Mary Jean Mccarthy | Faculty Profiles

Diplomas/Degrees

Master of Education, University of Virginia (1985)

B.S. Upper Elementary Education, University of Virginia (1984)

Licenses and Certifications

New York State Department of Education Permanent Public School Teacher Certificate Certification areas: Nursery, Kindergarten, Grades 1-6 and General Science 7-9 Extension

Personal Statement

We learn by doing. As active participants engaged in worthwhile hands-on, minds-on experiences, we construct our own meaningful understandings. At all developmental levels, in order to grow and mature emotionally, intellectually, and socially, students need a safe, caring, and stimulating environment. Students benefit from working together in a respectful, kind, democratic learning community asking and answering questions and thinking critically to solve problems. It is my privilege and responsibility to nurture rapport and a relationship with each student so she can meet her fullest potential. I need to meet each student where he is and together we can build from there. I need to affirm students’ efforts, progress, and thought processes. It is my responsibility to help students better understand themselves and others and progress towards more sophisticated understandings and advanced skills. Students need to be effective thinkers and lifelong learners. I am committed to fueling a love of learning.

Recent Courses

First Year Seminar: Learning To Lead

Master'S Seminar: Inquiry In Teaching And Learning

Practicum In Tesol For Teachers Certified In Other Areas

Residency Internship Childhood & Adolescent Education

S/T: Northern Lights: Illuminating Culture, Environment And School

Science And The Citizen

Student Teaching I In Childhood Ed.For Uncertified Childhood Ed.Teachers

Student Teaching II In Childhood Ed.For Uncertified Childhood Ed.Teachers

Courses Previously Taught

Teaching and Learning Science- Childhood

TESOL

Specialization/Interests

Science Education, Teacher Preparation, Environmental Stewardship, Experiential Learning, Professional Development,

Teaching Philosophy

A strong ethic of care is integral to my teaching. Drawing from Nel Noddings, we learn to “care-about,” through our experience of being “cared-for.” I want each student to feel seen and heard; to feel understood and valued, to be respected. I want to meet each student where he, she, they are and support their holistic growth. I want to nurture a classroom community of trust where students engage in intellectual discourse and feel safe. I want to challenge them to stretch their comfort zones. I want them to build agency as they find their own voice. I want them to feel welcome and at home at Adelphi.

Learning can be at its best when done as a collaborative activity. This Vygotskian view of learning promotes substantive classroom conversations that include intellectual substance and equality of dialogue involving the sharing of ideas. I encourage students to truly listen to each other, question one another and build on their peers’ thinking as they explore big, complex ideas. The quality learning experiences I design are grounded in transparent, purposeful rationales. I define clear, robust expectations and provide ongoing feedback as I encourage my students to persist in grappling with their meaningful work as I coach and support for growth. I am compassionate, passionate and dedicated. Generally, my students respond well as I seek to nurture a trusting community of learners. They commit to investing the requisite time, thought and energy to expand their thinking and perspectives.

I eagerly hone my teaching craft, engage in service and deepen my scholarship. John Dewey and Donald Schön’s work informs my commitment. I hold to Dewey’s precepts of “learning by doing” as well as learning being relevant to students’ lives, so I often integrate care of self, others and addressing local and global environmental issues into the students’ authentic learning experiences. Students thrive from experiential learning, often calling it transformative. As the students become more attuned to their own social and mental well-being as well as the well-being of others, they become more comfortable and are better able to be their best selves.

I relish being a clinical supervisor to our teacher candidates as they navigate the real complexities of the learning and teaching dynamics. From my work in diverse settings over many years, I have accrued invaluable experience and further developed insights about how to teach well which I impart to our future teachers.

I am able to authentically and intentionally integrate practice and theory, encouraging our students to reflect and apply all that they have learned as Adelphi elementary teacher candidates. We draw from Schön’s reflective practice by which professionals become aware of their implicit knowledge base and learn from their experiences and value improvisation in practice. I assure teacher candidates that to become the teacher that they each aspire to be, takes years of experience. Naturally they confront a myriad of emotions as they grow tremendously, both personally and professionally. I urge them to be patient with themselves and keen observers of their students and receptive to feedback, maintaining a growth mindset and reflective stance. I believe that I am a reassuring source of positivity, persistence and offer sage, timely advice. I cultivate trust with my residents and student teachers; they know I will do whatever I can to support them which boosts their confidence and pedagogical skills and knowledge. I like to think my energy and enthusiasm for learning and teaching is contagious. They see me constantly analyzing, reflecting and revising my approaches and in turn I nurture their reflective, creative, analytical thinking. I want them to foster joy and laughter in their classroom communities which we experience together. As their clinical supervisor, I am so grateful to be welcomed by the district to hold weekly seminars in their schools and join their classroom communities.

The Masters Seminar Capstone courses I teach focus on action research. On section focuses on applying the science of reading to tutor striving readers in a partner district. In the other section, the action research is authentically embedded in teacher candidates’ residency. Action research is a disciplined process of inquiry conducted by and for those taking the action. The core iterative components of action research as systematic inquiry are reflexivity, and focus on the practical. It seeks to answer questions and solve problems that arise from the daily life of the classroom and to put findings into immediate practice. Inevitably the teacher candidates find their action research to be an empowering experience. It is relevant and real. Their action research helps them be more effective at what they care most about—their teaching and the development of their students.

I have taught Science Methods since I began at Adelphi. I invest in the course’s continual evolution. I am responsive to my students’ feedback and the changing landscape of education. For example, in response to the emergence of the Next Generation Science Standards (NGSS) coupled with the changing needs of diverse populations, a colleague and I have revamped science methods so our teacher candidates are better prepared to teach each and every child holistically within a community of learners.

I wholeheartedly believe, as Paulo Freire asserts, that “Whoever teaches learns in the act of teaching and whoever learns teaches in the act of learning.” I have taught extensively and learned much throughout my 31 years at Adelphi. I am grateful. I remain unwaveringly committed to do all I can for our students and our University.

Research Interests

Developing and Evaluating an Interdisciplinary Coastal Science Curriculum

Science Teacher Education

Professional Development

International Experience

Professor Rob Linné and I co- created and teach the Faculty Led Study Abroad Northern Lights: Illuminating Culture,
Environment and School which we offered to students during Spring Break ‘19, ’23 and '25.

Articles

Kang, E. J.S., McCarthy M.J., Donovan, C. (2019) Elementary teachers’ enactment of the NGSS science and engineering practices. Journal of Science Teacher Education., 30:7, 788-814.

Kang, E.J.S., Donovan, C., McCarthy, M. J. (2018). Exploring elementary teachers’ pedagogical content knowledge and confidence in implementing the NGSS science and engineering practices. Journal of Science Teacher Education. 29:1, 1-21.

de Freitas, E. & McCarthy, M.J. (2014). (Dis)orientation and spatial sense: Topological thinking in the middle grades. Didáctica de la Matemática: Pensamiento Numérico, 9(1), 41-51.

Danielowich, R. M., & McCarthy, M. J. (2013). Teacher educators as learners: How supervisors shape their pedagogies by creating and using classroom videos with their student teachers. Action in Teacher Education, 35(3), 147-174.

Concannon-Gibney, T., & McCarthy, M. J. (2012). The explicit teaching of reading comprehension in science class: A pilot professional development program. Improving Schools, 15(1), 73-88.

Conference Presentations

Hogan, T., McCarthy M.J., Crupar, D., Kang, E.J.S., & Donovan, C. (2016). Citizen science initiatives around community based Issues: A research partnership explored across the primary – higher education learning continuum. In 7th Annual Living Knowledge Conference. Dublin Institute of Technology, Dublin, Ireland.

McCarthy, M.J., Kang, E., Donavan, C., (2016, October). Exploring Elementary Students’ Environmental Attitudes and Commitment towards the Environment: Grandpa, don't put that down the storm drain!" at the 45th annual North American Association for Environmental Education Conference, Madison, Wisconsin.

Kang, E.J.S., McCarthy, M.J., & Donovan, C. (2015, March). Enhancing elementary teachers’ STEM teaching practice through a NGSS-focused professional development program. Paper presented at the annual meeting of the New Perspectives in Science Education. Florence, Italy.

Donovan, C., Kang, E., McCarthy, M.J. (2014). Effects of an NGSS-focused Professional Development on Elementary Teachers’ Self-Efficacy and Teaching Practice. In NARST. Pittsburg, PA.

Donovan, C., Hogan, T., McCarthy M.J. (2014). Taking Action based on Evidence: A Collaboration Between the P-12 Community and a School of Education that Focuses on Improvement for Both Levels. In AACTE. Indianapolis, In.

de Freitas, E. & McCarthy, M.J (2013). Topological thinking in the middle school grades: Rethinking geometry as corporeal space. In American Education Research Association. San Francisco, CA.

de Freitas, E. & McCarthy, M.J. (2013). (Dis)orientation and spatial sense: Topological thinking in the middle grades. In Congress of European Research in Mathematics. Manavgat-Side, Antalya, Turkey.

Danielowich, R. & McCarthy, M. J. (2013). Teacher educators as learners: How supervisors shape their pedagogies by creating and using classroom videos with their student teachers. In American Association of Colleges for Teacher Education. Orlando, Fl.

Craven, J., Nevárez-La Torre, A., Manocchi-Verrino, C. Kang, E., McCarthy, M.J. & Hogan, T.M. (2011). Reading and Writing for Learning in Science: Practical Classroom Strategies to Engage Young Learners. In . Celebration of Teaching and Learning. New York, New York.

Hogan, T.M. & McCarthy, M.J. (2011). Problem representation in science: How experience matters. In The Fourth International Conference to Review Research on Science, Technology and Mathematics Education.. Mumbai, India.

Invited Presentations

Kang, Emily J.S., McCarthy, M., Vaughn-Shavuo, F. (2012, September). Strategies for Implementing Response to Intervention (RtI) in light of the Common Core Learning Standards (CCLS). Superintendent’s Conference Day at P.S. 20.

Other Work

Greentree Breeding Bird Survey https://youtu.be/-M1CgSeVAvc

Geology Field Trip to Caumsett State Park https://youtu.be/aKU-ngkWIOA

Teaching with and in the outdoors during a pandemic

Mary Jean McCarthy and Emily Kang

http://news.suffolkstanys.org/teaching-with-and-in-the-outdoors-during-a-pandemic/ Posted on May 16, 2020

This Summer, Create Opportunities to Slow Down, Be Present, Reclaim the Wonder Article written for Early Learning Nation.

http://earlylearningnation.com/2020/06/as-summer-begins-create-opportunities-to-slow-down-be present-reclaim-the-wonder/

Creative Scholarship

Greentree Breeding Bird Survey https://youtu.be/-M1CgSeVAvc

Geology Field Trip to Caumsett State Park https://youtu.be/aKU-ngkWIOA

This Summer, Create Opportunities to Slow Down, Be Present, Reclaim the Wonder Article written for Early Learning Nation. 2020/06

Grants

Professional Development Provider (March 2014-June 2015)
Strengthening Teacher and Leader Effectiveness Grant 3
Partnership with Freeport Public Schools (804,000)
Partnership with Uniondale School District ($799,250)
Funded by NYS Race To The Top
Emily Kang, AU Faculty Liaison and Services Coordinator

Professional Development Provider (October 2012-June 2014)
Strengthening Teacher and Leader Effectiveness Grant 1
Partnership with Freeport Schools($786,591)
Funded by NYS Race To The Top
Emily Kang, AU Faculty Liaison and Services Coordinator

Tawfeeq, D., deFreitas, E. & McCarthy, M.J. (2008). Adelphi Summer Institute for Mathematics and Science Education. New York State Education Department. (Funded: $300,000). Responsibilities: Co-PI

Danielowich, R. M. & McCarthy, M. J. (2014 February-2015 August)
Identifying the Protocols for Reflecting about Video to Support Student Teachers’ Growth in their Instructional Decision Making [continuing project]. Adelphi University Faculty Development Grant. $1400.

de Freitas, E. & McCarthy, M.J. (February 2013- August 2014) Creative diagramming and embodied mathematics: Exploring Middle School students’ interaction with dynamic software. Adelphi University Instructional Technology Grant. $3770.

Danielowich, R. & McCarthy, M.J. (February, 2012- August, 2013) Finding and Shaping Features of Video-Based Reflection Protocols that Support Student Teachers’ Instructional Decision-Making [continuing project]. Adelphi University Instructional Technology Grant. $2100.

Feige, D. & McCarthy, M. (2011). The iPad Initiative. Submitted to Adelphi University Technology Grant Competition. $2000.

Concannon-Gibney, T., McCarthy, M.J. & Kang, E. Fostering Reading Comprehension through Science in Middle and Upper Elementary Classrooms: A Pilot Professional Development Program. Adelphi Faculty Development Grant $3500.

Theses Advised

Honors College Thesis Reviewer

for Emma Itskovich, Dr. Lawrence Hobbie advisor, Spring 2023

Honors College Thesis Reviewer

for Leea Rizzo, Dr. Patricia Pope advisor, Spring 2022

Honors College Thesis Reviewer

for Angela Schickling, Dr. P. C. Costello advisor, Fall 2016

Honors College Thesis Reviewer

for Lisa De La Bastide, Dr. Emily Kang advisor, Spring 2013

Honor Math Thesis Reviewer

for Allison Robb, Dr. Salvatore Petrilli advisor, Spring 2009

Honor Math Thesis Reviewer

for Lindsey Miller, Dr. Elizabeth de Freitas advisor, Spring 2008

Honors and Accomplishments

Science Teachers Association of New York State Excellence in Teaching Award-College Level, 2023

Adelphi University Excellence in Teaching for a Tenure-track, Lecturer or Clinical Faculty, 2022-2023

Adelphi University Club Advisor of The Year, 2015-2016

Adelphi University Student Government Association Professor of The Year, 2013-2014

Adelphi University Student Government Association and the Center for Student Involvement Outstanding Woman Leadership Faculty Award,2013-2014

Adelphi University Adjunct Professor Teaching Excellence Award, 2007

Community Outreach

Nassau Land Trust, Board Member, 2013- present, Board Chair (2023- present)

Crossroads Farm, volunteer educator

Operation SPLASH (Stop Polluting Littering and Save Harbors) 2012- present Second Vice President- Education, Education Volunteer

UVA Jefferosn Scholars Long Island Committee member, member 1990- present

Professional Activities

Member of Phi Delta Kappa International
National Science Teachers Association
Association for Supervision and Curriculum Development
National Association for Research in Science Teaching

Greentree Foundation Teacher Ecology Workshop, educ,cator, 2015- presnt

University Service

SERVICE TO COLLEGE OF EDUCATION AND HEALTH SERVICES:

Future Teachers Association-Center for Student Involvement

Organization Advisor, Fall 2015- 2022, Fall 2023

CEHS Dean’s Advisory Council,member, 2022- present

Chair: Dean XL Wang

School of Education Alumni Relations Committee Member, Fall 2020- present

Chair: Esther Kogan

School of Education Fieldwork Committee Member, Fall 2012-present

Chair: Daryl Gordon

School of Education Assessment, Standards and Practices Committee.

Member, 2022 – present and Fall 2009 –Spring 2013

Chair: Stephen Rubin

School of Education Technology Committee

Member, Fall 2009 - 2021, 2024

Chairs: Aaron Hung and Clara Bauler

Co-Chair with Bob Danielowich Video Reflection-Analysis Pilot Project 2013-14

SERVICE TO ADELPHI UNIVERSITY:

President's Student Leadership Award Committee Member, Spring 2017-2019, 2021-2023 -Chair: Tom Ward

FYS Seminar Council Member 2023-24 -Chair: Nathan Ross

Ten Under Ten Young Alumni Recognition Committee Member- 2023 Chair: Jenn Maron, 2021 Chair: Katie Grant

Commencement Steering Committee Member, Fall 2020- Spring 2021 -Co-Chairs: Kaitlyn Woods and Cara Terzulli