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Katy Wischow, Lead Staff Developer, earned her MA in the Literacy Specialist program at Teachers College and taught for many years in Newark, NJ before joining the Project. Katy is passionate about curriculum development, using the arts to develop literacy, and creating strong cultures of talk in classrooms. She has been an adjunct instructor at Teachers College and is co-author of The Literary Essay, Grade 8.

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Lindsay Barton was a teacher leader in the Cambridge, MA public schools before joining the Project, where she focused on the writing process, project-based learning, science, and curriculum development. Lindsay is a graduate of the Teachers College Literacy Specialist program. She is a co-author of Readers Have Big Jobs to Do: Fluency, Phonics, and Comprehension, Grade 1.

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Though grades and test scores remain critical, it is the application essay that can help separate otherwise evenly matched candidates. Particularly at universities that don't conduct interviews, the essay is a student's only opportunity to introduce themselves to their college of choice.

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Casey Maxwell spent 10 years teaching primary grades in public and charter schools in New York City where she planned school-based professional development. She earned her master's degree in Early Childhood from Bank Street College of Education. Casey has worked with teachers in rural Rwanda and has a special interest in working with emergent readers.

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Casey Maxwell spent 10 years teaching primary grades in public and charter schools in New York City where she planned school-based professional development. She earned her master's degree in Early Childhood from Bank Street College of Education. Casey has worked with teachers in rural Rwanda and has a special interest in working with emergent readers.
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Katrina Davino taught primary grades in New York City before joining the TCRWP. As a teacher, she took part in professional development planning and facilitated teacher study groups. Katrina has led teacher inquiry around play and its intersection with literacy, a particular interest of hers. She has a master's degree from the Literacy Specialist program at Teachers College.

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My appreciation for writing is why I am now a college English instructor. I teach Composition 101 and use the five-paragraph essay format because I want my students to understand structure and organization first. I don’t explain Aristotle’s approach until the second half of the semester, when my students have a solid grasp of essay structure and can apply Aristotle’s argumentative approach intelligently. However, I still limit their writing to five paragraphs because the question I always get asked by students is: how many paragraphs or how long does this paper have to be? Sadly, the majority of my students don’t want to go above and beyond what is expected and would rather do the bare minimum. At the same time, I don't want them to ramble on and on and would prefer their papers to be succinct and to the point.

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Mike Ochs taught in rural and urban schools, most recently in the Bronx before joining the Project. A graduate of the Teachers College Literacy Specialist program, Mike has special expertise in supporting struggling readers and writers. He has written dozens of articles for children, many of which are in published Project materials,and is co-author of two books in the Units of Study series: Reading the Weather, Reading the World, Grade 4 and Literary Essay: Opening Texts and Seeing More, Grade 5.