Lucy is the Founder and President of The Reading & Writing Project at Mossflower and the Founding Director of Teachers College Reading and Writing Project. She’s been on the faculty at Teachers College, Columbia University for over four decades, as both the co-director of the Literacy Specialist Program and the Richard Robinson Professor of Children’s Literature.

Lucy has written over fifty books, including the widely adopted Units of Study curriculum. Pathways to the Common Core was a New York Times best-seller selling book, and The Art of Teaching Writing is generally regarded as a foundational book in the teaching of writing. Recently, Lucy has edited a series of decodable books for children (Jump Rope Readers) and been the lead author for new editions of Units of Study for both reading and writing.

Lucy began her career as a teacher for elementary, middle and high school students, then joined Don Graves as a researcher on the National Institute of Education’s first major study of children as writers. That research has been credited with transforming the teaching of writing, bringing writing workshops, which were once the province of college classrooms, into K-8 classrooms. For decades since then, Dr. Calkins has devoted most of her time to leading organizations that aim to support best practices in the teaching of reading and writing. Lucy says, “It has been my greatest honor to work alongside the talented staff developers, teachers, and the school leaders who have helped develop, pilot, learn from, and teach reading and writing workshops, K-8.”

Amy’s super-power is organizational leadership. She is best known as the person who gets things done, swiftly and well. She creates the structures, systems and relationships that allow this organization to run efficiently, while never losing sight of our core values. For example, in the midst of the COVID-19 pandemic, Amy organized an effort to film, edit and curate over 3000 virtual minilessons. More recently, she has organized all the principal conferences and Thursdays for TCRWP. Amy has worked as a Staff Developer and Project Manager for TCRWP, and she has taught university level classes within the Literacy Specialist Program at Teachers College. She studied Educational Leadership at Southern Methodist University.

Katie leads the writing team and much of the intellectual work at The Reading & Writing Project at Mossflower, working with the entire staff to help pilot, develop, write and revise books, podcasts, websites, tools, and curricula that extend our organization’s reach far beyond what we can accomplish through professional development alone. Katie herself is author, co-author, and editor of many units in the reading and writing Units of Study, including Journalism, Tackling Complexity, and Literary Essay. Her interests in environmentalism and social justice inform her work. She received her M.A. in Science Education from Teachers College.

Yasmina has 11+ years of marketing and strategy experience. She started her career in business development and field marketing at Oracle. During her MBA, she pivoted to luxury goods and services, where she has since worked in global strategy at Calvin Klein, strategic marketing and loyalty at Signet Jewelers, and rebranding at Luggage Forward. She also is the owner and editor of the Instagram influencer account Dress Well Travel Often where she shares her travels, personal style, corporate life, and daily musings. In her personal time, Yasmina is a voracious reader, having read 80 novels in 2023 alone. Yasmina earned a BBA in Marketing from The University of Texas at Austin's McCombs School of Business as well as a minor in French Literature. She also holds an MBA with a triple major in Marketing, Finance, and Managing Organizations from Northwestern University's Kellogg School of Management.

Kathy is often the first and last person to connect with district leaders. She hears the particular needs and hopes that leaders have for a district, explores possible solutions with a district leader, and then works with Laurie Pessah and others to do the matchmaking which makes all the difference. Kathy’s great gift is that she builds enduring relationships. She also understands the pressures that district leaders and school principals experience as they try to juggle competing demands and hopes. Kathy was inspired to join the Reading and Writing Project because of the talent of its staff members and its mission to help teachers and students globally. During the year, she facilitates the dispatch of staff developers to schools and district homegrown institutes. She’s the go-to-person for help with resources, enrollments, and the inevitable challenges that arise…and she’s always ready to help anyone reach the exactly right person to help with their questions.

Alexis Czeterko brings a wealth of experience in both literacy education and organizational leadership to her role as Director of Strategic Projects at The Reading & Writing Project at Mossflower. Alexis is a longtime member of the Project community, having spent 12 years as a Staff Developer supporting schools across the country. She began her career as a classroom teacher in Westchester County, NY, and as a Dual Language teacher in Queens, and she holds an MA in Curriculum and Teaching from Teachers College, Columbia University.

In her current role, Alexis leads RWP-M’s publishing and content development initiatives, including new curriculum units, decodable books, and teacher resources. She oversees projects from concept to launch, coordinating cross-functional teams and ensuring that each product reflects the organization’s instructional philosophy and strategic goals. With her deep knowledge of curriculum design, teacher training, and project leadership, Alexis is committed to creating resources that empower educators and improve literacy outcomes for students.

With over a decade of combined experience spanning the realms of the performing arts, arts education, administrative support, and event coordination, Katie Huff brings a versatile skill set to our team. Beginning her career as a professional dancer and choreographer, Katie eventually transitioned to arts education as a Teaching Artist for The National Dance Institute where she taught curriculum through dance and music in New York City Public Schools. She then began a career in event management where she planned and managed events for Burkestone Estate in Hudson, NY. She has over ten years of experience in various administrative roles. Katie holds a Bachelor in Fine Arts from The Chicago College of Performing Arts at Roosevelt University.

Elizabeth Franco is the Editorial Director and Designer for The Reading & Writing Project at Mossflower. She is the co-author of numerous titles across the Units of Study series, including Persuasive Writing of All Kinds: Using Words to Make a Change, a kindergarten opinion-writing unit, and Word Detectives, a beloved first grade unit that supports foundational skills. She has also authored several stories across the Jump Rope Readers decodable series, as well as the picture book Ocean Clean-Up Crew, inspired by her own children. Before joining RWP-M, Liz served as general and special education teacher in NYC classrooms and holds a Masters in Literacy from Teachers College at Columbia University. Across her career, Liz has become especially known for her state-of-the-art work developing lessons and tools that motivate children to work with independence and zeal. She is a firm believer in the power of learning through play and has a passion for finding ways to make reading and writing both joyful and rigorous. 

Angela’s deep knowledge of phonics and her delight in storytelling and writing all come together when she writes books for our Jump Rope Readers series. She’s the author of many of these books–both those that have been published and those that are still in the pipeline, and she works with Liz Franco to help other authors develop their own books, always keeping phonics and levels of text complexity in mind. Angela studies early childhood development, including early literacy assessment and oral language development, and supports staff developers in bringing research to practice. She is passionate about the need for all children to see themselves in the books they read, and has brought this commitment to all her work as a staff developer with The Reading & Writing Project at Mossflower.

Logan is unique among the staff members who support The Reading & Writing Project at Mossflower's many schools, because she is equally at home in primary and in secondary classrooms. This flexibility undoubtedly comes from her broad range of experiences, but it also comes from her adaptable personality. She is an avid student of reading, writing and phonics development, and this means that she understands the very beginnings of reading and writing, as well as the distant horizons. She is grounded in work with social and emotional intelligence and that work informs her relationships with both teachers and kids. Districts that have had the chance to work with Logan invariably ask for her to return again and again, and the secret to her success lies in her great range of knowledge, as well as her ability to form strong relationships with others.

Chelsea MacLaren has been a performer, writer, and producer for over a decade in New York City. She has simultaneously worked in the Executive Assistant space for the last five years acting as a projector, shining a light on organization, cohesion and growth. Chelsea's superpower is her creative product management style coupled with her tenacious work ethic. 

Phil has a long history of workshop teaching and working with the Units of Study. He is deeply committed to preparing students to navigate and contribute to academic and real-world discourse. A doctoral student with a decade of classroom language arts experience and a strong affiliation with RWP, Phil is eager to share his deep knowledge of research-based nonfiction writing and his commitment to fostering critical thinking and evidenced-based argumentation. Most recently, Phil has been investigating the intersection of artificial intelligence with literacy practices. Phil has also studied the representation of Native Americans in children’s literature and is dedicated to the pursuit of educational equity. 

More than a decade ago, Katy found her own way to her very first Reading & Writing Project summer institute, coming as a ‘lone wolf.’ Mid-week, she told her principal, “I’m going to need some money” because she decided she absolutely had to have the Units of Study curriculum. Soon she’d transformed her Newark, NJ classroom into a flourishing writing workshop; her students’ passionate response led Katy to enroll in the Literacy Specialist Program at Teachers College. Katy has co-authored the book Unlocking the Power of Classroom Talk, co-written several Units of Study, and she has authored the Ida series in the Jump Rope Readers. She is deeply interested in grammar, writing professionally, in supporting teachers’ writing lives, and in building strong learning cultures in schools and classrooms.

The first thing people who have studied with Katie say is how much fun it is to learn with her. She has an irresistible, irrepressible sense of humor, and she is always ready to join kids as they delight in the quirky characters who populate the pages of the books they read and write. Katie approaches professional development with the same warmth and humor she has with kids, but also with complete candor as she helps educators wrestle with the hard parts of teaching. Katie’s curiosity is on par with her humor, making her a wonderful mentor for content-area studies. Katie doesn’t feign an interest in space, bugs and rocks–her interest is real!  She is a graduate of the Literacy Special Program at Teachers College –indeed, it was that program that lured her from her beloved home state of Missouri to the Big Apple.

Sarah’s work as a teacher-educator is rooted in her experiences as a general and special education teacher and as a literacy coach. Her MA in Reading and Literacy is from Bank Street College, and much of her education comes from working under the leadership of Sharon Hill, a former staff developer and principal of the Manhattan New School. Even when Sarah was a very new teacher, she was tagged as someone who could create turn-key curricula for other teachers. She reports, “I immediately knew that I loved supporting other teachers and being someone others could lean on.” Sarah is the author of both fiction and upcoming nonfiction Jump Rope Readers and the co-author of two Units of Study books. In her staff development, she often helps teachers welcome the disequilibrium that can come with growth, allowing them to form school cultures that support reflective practice and collaboration. She writes, “I believe in relationship building and in getting to know students as people, readers, and writers. When we know our students, we can adjust and modify the curriculum to ensure that we are inclusive and responsive to all kids. I’m equally intent on building relationships with teachers and school leaders, so together we can make plans for whole-school improvements to literacy practices, systems, and structures.”

Kara’s best known in our community for her ground-breaking work with upper-grade spelling and phonics. She’s authored a curriculum that includes a pathway of 100+ micro-lessons to help upper grade kids who need especially explicit lessons in the patterns and rules that inform how spelling works in the English language. Teachers who work with Kara are thrilled with her ability to make language arts education accessible and joyful for all students.  She supports teachers as they address the essentials with their students (particularly those who need extra help) and strives to make learning engaging and exciting. When Kara was a classroom teacher, she piloted Mystery: Foundational Skills in Disguise and the fun-loving tone of that foundational unit is Kara’s trademark.

Alicia began her career in education as a teacher and then as a district-wide literacy coach. She has been one of the few staff developers at RWP to work across all grade levels, and that flexibility and expertise has made her invaluable in helping schools develop cohesive school-wide plans for implementing best practices in literacy. She’s committed to supporting coaches, administrators, and teachers, and she has a special interest in helping learners transfer their skills as readers and writers to their studies in social studies, science, and math. 

Alicia has dual masters degrees (in Curriculum and Teaching and Administration) from Fordham University. She has led advanced sections at TC institutes, presented at national conferences, and is the co-author of books in the Units of Study series. When Alicia is not partnering with schools, presenting or writing, she enjoys performing at festivals worldwide as a classical choral singer. 

Rebecca began her work in the field of education as a preschool teacher on a 1200 acre sheep ranch in Northern California. Since that time, she’s been a teacher and, for almost two decades, a staff developer. Recently, Rebecca has been a major leader in curriculum development with the brand new Units of Study in both writing and reading. Because of her deep grounding in the new units, she is often the spokesperson for them. Rebecca is a co-author of two reading Units of Study including, Sharing Reading and Learning About the World and a kindergarten writing unit, Writing for Readers: Writing Readable True Stories. She is also an author of a soon-to-be-released nonfiction series in the Jump Rope Readers. In her work partnering with schools, Rebecca especially enjoys helping teachers to draw on research and best practices in order to teach assessment-based small groups, and designing curricula that provides kids with a balanced and responsible education.

Cynthia has worked as a staff developer for years, and works as an adjunct professor in SUNY Old Westbury’s Literacy Education program, for example, helps her to be especially mindful of the support that new teachers need. Her own writing and research helps ground her staff development work. Of course, Cynthia also draws on her own experiences as a graduate student and a teacher. Her MS is in Special Education, and much of her teaching experience focused on supporting learners with IEPs. When Cynthia is asked on whose shoulders she stands in her staff development, her answer—like the answer of so many of us–is that she carries Kathleen Tolan’s wisdom with her always.

Grace is co-author of Reading History and of Journalism in the Units of Study. She has worked for decades as a teacher-of-teachers, both as a Staff Developer and through her national and international consulting work. Her M.A. and M.Ed. are from the English Education Program at Teachers College – a program that focuses on secondary English. Since graduating, Grace has taught writing courses and seminars for masters students at Teachers College.

Schools that partner with Grace will benefit from her years of staff development experience, her extensive knowledge of reading and writing development and her special interest in helping schools cultivate professional learning communities in support of schoolwide goals. 

Melissa works as a writer and editor at The Reading & Writing Project at Mossflower, helping to draft and refine various writing projects and curricula. As a former lawyer, she enjoys thinking rigorously about writing and honing in on the details.

Before working at RWP-M, Melissa was an attorney at Latham & Watkins in New York City and later retired to raise her three children. Intrigued by the education of her children, she then decided to pursue a M.A. in Curriculum & Teaching at Teachers College. And, it is there where she met Lucy.

In addition to her M.A. from Teachers College, Melissa earned an A.B. in Comparative Literature from Brown University and a J.D. from the University of Southern California.

Julie has spent her career helping schools grow as joyful, rigorous places for teaching and learning. With experience as a K–5 language arts specialist, elementary principal, and Director of Elementary Education, she brings a uniquely well-rounded perspective to the work of instructional coaching and curriculum implementation. Julie’s passion lies in helping educators bring writing and reading instruction to life in ways that are responsive, inclusive, and grounded in best practices. She is also deeply experienced in leading professional learning and mentoring new teachers and administrators. Julie holds degrees from Sacred Heart University and the University of Connecticut, and lives in Ridgefield, CT.

For over a decade, Katie has been teaching the Units of Study in grades K–5, watching her students transform into lifelong readers and writers. As someone who grew up learning literacy in a workshop classroom, she is eager to continue promoting the model because of its adaptability and its emphasis on student voice and choice in reading and writing. Katie completed the M.A. Literacy Specialist program at Teachers College, where she met Lucy. During that time, she began supporting the revisions of the K–2 and 3–5 reading and writing curricula, contributing her literacy expertise, piloting units, providing feedback, and using her broad knowledge across grade levels to support overall cohesion in the revisions. Katie brings her experiences as a curriculum writer, lead teacher, interventionist, and coach to support students in becoming passionate readers and writers.

With a Master’s in Literacy from Columbia University, Brittany began her teaching career in Charlotte, NC, working with primary grade students across diverse populations. She later served as a lead district coach, supporting teachers in implementing reading and writing workshop models. As a staff developer at the Reading and Writing Project, Brittany is the author of two units of study and has partnered with educators across the country to support instruction in reading, writing, and phonics. Brittany is especially passionate about helping early readers build strong decoding skills. 

Dani is a Staff Developer for The Reading & Writing Project, where she has worked for the past decade providing high-quality professional development to educators around the world. In addition to building-based staff development, Dani has led a variety of institutes, calendar days, and speciality groups. She is especially known for her commitment to nonfiction reading & writing and her ability to support teachers with assessment-based small groups. She is the coauthor of Marvelous Bloopers: Learning Through Wise Mistakes, a unit in the Units of Study in Phonics, and of Becoming Experts, a unit in the Units of Study in Reading. Prior to her work as a staff developer, Dani was a primary classroom teacher for 10 years. Over that time she participated in lead teacher & coaching groups and supported other teachers in their literacy instruction. Dani holds a master's degree from the Reading Specialist program at Teachers College, Columbia University.

Enid Martinez has worked for more than a decade as a staff developer. In that role, she’s served as a national literacy leader and an especially powerful force in primary literacy education. Prior to that, she was trained by Fountas and Pinnell as a Literacy Coordinator for Literacy Collaborative. She specializes in supporting schools with tailoring their reading instruction to their data and with supporting all learners

Enid has particular expertise in supporting English Language Learners. In this role, she draws on her extensive experience working with English Language Learners in bilingual and mainstream classrooms in New York, as well as her experiences supporting bilingual, dual language, and mainstream classrooms.

Laurie’s work as School Partnerships Liaison is informed by the many positions she has held in the educational sphere: as a school principal, an assistant superintendent of schools, an ELA district leader of RWP.  Laurie helps school leaders make maximum use of staff developers and organizational resources and conducts site visits (or extensive interviews) to help schools or districts determine priorities and develop long range strategic plans. In this role, Laurie often leads study groups for school principals and literacy coaches.

Allyse Bader is a Staff Developer for The Reading & Writing Project where she has worked for the past decade providing high-quality professional development across the nation. In addition to building-based staff development, Allyse leads many advanced institutes, full-day conferences, and lead teacher study groups in the tri-state area. She is a published co-author with Heinemann Phonics Units of Study where her passion for the transfer between phonics & writing and reading shine. She started the foundational skills institute at RWP to study the transfer of phonics into the reading and writing workshop. Since she has spent a lot of her SD working with teachers on making reading time a real balance for kids - promoting more decodable texts, words lists based on skill, as well as interest-based books. Allyse began her career in early childhood education as a first-grade teacher in the South Bronx while attending and later graduating from the Literacy Specialist Program at Teachers College. She continued teaching for several more years at PS 59 in Manhattan and fell in love with kindergarten while teaching in Larchmont, NY. She has joined The Educators Link team to provide virtual PD courses to school communities servicing a large number of new teachers. She most recently moved to Ridgewood, NJ, and enjoys raising her three young daughters.

Christine’s deep knowledge of the many ways teachers can support kids’ command of phonics and phonological awareness has been especially valuable during the recent tumultuous years. She’s known for her ability to help teachers analytically observe kids’ early reading and writing, noting the sources of meaning they call upon and tailoring instruction to help them approach reading and writing with agency and resourcefulness. Always, she reminds teachers that thinking is not an optional add-on for readers: rather, it is at the very core of what reading is all about. Christine draws on a deep and long background as a teacher, and for all of her 24 years in the classroom, she has been immersed in studies of literacy development. Even as a beginning teacher in Queens, her classroom was a labsite where teachers gathered to study together. Then, as now, she was especially fascinated by the power of small group teaching to respond to students’ needs.