Learn more about Andrea Honigsfeld's PD offerings Andrea Honigsfeld, EdD, is associate dean and professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York. She directs a doctoral program in Educational Leadership for Diverse Learning Communities. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult) and an English-as-a-second-language teacher in New York City (Grades K-3 and adult). She also taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John's University, New York, where she conducted research on individualized instruction. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past 18 years, she has been presenting at conferences across the United States, Canada, China, Denmark, Great Britain, the Philippines, Sweden, Thailand, and the United Arab Emirates. She frequently offers staff development, primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. She coauthored Differentiated Instruction for At-Risk Students (2009) and co-edited the five-volume Breaking the Mold of Education series (2010-2013), published by Rowman and Littlefield. She is also the co-author of Core Instructional Routines: Go-To Structures for Effective Literacy Teaching, K-5 and 6-12 (2014) and author of Growing Language and Literacy (2019) published by Heinemann. With Maria Dove, she co-edited Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) and Co-Teaching for English Learners: Evidence-based Practices and Research-Informed Outcomes (2020). Maria and Andrea also co-authored Collaboration and Co-Teaching: Strategies for English Learners (2010), Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies (2013), Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), Collaboration and Co-Teaching: A Leader's Guide (2015), Coteaching for English Learners: A Guide to Collaborative Planning, Instruction, Assessment, and Reflection (2018), and Collaborating for English Learners: A Foundational Guide to Integrated Practices (2019), seven of which are Corwin bestsellers. She is a contributing author of Breaking Down the Wall: Essential shifts for English learner success (2020). Maria G. Dove, Ed.D, is Professor in the School of Education and Human Services at Molloy College, Rockville Centre, New York, where she teaches pre-service and in-service teachers about the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked for over thirty years as an English-as-a-second-language teacher in public school settings (Grades K-12) and in adult English language programs. In 2010, she received the Outstanding ESOL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development for educators throughout the United States on the teaching of culturally and linguistically diverse students. She has published numerous books, articles, and book chapters on collaborative teaching practices and instructional strategies for English learners. With Andrea Honigsfeld, she coauthored four best-selling Corwin Press books, Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies (2013), Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies (2013), Co-Teaching for English Learners: A Guide to Collaborative Co-Planning, Co-Teaching, Co-Assessment, and Reflection (2018) and their latest volume, the second edition of their 2010 best seller, Collaboration for English Learners: A Foundational Guide to Integrated Practices (2019). Audrey Cohan, EdD, is the senior dean for research and scholarship at Molloy College, Rockville Centre, New York. She has been at Molloy College for twenty-six years, during which time she served as professor, chairperson of the Education Department, and interim dean for the Division of Natural Sciences. Dr. Cohan has taught in the undergraduate and graduate programs and is currently teaching Critical Issues at the doctoral level for the EdD program, Leadership for Diverse Learning Communities. She began her career as a special education teacher in New York City working with students with special needs in both self-contained and resource room settings. Her first book was published in 1995 titled Sexual Harassment and Sexual Abuse: A Handbook for Teachers and Administrators. This coauthored book was an outgrowth of her dissertation work, which focused on child sexual abuse within schools. Dr. Cohan coedited a five-volume Breaking the Mold of Education series about educational innovation with Dr. Andrea Honigsfeld. She has published numerous peer-reviewed articles about English language learners including Differentiating Between Learning Disabilities and Typical Second Language Acquisition: A Case Study and Piloting a Pre-referral Data Collection Tool: A Documentary Account, as she has New York State certification in special education and TESOL. The textbook published in 2016, Serving English Language Learners, earned the Textbook & Academic Authors Association (TAA) Most Promising New Textbook Award. Her other coauthored book publications include Beyond Core Expectations: A Schoolwide Framework for Serving the Not-So-Common Learner (2014), America's Peace-Minded Educator: John Dewey (2016), and Team Up, Speak Up, Fire Up!: Educators, Students, and the Community Working Together to Support English Learners (2020). Dr. Cohan is also the principal investigator of a National Science Foundation (NSF) Robert Noyce grant for $1,450,000, which is designed to recruit bilingual STEM teachers for high-needs schools. While at Molloy College, Dr. Cohan has been the recipient of the Faculty Leadership Award, the Faculty Recognition Award, the Research Award, and the Distinguished Service Award. Carrie L. McDermott Goldman, Ed.D., is Associate Professor, Coordinator of Graduate and Post-Graduate TESOL/ Bilingual Programs, and Director of Bilingual and TESOL Grants at Molloy College, Rockville Centre, New York. She teaches pre-service and in-service teachers equitable pedagogical approaches, research-and asset-based practices, and embedded language theory. Prior to higher education, she taught Pre-K - 12 in high needs settings and college-level ESL. She continues to collaborate with schools as an instructional coach and mentor for teachers and administrators. Throughout the pandemic, she also created and implemented an online teaching mentoring program. She is involved in several projects. She co-authored and serves as the director and Principal Investigator for the New York State Grant for the U.S. Department of Education, Clinically Rich Intensive Teachers Institute in Bilingual Education and TESOL (CR-ITI BE/ESOL) for $550,000 over 5 years to meet the growing needs of MLLs throughout the region. Her most recent works include, Co-Taught Integrated Language and Mathematics Content Instruction for Multilingual Learners, co-authored chapter with Andrea Honigsfeld in Effective Teacher Collaboration for English Language Learners: Cross-Curricular Insights from K-12 Classrooms (Yoon, Ed., 2021); Positive outcomes for ELs in an Integrated Social Studies Class, co-authored with Andrea Honigsfeld in Co-teaching for English learners: Evidence-based practices and research-informed outcomes (Dove & Honigsfeld, Eds., 2020); Classroom Management for Culturally and Linguistically Diverse Learners co-authored with Lisa Peluso in Approaches to Classroom Management for Diverse and Inclusive Schools (Alcruz & Blair, Eds., in press) and Preparing Social Studies and ESOL Teachers for Integrated Language and Content Instruction in Support of ELLs with Andrea Honigsfeld and Kelley Cordeiro in Teaching History and Social Studies to English Language Learners: Preparing Pre-service and In-service Teachers (de Oliveira & Obenchain, Eds., 2018) and Preparing Science Teachers for Project-based, Integrated, Collaborative Instruction co-authored with Andrea Honigsfeld in Teaching Science to English Language Learners: Preparing Pre-service and In-service Teachers (de OIiveira & Campbell Wilcox, Eds., 2017), and Culturally Responsive Teaching in a Secondary, Integrated Mathematics Class (2021) in New York State ASCD Impact Journal.
