Standards, K-5 Science and the National Science Education Standards, K-4: what they mean and do not mean for classroom practice. Participants will analyze the state frameworks for content; what a student is expected to know, and for performance skills; what a student needs to be able to do. The over arching concepts/big ideas of science will be teased out of the standards as participants create teacher friendly graphic organizers for classroom use.
Participants will have the opportunity to see the standards in action as we cover these other course components: How to plan lessons that include explicit learning outcomes derived from the standards, strategies to integrate content standards into instructional practices, identifying instructional objectives and evaluating the usefulness of curriculum materials and resources for meeting these objectives, and developing formative assessment tools that are aligned to the standards.

About the Instructor: Mary Rizzuto currently serves as the Elementary Science Curriculum Specialist for the Needham Public Schools. She continues an affiliation with the Cheche Konnen Center at TERC, Cambridge, MA, where as a teacher researcher she examines the role language plays in how young children come to understand the big ideas of math and science. She is an adjunct professor at Simmons College for the Urban Education Graduate Program, a National Conference presenter and published author. Mary's expertise is in inquiry teaching and learning and curriculum integration. She draws on her experience as a classroom teacher and science specialist, having taught in traditional, looping and multi-graded classrooms from K-6.

Course Description: Have you ever wanted to write a story for a child? Maybe you have a family event or memory you would like to share with children. Writing for the children's market is both challenging and difficult. In writing for children, specific rules for writing and publishing that are different from the adult market exist and polishing a manuscript for submission takes rewriting and hard work. In this course you will take a close look at wonderful books for children, write down your ideas and form them into an engaging story, share your work with others, and prepare a magazine or picture book for submission to a children's publisher. Those who wish to work on a novel will develop a strong first chapter and story outline. Suggestions for readings outside of class will be encouraged. Also, basic information about submitting to publishers will be shared.

About the Instructor: Marilyn Salerno is the New England Coordinator for the Society of Children's Bookwriters and Illustrators. She has published with Odyssey and Cobblestones Magazines, Hopscotch for Girls Magazine and Curriculum Associates as well as the adult magazine market. Her latest story, "Learning the English of Ireland," was published in the March 2008 issue of FACES Magazine. Her stories have also been used by the states of Kentucky and Arkansas for their reading testing programs. She is currently working on a middle grade level novel. Marilyn taught in the Wayland Public Schools for 36 years.

Course Description: This course is designed to help participants implement a responsive writing workshop in the grade 3-5 classroom. Across the span of our three-day sessions, you will become more familiar with the architecture of mini lessons, conferences, and small group strategy sessions. Video clips will be used for observation and discussion. You will observe thoughtful, reflective teaching in ways that will enable you to apply methods to strengthen your own teaching of writing. Use three days this fall to develop program ideas that will directly impact your weekly planning of writing instruction.

Course Requirements:

• Participants are requested to bring to the first class professional texts/materials that focus on writing instruction.
• Required readings will be distributed at the end of each session.
• A final reflection paper will be required for participants taking the course for graduate credit. (Details will be provided in the course syllabus.)

Course Description: If you are a foreign language teacher who has ever felt that a unit you teach is lacking, but you have not had the focused time or resources to perfect it, this workshop is for you. No textbook is perfect. Teachers are often frustrated by the fact that their textbooks are inadequate resources to promote student learning. In this workshop, teachers will take an existing unit from a course they teach and revamp it so that it reflects what students really need to know and be able to do. The course will identify desired outcomes, develop scaffolded learning progressions and create performance assessments. Listening, speaking, reading and writing skills will be addressed. Participants will leave the workshop with a completed unit and the ability to use this model in future unit planning.

About the Instructors: Karen Nerpouni is a former teacher, Department Chair, and Assistant Superintendent for the Concord/Concord-Carlisle School District and Robin Neuman is a former teacher and Department Chair for Concord Middle School.

Course Description: This course introduces common behaviors found in children at risk and offers a conceptual framework and repertoire of strategies to deal with such behaviors. Participants learn developmental issues of children at risk, examine assessment as an intervention strategy, analyze issues of temperament and behavior management, and explore an integrative, therapeutic approach to treatment. The course is 10 units of discussion based on reading provided within the course site. Students access the readings through the course documents section. The unit topics are as follows:

• National Perspective
• Safe Schools
• Screening for Secondary Interventions
• Universal Design for Students as Risk
• Early Identification of Children with Autism
• ADD - Old Questions, New Answers
• Locus of Control and Academic Achievement
• Fostering Resiliency
• Self-Management Strategies
• Treatment - Getting There

Course Description: With the increasing presence of students with autism spectrum profiles and diagnoses in the classroom, teachers are finding the need to develop a new expertise. It is the goal of this course to give teachers an understanding of the diagnosis, educational implications and strategies used to manage and educate these complex students in the classroom. The instructor will incorporate information from a team perspective, including the roles of the Occupational Therapist, Speech/Language Therapist and Social Skills Counselor.

About the Instructor: Shelley Green has worked for the past three years as an Autism Program Specialist for the CASE Collaborative in Concord. She has degrees in Special Education from the University of Maryland and The Johns Hopkins University and was a classroom teacher for 24 years. Shelley has presented on this topic at area childcare centers and schools. She has also presented at the National Autism Society of America's annual conference on the topic of Incorporating Visuals in The Education of Children with Autism Spectrum Diagnoses.

Course Description: When classroom teachers and special education teachers have time to collaborate about the learning styles of children in their classrooms, they are able to differentiate instruction in ways that benefit all students. Would you like to have time to plan curriculum together? Would you like to have time to discuss the learning differences of all the children in your classroom? This course is designed to strengthen the ability of teachers to differentiate instruction by providing an opportunity for collaborative work between regular education and special education staff throughout the school year. Participants will have an opportunity to consider current models of "co-teaching" and strategies that benefit the full range of learning styles. Teachers will discuss the learning profiles of students in their classrooms, design differentiated curriculum lessons, create "authentic assessments," keep a journal to reflect on their strengths as a teacher and collaborate with teachers from other districts. The ideas will come from you, the teachers!

About the Instructor: Janice Yelland, M.Ed., has had thirty seven years’ experience in private and public schools as a college part time instructor, elementary school principal, K-5 curriculum coordinator, educational consultant, classroom teacher, and K-12 Literacy department head. Her work as principal in the Hamilton Wenham Public schools afforded her the opportunity to work with Bernice McCarthy (4-MAT/Learning Styles) consulting to numerous schools. As a classroom teacher, principal and department head in the Wellesley Public Schools she served on numerous curriculum review teams, developed and instituted an integrated special education/ regular education initiative that provided all children with high quality service. She presently consults to schools, The Education Cooperative, Framingham State College and The Open Circle Program at Wellesley College.