Marc Nachowitz. EDUCATION Ph.D. Curriculum and Instruction 2012 UNIVERSITY TEACHING EXPERIENCE

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1 Marc Nachowitz EDUCATION Ph.D. Curriculum and Instruction 2012 M.A., Education 1996 B.S., English 1995 University at Albany, State University of New York, School of Education, Department of Educational Theory and Practice, Dissertation: Reading for Deep Understanding; Knowledge Building and Conceptual Artifacts in Secondary English Dissertation Committee: Dr. Judith Langer (chair), Dr. Arthur Applebee, and Dr. Jianwei Zhang University of Connecticut Graduate School, Storrs, CT. University of Connecticut Neag School of Education, Storrs, CT. Summa Cum Laude UNIVERSITY TEACHING EXPERIENCE Assistant Professor EDT 246M Foundations of Literacy, EDT 446A/546A Reading in Miami University the Content Area August 2012 to Present Instructor University at Albany, SUNY Spring 2011 and Spring 2012 Teaching Assistant University at Albany, SUNY Fall 2010 ETAP 404 / ETAP 504: Teaching in Urban Schools. Taught graduate and undergraduate students strategies for improving urban education, multicultural instruction and modeled effective practices for closing the achievement gap. ETAP 512: Teachers in Context. Co-taught with Dr. Noreen Benton RESEARCH EXPERIENCE Project Researcher Center on English Learning & Achievement University at Albany 8/08 - present National Study of Writing Instruction, mixed method, five-year project involving studies of 20 middle and high schools with local reputations for excellence in 5 states and a national survey of a representative sample of middle and high school teachers of English, social studies/ history, science, and math. Supervised data collection and field researchers in California and Texas. Conducted qualitative analyses of observation and interview data with NVivo, and performed quantitative analyses of classroom observation protocols and teacher survey data with SPSS. Presented findings at several refereed, national conferences. Principal Investigators: Dr. Judith Langer and Dr. Arthur Applebee

2 Marc Nachowitz 2 Teacher / Researcher Leominster High School 9/2005 6/2006 If Less is More, What Should We Teach in High School English? Action research to study the effects of prioritizing and scaffolding explicit instruction in reading strategies with sophomore students. Quantitative methodology employed and findings presented at national conference for The Coalition of Essential Schools. Research assistance funded by the Coalition of Essential Schools and the Small Schools Collaborative Project Researcher East Hartford Public Schools 8/95 7/96 Assistant Coordinator of Special Projects Principal Investigator Connecticut Writing Project University of Connecticut 9/95 5/96 Principal Investigator Master s Thesis University of Connecticut 9/95 5/96 Needs Assessment Team researcher conducted classroom observations and faculty interviews to assess the degree of implementation of new language and literacy curriculum Principal Investigator: Dr. Judith W. Irwin The Effects of the Connecticut Mastery Test on Writing Instruction, K-12. Conducted classroom observations and interviews in 20 school districts researching the impact of the Connecticut Mastery Test on writing instruction and assessment practices. Researched and compiled Annotated Bibliography on Assessment for Teachers and Administrators, published by The Connecticut Writing Project. A Comparative Study of English Instructional Methods. Conducted yearlong investigation of two sophomore English classes, comparing a Reading Workshop model of instruction with a traditional English content and methodology. Conducted interviews, surveys, and classroom observations. Thesis Advisor: Dr. Sally Reiss OTHER TEACHING EXPERIENCE English Teacher Taught grades 9-12, including Honors, vocational/technical, and Leominster High School several inclusion classes in an urban school. Additional responsibilities include mentoring new teachers, designing and implementing Leominster, MA 8/00 7/08 professional development seminars for colleagues in authentic assessment, literature circles, student-centered learning, and revision strategies. Education Consultant Summer 2000 present Assistant Director /Literacy Specialist Massachusetts Institute for New Teachers (MINT), Summer 2002 English Teacher Abington High School Abington, MA Developed and conducted professional development workshops on: Literature Circles in the Student-Centered Classroom; Developing Strategic Readers; Reading and Writing Across the Curriculum. Literacy Specialist for MINT/New Teacher Project, an alternative path to teacher certification. Designed new literacy curriculum and taught workshops throughout Massachusetts. Assistant Director Worcester: Designed and delivered instruction, supervised student teaching for 28 future teachers. Taught grades 9-12, including all levels and several inclusion classes, emphasizing process-based instruction and authentic assessment. Wrote new school-wide, Junior-level American Literature

3 Marc Nachowitz 3 8/97 6/00 curriculum to align instruction with new state frameworks. Participated in yearlong Curriculum and Instruction Committee and wrote report for NEASC self-study. 7 th Grade English Teacher Wellesley Middle School Wellesley, MA 12/96 7/97 Instructor Katherine Gibbs School Norwalk, CT Fall 1996 Writing Center Director & Writing Tutor UCONN Counseling Program for Intercollegiate Athletics, 1/94 8/96 Taught language arts classes employing the Atwell/Rief Reading and Writing Workshop methods. Used reading journals/learning logs and emphasized self-assessment as well as authentic and portfolio-based assessments. English instructor at post-secondary business school. Courses: Business English and Freshmen English.. Supervised daily operations of writing center/computer lab. Writing tutor for all student athletes. GRANTS, HONORS AND AWARDS 2011 State Farm Companies Foundation, Doctoral Dissertation Award in Education 2011 Literacy Research Association: Recognized with a $1000 award for high quality and relevance for Symposium with A.N. Applebee, J.A. Langer, K. Wilcox, M. Nachowitz. Results from the National Study of Writing Instruction Mauritz Johnson Scholarship, School of Education, University at Albany 2011 Graduate Student Organization Travel Grant, University at Albany 2002 Sentinel & Enterprise Head of the Class Master s Intern Award, UCONN School of Education Graduated Summa Cum Laude, UCONN School of Education 1995 Elected Phi Beta Kappa New England Scholar Award, University of Connecticut Honors Program, University of Connecticut Dean s List, University of Connecticut Wagenliss Foundation Scholarship, The UCONN Foundation Robert Wooster Stallman Scholarship (most outstanding English major), UCONN UCONN Foundation Scholarship, The UCONN Foundation UCONN Gold Coast Alumni Association Scholarship Eider Foundation Scholarship, Stamford, Connecticut Stamford Campus Scholar Award, University of Connecticut English Department Award, University of Connecticut. PUBLICATIONS 2012 Write Now (forthcoming, Teachers College Press) with Applebee, A.N., & Langer, J.A.. Wilcox, K., Mastroianni, M., Dawson, C.

4 Marc Nachowitz with Judith Langer and Arthur Applebee. NCTE and the Teaching of Literature, In E. Lindemann (Ed.), Reading the Past, Writing the Future; A Century of American Education and the National Council of Teachers of English (pp ). Urbana, IL: National Council of Teachers of English 2000 General George Washington in Massachusetts Using Primary Sources in the Classroom, Commonwealth Museum, Boston, Massachusetts A Comparative Study of English Instructional Methods unpublished MA Thesis, University of Connecticut, Storrs, CT Annotated Bibliography on Assessment for Teachers and Administrators. The Connecticut Writing Project, Storrs, CT The Effects of the Connecticut Mastery Test on Writing Instruction, K-12, report on file at The Connecticut Writing Project, Storrs, CT and the National Writing Project, Berkeley, CA. REFEREED CONFERENCE PRESENTATIONS 2012 Reading for Deep Understanding: Knowledge Building and Conceptual Artifacts in Secondary English. American Educational Research Association Annual Conference, Vancouver, April Exceptional Practices in Content Area Writing. Literacy Research Association Annual Conference, Jacksonville, FL 12/1/ Writing and Curricular Conversations. National Council of Teachers of English Annual Convention, Chicago, IL 11/18/ A Century of Progress; NCTE and the Teaching of Literature, part of double session on Reading the Past, Writing the Future, with NCTE Centennial authors Janet Emig, Donna Alverman, Leila Christenbury, and Stephen Tchudi. National Council of Teachers of English Annual Convention, Chicago, IL 11/19/ Writing and Disciplinary Thinking in Science: An Analysis of Current Trends from the National Study of Writing Instruction. American Educational Research Association Annual Conference, New Orleans, LA April Writing in Science: A Report from the National Study of Writing Instruction, National Council of Teachers of English Annual Convention, Orlando, FL 11/20/ From Retardation in Reading to Explicit Instruction in Reading Processes, part of double session on Reading the Past, Writing the Future, with NCTE Centennial Authors Leila Christenbury, Jeanne Gerlach, & Edmund Farrell. National Council of Teachers of English Annual Convention, Orlando, FL 11/20/ Math and Science Writing: A Case Study of Exceptional Practice, American Educational Research Association Annual Conference, Denver, CO 4/30/ Writing in Math and Science: A Case Study from the National Study of Writing Instruction, National Council of Teachers of English Annual Convention, Philadelphia, PA, 11/21/ If Less is More, What the Heck do I Teach? Coalition of Essential Schools National Conference, Chicago. IL.

5 Marc Nachowitz 5 WORKSHOPS AND PROFESSIONAL DEVELOPMENT 2010 So You Want to Have an Argument? Critical Literacy in Elementary and Secondary Classrooms and Effective Writing Practices for Math and Science. Workshops presented at the First Annual Literacy Institute, Sponsored by Guilderland Central School District & Capital Region BOCES. August 2-5, Critical Literacy Practices for all Students across High School Classrooms, Capital Region BOCES, Albany, NY 2006 Developing Strategic Readers, workshop presented at Leominster High School Developing Strategic Readers across the Content Areas, Woodstock Academy, Woodstock CT A Comparison of Current Models of Writing Instruction presented at the Language Arts and Special Ed Departments Leominster High School. 2003, 2001 Literature Circles: Voice and Choice in the Student Centered Classroom, Leominster High School Faculty What Every Teacher Needs to Know about Reading and Writing, Massachusetts Institute for New Teachers, Worcester, MA; Springfield, MA; Fall River, MA; Haverill, MA; Charlestown, MA; and Boston, MA Public Schools 2000 George Washington in Massachusetts: Letters from the Archives, Massachusetts Archives/Commonwealth Museum Teaching with Primary Sources Lecture Series, Boston, MA. RELATED TRAINING Critical Friends Group Trainer, Center for Collaborative Education, Boston, MA Subjects Matter: Teaching Reading in the Content Areas, Harvey Daniels 2006 The Habits of Mind, Teaching Critical Thinking in Urban Schools, School of the Future, NY, NY Mentoring New Teachers, Leominster Public Schools 1999 Boston Writing Project - Summer Invitational Institute, University of Massachusetts, Boston John Collins Writing Across the Curriculum Seminars After THE END: Creative Strategies for Teaching Revision Literature Circles in the Classroom. PROFESSIONAL COMMITTEES 2005 Coalition of Essential Schools: Small Schools Initiative, Implementation Team Coalition of Essential Schools Transition Team, Leominster High School 1998 NEASC Review Committee, Abington High School PROFESSIONAL MEMBERSHIPS Literacy Research Association National Council of Teachers of English American Educational Research Association Division C: Learning and Instruction

6 Marc Nachowitz 6 SIG: Literature National Writing Project Coalition of Essential Schools Small Schools Network