MONICA TAYLOR
Associate Professor
Montclair State University
College of Education and Human Services
Department of Curriculum and Teaching
Normal Avenue, Montclair, NJ 07044
(w) 973-655-6952
CHRONOLOGY OF EDUCATION
Ph.D. in Language, Reading & Culture, University of Arizona, 1997.
Dissertation: Three Case Studies of Mexican American Female Adolescents: Identity Exploration through Multiple Sign Systems. Dissertation Director: Dana L. Fox
Integrating the Arts Teaching Certification, Lincoln Center Institute, 1993.
M.S.Ed. in Language and Literacy, English Education, City College of New York, 1993.
B.A. in French Language / Culture and Italian Studies, University of Pennsylvania, 1989.
CHRONOLOGY OF EMPLOYMENT
9/06- Present ASSOCIATE PROFESSOR OF CURRICULUM AND TEACHING
Department of Curriculum and Teaching, College of Education, Montclair State University, Montclair, NJ. Act as lead faculty for the secondary cohort of the Newark Montclair Urban Teacher Residency Program (NMUTR was winner of New Jersey Higher Education’s & NJ Association of Colleges and Teacher Education’s Showcase of Exemplary Practices: Excellence in Teacher Preparation Programs – Grant Award Category 2012. Teach undergraduate courses, graduate courses in the NMUTR program, the MAT program, and the Teacher Leadership Program, and doctoral courses such as Educational Equity and School Change, Implications of Race and Ethnicity in US Schools, and Democracy and Education. Mentor doctoral students and serve on their doctoral committees for the defense of their portfolios, dissertation proposals, and dissertations. Supervise student teachers at all grade levels. Mentor students in their culminating activities. Conduct ongoing research.
9/01- 6/06 ASSISTANT PROFESSOR OF CURRICULUM AND TEACHING, Department of Curriculum and Teaching, College of Education, Montclair State University, Montclair, NJ. Teach undergraduate courses such as Initial Field Experience, Teacher, School and Society, Intermediate Field Experience, and Effective Teaching/Productive Learning (last three taught on-site at Grover Cleveland), and Professional Seminar. Teach graduate courses such as Strategies for Curriculum Change, Innovations in Teaching, Curricular and Social Dynamics of Schooling, and Leadership in Self-Study and Action Research. Teach doctoral courses such as Implications of Race and Ethnicity in US Schools and Democracy and Education. Supervise student teachers at all grade levels. Mentor students in their culminating activities. Act as liaison for a Professional Development School Partnership with Grover Cleveland Middle School. Serve on student doctoral committees. Conduct ongoing research.
8/98-8/01 ASSISTANT PROFESSOR OF EDUCATION, Education Department, Professional Programs, Wagner College, Staten Island, NY. Act as a liaison to schools in the district, coordinating the student teaching and clinical practice for the entire education department. Graduate and undergraduate teaching, advising, and research; courses and seminars taught include, Middle School Methods that includes Middle Child: Curriculum and Strategies, Reading Diagnosis/Clinical Practice, Middle/Adolescent Funds of Reading, Middle Level Oral/Written Communication Skills (half of the semester taught on site at a public school), Interdisciplinary Curriculum/Team Teaching, Middle Level Concept, Literature for Early and Middle Childhood, Assessment and Intervention Strategies for Teaching Students with Reading Difficulties, Advanced Studies of Literacy, Supervision of Student Teachers, Student Teaching Seminar, and Educating Young Investors (Special Topics).
8/97-8/98 ADJUNCT PROFESSOR, Department of Humanities, J. Sargeant Reynolds Community College, Richmond, VA. Taught Developmental/Critical Reading classes, which focus on the development of reading and study strategies for academic texts. Also taught English as a Second Language Writing and Reading Workshops, which emphasize both the writing and reading process for advanced ESL students.
8/97-8/98 PRIVATE TUTOR, Richmond, VA. Tutored 6-12 grade students in all subjects, especially content area literacy strategies, math, language arts and Spanish.
8/95-5/97 GRADUATE TEACHING ASSOCIATE, Department of Language, Reading, and Culture, College of Education, University of Arizona, Tucson, AZ. Taught LRC 435, an undergraduate, preservice teaching course titled Literacy in a Multicultural Classroom, which emphasizes literacy and multiculturalism across the content areas in secondary education.
1/95-5/97 ADJUNCT INSTRUCTOR, Department of Reading, Pima Community College, Tucson, AZ. Taught Reading 81/91, which focuses on the development of reading and study strategies for academic texts.
1/95-5/97 RESEARCH ASSISTANT, Department of Language, Reading, and Culture, University of Arizona, Tucson, AZ. Assisted Drs. Kenneth and Yetta Goodman with editing and research of manuscripts, publications,
and course and presentation materials, organize professional library, and
assist with professional correspondence.
7/95 GRADUATE INTERN, Department of Language, Reading, and Culture, University of Arizona, Tucson, AZ. Taught LRC 595a, a graduate course entitled Exploring the Writing Process, which discusses teaching beliefs about the writing process and its implementation in the classroom for teachers K-12. Co-taught this course with Dr. Dana Fox.
8/94-5/95 GRADUATE ASSISTANT, Department of Language, Reading, and Culture, University of Arizona, Tucson, AZ. Taught LRC 197a, an undergraduate course entitled Investigating Learning Strategies, which focuses on the reading, writing, and research strategies necessary for undergraduate coursework.
9/89-6/94 FRENCH AND SPANISH INSTRUCTOR, Lincoln Academy, New York, NY. Taught French and Spanish to students in grades 6-8.
8/93-6/94 FRENCH AND SPANISH TUTOR, New York, NY. Tutored students in grades 9-12 in French and Spanish after school.
6/89-8/89 ESL INSTRUCTOR, Quest Program, Washington International School, Washington DC. Taught English as a Second Language to international students in grades 6-12.
TEACHING
Montclair State University
Fall, 2012 Inquiry into Knowledge, Learning and Schooling (UTR)
Summer, 2012 Educational Equity and School Change (Doctoral)
Spring, 2012 Inquiry into Teaching and Schooling (UTR)
Dissertation Defense- Mara Buenaseda-Saludo
Fall, 2011 Inquiry into Knowledge, Learning and Schooling (UTR)
Summer, 2011 Reflections on Teaching and Learning (UTR)
Educational Equity and School Change (Doctoral)
Spring, 2011 Inquiry into Teaching and Schooling (UTR)
Dissertation Defense- Marius Petric
Fall, 2010 Inquiry into Knowledge, Learning, and Schooling (UTR)
Summer, 2010 Leadership in Content and Instruction (Graduate)
Field Experience in Content, Instruction and Curriculum (Graduate)
Inquiry Into Knowledge, Learning, and Education (UTR)
Spring, 2010 Leadership in Self-Study and Action Research (Graduate)
Dissertation Defense- Monica Glina
Portfolio Defense- Marta Pires
Fall, 2009 Teaching for Learning 1 (Undergraduate)
Leadership in Learning (Graduate)
Spring, 2009 Teaching for Learning (Graduate)
Graduate Seminar (Graduate)
Research Mentorship (Graduate)
Student Teacher Supervision (Undergraduate)
Dissertation Defense- Felix Ugwuozor
Portfolio Defense- Irina Koroleva
Fall, 2009 Dynamics of Teacher Leadership (Graduate)
Teaching for Learning (Graduate)
Graduate Seminar (Graduate)
Research Mentorship (Graduate)
Summer, 2009 Language and Literacy Across the Curriculum
Leadership in Content and Instruction
Field Experience in Content, Instruction and Curriculum
Spring, 2008 Effective Teaching/Productive Learning (Graduate and Undergraduate)
Leadership in Self-Study and Action Research (Graduate)
Doctoral Independent Study (Katrina Macht)
Fall, 2007 Effective Teaching/Productive Learning (Graduate and Undergraduate)
Intermediate Field Experience (Graduate and Undergraduate)
Democracy and Education (Doctoral)
Summer, 2007 Teacher, School. And Society (Undergraduates)
Dissertation Defense- Nathan Brubaker
Spring, 2007 Effective Teaching/Productive Learning (Graduate and Undergraduate)
Supervision of Student Teacher (Undergraduate)
Doctoral Independent Study (Emma Kabari)
Fall, 2006 Effective Teaching/Productive Learning (Graduate and Undergraduate)
Intermediate Field Experience (Graduate and Undergraduate)
Supervision of Student Teacher (Undergraduate)
Doctoral Independent Study (Emma Kabari)
Summer, 2006 Teacher, School, and Society (Undergraduates)
Democracy and Education (Co-taught Doctoral Course)
Spring, 2006 Effective Teaching/Productive Learning (Graduate and Undergraduate)
Professional Seminar (Graduate and Undergraduate)
Curricular and Social Dynamics of Schooling (Graduate)
Two Doctoral Independent Studies (Emma Kabari & Nicola Crisp)
Doctoral Portfolio Defense- Emma Kabari
Fall, 2005 Intermediate Field Experience (Undergraduate and Graduate)
Curricular and Social Dynamics of Teaching (Graduate- Two Sections)
Supervise Two Culminating Activities (Graduate)
Summer, 2005 Teacher, School, and Society (Undergraduate)
Doctoral Portfolio Defense – Nathan Brubaker
Spring, 2005 Effective Teaching/Productive Learning (Graduate and Undergraduate)
Professional Seminar (Graduate and Undergraduate)
Curricular and Social Dynamics of Schooling (Graduate)
Supervision of Student Teachers (Graduate and Undergraduate)
Doctoral Portfolio Defense- Felix Ugwuozor
Fall, 2004 Intermediate Field Experience (Undergraduate and Graduate)
Curricular and Social Dynamics of Teaching (Graduate)
Strategies for Curricular Change (Graduate)
Supervision of Student Teachers (Graduate and Undergraduate)
Doctoral Independent Study on Negotiating Authority, Nathan Brubaker
Summer, 2004 Teacher, School, and Society (Undergraduate)
Spring, 2004 Effective Teaching/Productive Learning (Graduate and Undergraduate)
Professional Seminar (Graduate and Undergraduate)
Curricular and Social Dynamics of Schooling (Graduate)
Supervision of Student Teachers (Graduate and Undergraduate)
Fall, 2003 Intermediate Field Experience (Graduate and Undergraduate)
Innovations in Teaching (Graduate)
Social and Curricular Dynamics of Schooling (Graduate)
Implications of Race and Ethnicity on US Schools (Doctoral)
Culminating Activity (Graduate) – Carol Stella – Inclusion Workshops as Professional Development
Summer 2003 Teacher, School, and Society (Undergraduate)
New Jersey Consortium for Urban Teachers
Spring, 2003 Effective Teaching/Productive Learning (Undergraduate and Graduate) (2 Sections)
Professional Seminar (Graduate and Undergraduate)
Independent Study (Graduate) – Julie Camp – Innovations in Teaching
Doctoral Portfolio Defense – Nadia Zabtcheva
Doctoral Portfolio Defense – Mara Buenaseda-Saludo
Fall, 2002 Intermediate Field Experience (Graduate and Undergraduate)
Strategies for Curricular Change (Graduate)
Effective Teaching/Productive Learning (Graduate and Undergraduate)
Professional Seminar (Graduate and Undergraduate)
Supervise Student Teachers (Graduate and Undergraduate)
Culminating Activity (Graduate) - Barbara Sax - Integrating the Arts Across the Curriculum
Summer, 2002 Teacher, School, and Society (Undergraduate)
Implications of Race and Ethnicity on US Schools (Doctoral)
Spring, 2002 Intermediate Field Experience (Undergraduate)
Strategies for Curricular Change (Graduate)
Supervision of Student Teachers (Graduate and Undergraduate)
Fall, 2001 Initial Field Experience (Undergraduate)
Intermediate Field Experience (Undergraduate- 2 sections)
Supervision of Student Teachers (Undergraduate)
Culminating Activity (Graduate) – Rosemarie Orotelli – Developing a Middle School Mathematics Enrichment Program
Wagner College
Spring, 2001 Middle School Methods (Undergraduate- 6 credits which included Middle Child: Curriculum and Strategies, Reading Diagnosis/Clinical Practice, Middle/Adolescent Funds of Reading, Middle Level Oral/Written Communication Skills)
Advanced Studies of Literacy (Graduate)
Supervision of Student Teachers (Undergraduate)
Student Teaching Seminar (Undergraduate)
Fall, 2000 Middle School Methods (Undergraduate- 6 credits which included Middle Child: Curriculum and Strategies, Reading Diagnosis/Clinical Practice, Middle/Adolescent Funds of Reading, Middle Level Oral/Written Communication Skills)
Interdisciplinary Curriculum/Team Teaching (Graduate)
Supervision of Student Teachers (Undergraduate)
Student Teaching Seminar (Undergraduate)
Independent Study (Undergraduate) – Art as a Way of Knowing
Spring, 2000 Middle School Methods (Undergraduate- 6 credits which included Middle Child: Curriculum and Strategies, Reading Diagnosis/Clinical Practice, Middle/Adolescent Funds of Reading, Middle Level Oral/Written Communication Skills)
Middle Level Concept (Graduate)
Supervision of Student Teachers (Undergraduate)
Student Teaching Seminar (Undergraduate)
Educating Young Investors (Graduate) (Special Topics)
Independent Study – (Graduate) – Dewey and Freire
Fall, 1999 Middle School Methods (Undergraduate- 6 credits which included Middle Child: Curriculum and Strategies, Reading Diagnosis/Clinical Practice, Middle/Adolescent Funds of Reading, Middle Level Oral/Written Communication Skills)
Interdisciplinary Curriculum/Team Teaching (Graduate)
Supervision of Student Teachers (Undergraduate)
Student Teaching Seminar (Undergraduate)
Summer, 1999 Literature for Early and Middle Childhood (Graduate)
Assessment and Intervention Strategies for Teaching Students with Reading Difficulties (Graduate)
Spring, 1999 Middle School Methods (Undergraduate- 6 credits which included Middle Child: Curriculum and Strategies, Reading Diagnosis/Clinical Practice, Middle/Adolescent Funds of Reading, Middle Level Oral/Written Communication Skills)
Middle Level Concept (Graduate)
Supervision of Student Teachers (Undergraduate)
Student Teaching Seminar (Undergraduate)
Fall, 1998 Middle School Methods (Undergraduate- 6 credits which included Middle Child: Curriculum and Strategies, Reading Diagnosis/Clinical Practice, Middle/Adolescent Funds of Reading, Middle Level Oral/Written Communication Skills)
Interdisciplinary Curriculum/Team Teaching (Graduate)
Supervision of Student Teachers (Undergraduate)
Student Teaching Seminar (Undergraduate)
University of Arizona
Spring, 1997 Literacy in a Multicultural Classroom (Undergraduate)
Fall, 1996 Literacy in a Multicultural Classroom (Undergraduate)
Spring, 1996 Literacy in a Multicultural Classroom (Undergraduate)
Fall, 1995 Literacy in a Multicultural Classroom (Undergraduate)
Summer, 1995 Exploring the Writing Process (Graduate)
Spring, 1995 Investigating Learning Strategies (Undergraduate)
Fall, 1994 Investigating Learning Strategies (Undergraduate)
PUBLICATIONS
Published:
Maloney, D., Moore, T. & Taylor, M. (2011). Grassroots growth: The evolution of a
teacher study group. Journal of Staff Development, 32 (5), 46-49.
Refereed Journal Articles:
Klein, E. J., Taylor, M., Onore, C., Strom, K., Abrams, L. W. (In press.). Finding a third
space in teacher education: Creating the MSU/NPS urban teacher residency.
Teaching education.
Taylor, M., Goeke, J., Klein, E., Onore, C. & Geist, K. (2011). Changing Leadership:
Teachers Lead The Way For Schools That Learn. Journal of Teaching and Teacher Education 27, 920-929.
Maloney, D. & Taylor, M. (2010). How Can We Motivate High School Seniors in an
English Class? Talking Points 22(1), 20-27.
Onore, C., Goeke, J., Taylor, M., Klein, E.J. (Summer 2009). Teacher leadership:
Amplifying teachers’ voices. Academic Education Quarterly, 13(2), 78-83.
Taylor, M. & Otinsky, G. (2007). Becoming whole language teachers and social justice
agents: Pre-service teachers inquire with sixth graders. International Journal of
Progressive Education, 3(2) 59-71.
Taylor, M. & Otinsky, G. (2006). Embarking on the road to authentic engagement:
Investigating racism through interactive learning centers. Voices from the Middle, 14(1) 36-48.
Coia, L. & Taylor, M. (2003). Writing in the Self: Teachers Writing Autobiographies as a
Social Endeavor. National Reading Conference Yearbook, 2001, (pp. 142-153). O Oak Creek, WI: National Reading Conference, Inc.
Taylor, M., Coia, L., Gallassio, V., Giavannonne, J., Levanthal, A., Olah, D., & Premus,
M. (2002). A pinch of old, a dash of new: Teachers blending their autobiographical voices. Penn GSE: Perspectives on Urban Education, Summer, 2002.
Taylor, M. (1997). Identity exploration through multiple sign systems: A case study of
Sylvia. Arizona English Bulletin, 39 (2), 15-19.
Taylor, M. & Fox, D. L. (1996). Valuing cultural diversity. English Journal, 85 (8), 87-
90.
Edited Book:
Taylor, M. (Ed.) (2007). Whole language teaching, whole hearted practice: Looking back, looking ahead. New York: Peter Lang.
Peer Reviewed Chapters:
Coia, L. & Taylor, M. (2009). Co/autoethnography: Exploring our teaching selves collaboratively. In D. Tidwell, L. Hamilton, & M. Heston (Eds.), Research methods for the self-study of practice. Dordrecht, The Netherlands: Springer Press.
Taylor, M. & Coia, L. (2009). Co/autoethnography: Investigating teachers in relation. In C. Lassonde, S. Gallman & C. Kosnik (Eds.), Self-Study research methodologies for teacher educators. Rotterdam, The Netherlands: Sensepublishers.
Taylor, M. & Otinsky, G. (2008). Preservice teachers and sixth graders explore social justice as a community of inquiry. In A. Samaras, C. Beck, A. Freese, & C. Kosnik (Eds), Learning communities in practice. Dordrecht, The Netherlands: Springer Press.
Coia, L. & Taylor, M. (2007). From the inside out and from the outside in: Co/autoethnography as a means of professional renewal. In C. Kosnik, C. Beck, A. R. Freese & A. P. Samaras (Eds.), Making a difference in teacher education through self-study: Studies of personal, professional, and program renewal (pp. 19-33). Dordrecht, The Netherlands: Kluwer Press.
Taylor, M. & Coia, L. (2006). Revisiting feminist authority through a co/autoethnographic lens. In D. Tidwell & L. Fitzgerald (Eds.), Self-study research and issues of diversity (pp. 51-70). Rotterdam: SensePublishers.