Curriculum development, Literacy, Organizational design, Urban education
Some of the Values that Shape My Work
An effective teacher promotes student learning that is cognitive, interpersonal, and intrapersonal in an environment that balances individual and community needs. Ideally, schools provide all students with the opportunities to develop themselves to become engaged citizens in a democratic society and achieve their personal goals. My work with teachers and leaders focuses on helping them develop their capacity to realize these goals through the educational program and school organizational design.
Work with Families, Children, Schools, and Communities
I have worked with teachers at many points along the professional learning continuum from student to veteran teacher. I started my professional development work in 1994 at the Teachers College Reading and Writing Project, supporting the teaching of writing and social studies. Since then I’ve consulted with numerous elementary and middle schools—public, charter, and independent—to support curriculum development and the teaching of language arts, social studies, and science. Special projects at Bank Street have included: Project New Beginnings, a professional development project with the Newark Public Schools; Research and Design team for the Urban Schools Initiative, whose mission was to prepare teachers for high-needs, under-resourced schools; interdisciplinary team of Graduate School faculty working with School for Children teachers to implement differentiated instruction in their classrooms.
Recent Professional Contributions
I cofounded the Newark Educators’ Community Charter School
to provide exemplary education for urban children and a sister nonprofit to provide ongoing learning opportunities for educators and families. I have been a member of the Board of Trustees since its founding in 2008 and am currently the Board President.
I provided professional development in language arts for the elementary school faculty at the Rato Bangala School
in Nepal during the summer of 2010.
- Ed.M., Curriculum and Teaching, Teachers College, Columbia University
- M.S., Applied Linguistics—Teaching English as a Second Language, Queens College, City University of New York
- B.F.A., Fine Arts, Pratt Institute
Selected Publications and Presentations
Einbender, L., & Wood, D. (1995). An authentic journey: Teachers' emergent understandings about authentic assessment and practice. New York, NY: NCREST.
Ancess, J., Darling-Hammond, L., & Einbender, L. (1993). The development of authentic assessment at Central Park East Secondary School. In Creating learner-centered accountability (pp. 49-59). New York: NCREST.
Darling-Hammond, L., Einbender, L., Frelow, F., & Ley-King, J. (Eds.). (1993). Authentic assessment in practice: A collection of portfolios, performance tasks, exhibitions, and documentation. New York, NY: NCREST.