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Faculty Bio

Biography

Jennifer Cuddapah’s professional interests have focused on the learning of new teachers to prepare quality educators for all public school children. She worked as an elementary school teacher, a university supervisor, and a program and research associate with a new teacher professional development organization prior to joining the faculty in the Johns Hopkins School of Education. Jennifer is committed to research and practices that support the entry and sustaining of new educators in teaching. This commitment is undergirded by her belief that teachers of students of all ages should draw on a repertoire of strategies that bridge theory and practice. These strategies should help address questions like, What kinds of strategies will ensure my students learn? What kinds of strategies will invite creative, divergent thinking and expressions? What kinds of strategies will motivate the reluctant or resistant adult learner? What kinds of strategies will continue to engage me, the teacher, class-after-class and year-after-year? She recently became coordinator of the Montgomery ProMAT program option and was appointed Assistant Department Chair for the Department of Teacher Preparation as part of the Dean’s Leadership Program

Faculty CV

Education

EdD	Curriculum and Teaching, Gifted Education	Teachers College, Columbia University	2005
Certificate	Administration and Supervision	Johns Hopkins University	2000
MS	Science and Mathematics Education	Johns Hopkins University	1999
M.Ed	Reading	Boston College	1996
BA	Elementary Education	Boston College	1995

Professional Experience

Assistant Department Chair, Department of Teacher Preparation, School of Education, Johns Hopkins University, 2009-Present

Assistant Professor, School of Education, Johns Hopkins University, 2006-Present

Instructor, School of Professional Studies in Business and Education, Johns Hopkins University, 2005-2006

University Supervisor, School of Professional Studies in Business and Education, Johns Hopkins University, 2005-2006

Department of Curriculum and Teaching, Learning dis/Abilities, Teachers College, Columbia University, 2000-2003

Research and Program Associate, The New Teacher Academy, Teachers College, Columbia University, 2001-2003

Classroom Teacher, Newton Public Schools, MA (1995-1996, kindergarten special education aide); Montgomery County Public Schools, MD (1996-2000, 5th grade GT); Nightingale Bamford School, NY (2001-2003, substitute)

Scholarly/Research Interests

Supporting and keeping new teachers in the education profession

Cohort models of peer support for new teachers

Learning through standards-based portfolio development

Professional development beyond norms of induction

Acquiring professional identity through classroom management practices

Negotiating and creating meaningful curriculum for students in an era of increased standardization

Comparing student teaching with teacher of record immersion experiences

Teaching and Learning strategies that bridge theory and practice

Current Activities - Grants/Sponsored Research/Partnership Activities

Montgomery ProMAT Program Coordination

Teaching Courses (Supervised Internship & Seminar, Children’s Literature, and Human

Development, Learning, and Diversity)

Professional Development School (PDS) Coordination for Einstein HS and Sligo MS

Department of Teacher Preparation Summer Course Series Coordination

Publications

Cuddapah, J.L., Masci, F., Smallwood, J., & Holland, J. (2008). A professional development school-sponsored summer program for at-risk secondary students. NASSP Bulletin, 92, 261-275.

Masci, F., Cuddapah, J.L., & Pajak, E. (2008) Becoming an agent of stability: Keeping your school in balance during the perfect storm. American Secondary Education, 36(2), 57-68