Dr. Emily Yanisko serves as lead clinical faculty for mathematics for Urban Teachers Baltimore and the Johns Hopkins School of Education. She brings extensive experience in classroom teaching, educating and mentoring new teachers, and writing curriculum, to the program. She holds a doctorate in Curriculum and Instruction, Mathematics Education, from the University of Maryland, College Park, where she also serves as an adjunct professor.
She teaches new educators how to create exploratory, hands-on lessons that foster discussion in a cooperative workshop model. She believes in the importance of leading students to discover mathematical concepts on their own or through discussions with peers while helping them understand how and why mathematics is important in their lives. She is a strong advocate for culturally relevant pedagogy, and anti-racist education.
• University of Maryland, College Park, Doctor of Philosophy in Curriculum and Instruction with a Specialization in Mathematics Education, 2013
Dissertation: Novice Middle-School Mathematics Teachers Learning to Promote Student Sense Making Through Productive Discussion
• University of Maryland, College Park, Master of Education in Curriculum and Instruction, 2005
Action Research Paper: Student Involvement in High School Mathematics
• Binghamton University, Bachelor of Science in Computer Science, Bachelor of Arts in Music, minor in Mathematics, 2003
• Johns Hopkins University, School of Education, Urban Teachers Lead Clinical Faculty for Mathematics, Baltimore, 2016-present
• Clinical Faculty, Secondary Mathematics, Urban Teachers, Baltimore, 2013-16
• Adjunct Professor in Education, University of Maryland College Park, 2015-present
• Mentor Teacher, Maryland Science Mathematics Resident Teacher Program, College Park, Md., 2011-13
• Adjunct Professor in Mathematics, Anne Arundel Community College, 2011-12
• Mathematics Teacher, Parkdale High School, Riverdale, MD, 2003-11
Other professional experience
• Project Manager, Curriculum Redesign, Mathematics, Urban Teachers, Baltimore, 2017-present
• Consultant, SCALE, Stanford University, Stanford, Calif., 2015-17
• Consultant, ATLAS, National Board for Professional Teaching Standards, Arlington, Va., 2014-17
• Mentor, National Board Certification, Prince George’s County Public Schools, 2010-11
• Professional Developer, Ridgecrest Elementary School, Adelphi, MD, 2010
• Curriculum Writer, Prince George’s County Public Schools, Oxon Hill, MD, 2007-09
Mid-Atlantic Center for Mathematics Teaching and Learning Fellowship, 2011-2013
Math Methods I
Secondary Mathematics Practicum
Research, Publications, Presentations
• Yanisko, E. J. & Hughes, S. (2018). Learning to Plan, Planning to Learn: A Co-Narrative about the HTPE toward Disrupting Teacher Education. In J. E. Justice and F. B. Tenore (Eds.) Becoming Critical Teacher Educators: Narratives of Disruption, Possibility and Praxis. (pp. 196 – 204). New York, NY: Routledge.
• Yanisko, E. J. (2016). Negotiating Perceptions of Tracked Students: Novice Teachers Facilitating High-Quality Mathematics Instruction. Journal of Urban Mathematics Education, 9(2), 153-184.
• Yanisko, E. J. (2013). Novice middle-school mathematics teachers learning to promote student sense making through productive discussion (Doctoral dissertation, University of Maryland, College Park).
• Justice, J.E, Tenore, B, Edwards, P. A., Janks, H., Dutro, E. M., Handsfield, L. J., Hughes, S. A., Davies, M. R., Boyd, A. S., Morrison, S., Iddings, A. C., Turner, J. D., Laughter, J. C., Davis, D. S., Pabon, A., Yanisko, E. J., Obidah, J. E. (April, 2017). “Grounded in Hope, Lived through Action: Findings from Autoethnographic Narratives of Becoming Critical Teacher Educators.” Presented at the annual meeting of the American Educational Research Association, San Antonio, TX.
• Yanisko, E.J., Khalil, D. (2016, April), “Changing School Culture: New Teachers Learning to Facilitate High-Quality Mathematics Instruction.” Presented at the annual meeting of the National Council of Supervisors of Mathematics, Oakland-San Francisco Bay, CA.
• Khalil, D., Yanisko, E. J. (2016, April), “School Context, Teacher Perceptions, and Hiring: A Culture of Change, or Changing a Culture.” Presented at the annual meeting of the American Educational Research Association, Washington, DC.
• Yanisko, E.J., Hughes, S. (2015, October), “Learning to Plan, Planning to Learn: Using the HTPE with urban teachers and aspiring teacher-educators toward critical lesson/unit planning and implementation.” Presented at the Dr. Carol Malloy Research Symposium, Chapel Hill, NC.
• Yanisko, E.J. (2015, October), “Tracking and Equity: Transitioning Novice Teachers to High-Quality Mathematics Instruction.” Presented at the annual meeting of the National Association of Multicultural Education, New Orleans, LA.
• Yanisko, E.J. (2015, April), “Negotiating Perceptions of Tracked Students: Novice Teachers Facilitating High-Quality Mathematics Instruction.” Presented at the annual meeting of the American Educational Research Association, Chicago, IL.
• Brown, D. & Yanisko, E.J. (2014, June) “Lesley University and the Urban Teacher Center: Partnering to Prepare Secondary Math Teachers.” Presented at the Association of Public and Land-Grant Universities Science and Mathematics Teacher Imperative National Conference, Milwaukee, WI.
• Yanisko, E.J. (2014, April). “Novice Teacher Efficacy in Promoting Discussion: The Benefits of Mentoring.” Presented at the annual meeting of the National Council of Teachers of Mathematics, New Orleans, LA.
• Yanisko, E. J. (2013, April). “Novice Middle-School Mathematics Teachers’ Development of Student Explanation and Questioning: Strategies and Dilemmas.” Presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
• Yanisko, E. J. (2013, April). “Novice Middle-School Teachers’ Development of Discussion.” Presented at the annual meeting of the National Council of Teachers of Mathematics, Denver, CO.
• Yanisko, E. J. & Napp-Avelli, C. (2013, February). “Teaching mathematics to English language learners: What critical knowledge, skills, and dispositions do I need as I enter the profession?” Presented at a seminar for the Noyce Scholars Program, College Park, MD.
• Reviewer, Professing Education Special Issue