About Us

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Jeff Arnold - Director Jeff Arnold is the director of a Teacher/Leader Quality Partnership Program at Daemen College. As a consultant for the New York State Academy for Teaching and Learning (NYSATL) he helped pioneer the statewide and regional peer review process. Using the NYSATL model Jeff has designed professional development opportunities for pre- and in-service teachers to write and review learning experiences on-line. Jeff has permanent teaching certifications in Math (7-12), General Science (7-12), Chemistry, Physics, and Technology (7-12). Jeff holds a BS in Mechanical Engineering and an Ed .M in Education from SUNY at Buffalo and is currently pursuing a Ph.D. in Science Education at SUNY at Buffalo. Jeff’s comments How has The New York State Academy for Teaching and Learning (NYSATL) and the peer review process played a role in the development of the project? The New York State Academy for Teaching and Learning (NYSATL) is a Learning Community with a focus on student work. Peer review is the glue that holds curriculum, instruction and assessments together. NYSATL has allowed me to share my passion for curriculum development with people from across the state. Peer review values hard work and people who practice the art of teaching – and are willing to share insights, experiences and resources. My experiences as a NYSATL facilitator has helped me to formulate a vision of what professional development can be! My background is in Mechanical Engineering. The practice of peer review is a staple of the engineering profession. I am convinced that the key to legitimizing teaching as a profession is in sharing instructional practice and mentoring. The peer review process is an important vehicle that can help establish a culture of high educational standards. Peer review speaks to the heart of a teacher – How can my instruction make the curriculum and assessments come to life? As a teacher, the peer review process has been the single most important access point for me to unpack the standards. I feel fortunate to be part of this revolution in educational practice. (close)

Jane Ross - website creator/manager As part of the Daemen College Teacher Leader Quality Partnership (TLQP) collaboration with the Art and Education Departments, Jane has helped build and maintain the TLQP website and LE template to best serve the needs of those connected with the program. She is a Daemen College student, and is expecting to graduate in May 2009 with a BFA in Graphic Design. Working with TLQP has called upon her skills in HTML, CSS, JavaScript, Photoshop, and Flash. She has 10 years of experience working with websites, and 4 years of experience teaching others how to create them. Contact at: jross3@daemen.edu

Connie Kudrna presently teaches in the Buffalo Public Schools. She serves as a consultant teacher for 2nd and 3rd students and Committee on Special Education designee. Prior to working as a consultant teacher, she taught in a 15:1 setting in grades kindergarden to 3rd grade. Before coming to Buffalo, she was employed at Aspire of Western New York with students with physical and mental handicaps. She is certified in Special Education K-12/Multiple Handicapped/Phyically Handicapped/Elementary Education N-6 and Social Studies 7-12. Education background includes attendence at Nazareth College (undergraduate) and Buffalo State College (graduate). Professional Development includes certication in GESA. Generating Expectations for Student Achievement focuses on equality in the classroom. By employing a series of observation techniques, a teacher can demonstrate equity for all students. She actively participates in the Teacher/Quality Leadership Panel at Daemen College. She has worked to create learning experiences for the teachers in the district as well in other areas. The LEs are lessons that provide a direct correlation to the NYS Standards as well as best teaching practices. As well as creating learning experiences, Ms. Kudrna has hosted Junior Participants and Student teachers from area colleges, attended professional development opportunities to enhance the students' abilities and assisted in the development of the Teaching to the Standards class at Daemen College. Connie's 2008-2009 Goals 40KB 2007 Thank You Letter 31KB 2006 Thank You Letter 30KB Open/close more information

Jennifer Molfese presently in and teaches for the Buffalo Public Schools. She serves as a special education consultant teacher for fourth grade. Previously, she taught second grade 8:1:1 and first grade 15:1. Mrs. Molfese is certified in Childhood Education (1-6), Childhood Education Students with Disabilities (1-6), Early Childhood Education (B-2), Early Childhood Education Students with Disabilities (B-2), and Literacy (B-6). Her education background includes State University of New York College at Buffalo, where she completed her studies as a literacy specialist. Her undergraduate studies were completed at Daemen College where she studied elementary and special education. Jennifer Molfese’s professional development includes participation in the Teacher/Quality Leadership Partnership at Daemen College. She is working to create learning experiences for educational purposes. The learning experiences are lessons that provide a direct correlation to the New York State Standards as well as best teaching practices. She also is a member of the International Reading Association, Council for Exceptional Children, and serves as chairperson for her School wide Student Support Team, coordinating activities that promote healthy relationships between students, teachers, and parents. Jennifer Molfese lives in Buffalo with her husband, daughter, and two mischievous beagles Jennifer's 2008-2009 Goals 41KB Open/close more information

Carol Mullen is an active member in the Teacher/Leadership Quality Partnership Program (TLQP) Steering Committee at Daemen College under the direction of Jeff Arnold. She has participated in Steering Committee meetings, the Literacy Circle Action Team and the MST Learning Experience (Sorting) Action Team. She has completed EDU 518: Teaching to the Standards. Carol Mullen is a Title 1 Corrective Mathematics teacher with the Buffalo Public Schools. Professional development includes training in Math Solutions (Marilyn Burns), Investigations in Number and Space and Generating Expectations for student Achievement (GESA) Mrs. Mullen, a native of Buffalo, New York, earned her Master of Education from State University of New York at Buffalo (U.B.). She is also an alumna of Canisius College (B.S.Ed.), Nardin Academy High School and Buffalo Public School (BPS) 45. She has permanent NYS teaching certification for grades PK-6. An assignment to BPS 45 launched her teaching years in the Title 1 Math program. Mrs. Mullen has worked in several schools as a corrective math teacher and building math teacher (liaison from the math department to the classroom teachers). While assigned to schools 90, 12, and 31, she functioned as a district facilitator for the primary levels (K-2) of the Investigations math program. Mrs. Mullen is a member of the National Council of Teachers of Mathematics, the Association for Supervision and Curriculum Development and the National Association for Professional Women. She is included in the 2008-2009 edition of the Cambridge Who’s Who Registry of Executives, Professionals and Entrepreneurs. She enjoys encouraging academic perseverance when working with primary and elementary students. MST 2008-2009 Program Goals 29KB Open/close more information

Marilyn Foote-Kragbé was born and raised in Buffalo, NY. She attended Public School 53, Woodlawn Junior High, (presently Buffalo Traditional) and East High School in her former years. She earned a Bachelor of Science Degree in Elementary Education from Rosary Hill (Daemen College) and was awarded the honor of “Who’s Who in All Colleges and Universities in 1974. Her career as an educator started in the private school system beginning at Guardian Angel Day Care in Buffalo, NY for two years as a kindergarten teacher. Then, she traveled across the Atlantic Ocean and lived for 12 years in the Cote d’Ivoire, West Africa. There, she became fluent in French. She taught at the International Community School of Abidjan as a teacher in the K – 3 grades. She received the Masters Degree from SUNY at Buffalo in Elementary Education. After completing her Masters Degree in 1989, Ms. Foote-Kragbé commenced working for the Buffalo Public Schools. Her present position is a second grade teacher at the Buffalo Elementary School of Technology #6. Under her fine tutelage, many of her students have distinguished themselves in local, statewide and national poetry competition. In addition, she is an accomplished poet whose works have appeared in both national and local publications. The Buffalo Public School Board awarded Ms. Foote-Kragbé twice the “Teaching Excellence Award” for her work with her students. She has a contract with Tate Publishing and published her first children’s realistic fiction novel called, “Puddinhead.” The second book is in the planning stages. She is hoping this will be a beginning to a book series of 12 Puddinhead stories. In September, 2001, Ms. Foote-Kragbé composed a “learning experience” entitled, “Multiple Intelligence a Science Inquiry” and was accepted into the Academy of Teaching and Learning of the State of New York. Her current Learning Experience called, “Seeing With Scientific Eyes” is presently published on Daemen College’s website. In November, 2002, 2003 and 2005, she presented her research on science journal writing at the Science Teachers Association of New York State Conference. She has published an article on, “Science Journal Writing, a Link to Science Literacy,” April, 2003, in the STANYS Bulletin and a second article on developing a rubric for science journals was published in the fall of, 2004 in the STANYS Bulletin. Ms. Foote-Kragbé is an active member in church where she has dedicated most of her life serving the Lord. With a servant’s heart, she holds dear this Psalm: “Make a joyful shout to the Lord, all you lands! Serve the Lord with gladness; Come before His presence with singing. Know that the Lord, He is God; It is He who has made us, and not we ourselves; We are His people and the sheep of His pasture.” Psalm 100: 1 – 4 Amen. Thank You Letter 31KB Open/close more information

Vivian Newman Thank You Letter 27KB

Catherine Sedota MST 2008-2009 Program Goals 41KB

Heather Hunter currently teaches at St. Joseph School (University Heights), a Catholic elementary school in the city of Buffalo. Her most recent teaching assignment was Middle School (gr. 6 – 8) Math and Reading. The majority of her teaching experience has been with 5th and 6th graders, teaching in the content areas: Math, Science, and Social Studies. She is certified in Elementary Education Pre-K through grade 6. Her education background includes attendance at the State University of New York at Buffalo, where she earned a Bachelors’ Degree in English Literature. She later attended the SUNY College at Buffalo, where she completed coursework to earn her teaching license, followed by a Masters’ Degree in Elementary Education. Heather is grateful to fellow program participant, Carol Mullen, for making her aware of this professional learning community. Participating in it has given her the opportunity to pursue her personal goals for professional development that can easily be transferred to her classroom, directly benefitting her students. Heather lives in North Buffalo with her husband, and her dog (adopted from the SPCA shelter where she regularly volunteers). Open/close more information

Melanie Koch is a Consultant Teacher for the third grade at Early Childhood Center #61. She also works as an adjunct professor for the Graduate Special Education Department at Canisius College. She also works at the Education Department at the Buffalo Zoo as a docent. Prior to those careers, she taught grades K, 1, 2, 4, (in Buffalo Public Schools) and Middle School (6-8) Science and Math (in Lackawanna). She is permanently certified in the areas Elementary Education (pre-K-5), Reading, Special Education, Early Secondary Science, Biology, and School District Administration. Her education background includes a dual Bachelors of Arts degree from Canisius College. She also received two Masters of Science degree from Canisius College. Her professional development includes serving on the Steering Committee of Teacher/Quality Leadership Panel at Daemen College. She is a member of the Council for Exceptional Children (CEC), Association of Supervision and Curriculum Development (ASCD), Phi Delta Kappa (PDK), and the Foundation for Arts and Athletics for Buffalo (FAAB). She is certified in GESA (Generating Expectations for Student Achievement). Utilizing the peer review process she has learned at Daemen, she facilitates a Graduate Special Education class to write and review learning experiences. MST 2009 Program Goals 39KB Open/close more information

Jennifer Twist is an employee of the Sweet Home School District and currently teaches at Glendale Elementary as a Math Interventionist. Jennifer has also taught at Heritage Heights Elementary as a third grade teacher. In addition, Jennifer provides volunteer reading tutoring through the Heritage Christian Services, where she began in 2005. Jennifer earned a Bachelor of Science in Childhood/Special Education from Daemen College graduating Summa Cum Laude. While completing her degree at Daemen College, Jennifer was deemed the Yelich Scholarship Award Winner. Jennifer is also been awarded national honors such as National Honor Society Nominee and Who’s Who Among College Students. Jennifer’s further education background includes earned a Masters of Science in Differentiated Instruction from Canisius College. Jennifer is a current participant of the Teacher Leadership Quality Partnership (TLQP) program at Daemen College. Over the course of the past two years, Jennifer has collaboratively designed an electronic Learning Experience Template and assisted the program director in altering course requirement for the academic year. In addition, Jennifer individually created an electronic PowerPoint template (posted in the Daemen College website) and Excel formatted course checklist utilized in scoring Learning Experiences. Jennifer looks forward to continuing her journey as an educator. She is eager to participate in professional development opportunities through the TLQP. Open/close more information

An experienced educator of children and adults, Pat Loncto currently provides consulting services to the Teacher/Leader Quality Partnership Program at Daemen College, and NYS school districts. She designs and offers curriculum and assessment workshops or mentoring for all disciplines with an emphasis on standards-driven, student-centered instruction. Pat is a retired Lewiston-Porter Health, Family and Consumer Sciences educator, and Department Chair with 33 years of classroom experience. She is a past presenter for and faculty member of the NYS Academy for Teaching and Learning (NYSATL), has served on State and National Health Education certification and curriculum teams/boards, and was the coordinator for the development of the New York State Education Department Parenting Education Scope of Instruction Guide. Pat is the recipient of several awards at the local, State, and National levels. The central principle reflected in Pat’s work is that all students - from children to adults - need to be at the center of learning and have multiple opportunities to construct and apply their own knowledge and skills. Pat believes: An educator’s role is to facilitate learning opportunities that engage and challenge students to explore, discover, question, personalize, apply and self-assess learning. Student learning is most effective when the teacher designs intentional experiences that are personally relevant by being consistent with their aspirations and interests. Learners can acquire and integrate knowledge when its content is uncovered within concept and thematic “chunks of learning”. Content for learning needs to be based on criteria found in research-driven documents, such as State and National standards for excellence. Instructional practices and technologies must be appropriate for the learner’s prior knowledge, cognitive/skill abilities, and the content presented. Classroom environment and relationships encourage intrinsic motivation to learn when the learner’s perceptions of physical and emotional safety, personal choice and control are considered. Ongoing assessment of the learner’s understanding of the content can provide valuable feedback to both learner and teacher. Open/close more information