JP
Unit: School of Education and Human Development
Department: School of Education and Human Development
Office location and address
Bavaro Hall 218A
417 Emmet St S
Charlottesville,
Virginia
22903
Education
Ph.D., Stanford University, 2014
Ed.M., Harvard University, 2002
B.A., Cornell University, 1997
Ed.M., Harvard University, 2002
B.A., Cornell University, 1997
Biography
Judy Paulick is an assistant professor of elementary education in Curry's Department of Curriculum, Instruction, and Special Education. Before coming to Curry, she received her PhD in Curriculum and Teacher Education at Stanford University, and she was a postdoctoral fellow in Stanford's Teacher Education Program. Early in her career, she was a classroom teacher in Compton, CA; earned her EdM in Harvard University's International Education Policy program; and was a lecturer at the Teacher's Training College in Tonga. Her current research focuses on effective, equity-oriented practices in preservice teacher education. She is particularly interested on how we prepare elementary teachers to engage with families and communities and bring what they have learned back to their literacy instruction. Additionally, she studies best practices for teaching young dual language learners, including language and literacy development through child-directed playtime in early childhood classrooms.
Publications
Sponsored Awards
Mentoring Novice Teachers: Facilitating Engagement and Growth
Source: Virginia Department Of Education
July 01, 2019 – September 30, 2020
Courses
Credits: 1–6
Directed Research under supervision of faculty member.
Credits: 3
This course addresses the English language learner, writing instruction, and children's literature; literature-writing connections are emphasized. Students learn to identify language demands across elementary school subjects and tasks so they can design demand-matched instruction for all prek-6 students as they listen, speak, read, and write throughout the school day. Prerequisite: Admission to the Teacher Education Elementary Program. Prerequisite: MT or PGMT elementary education
Credits: 2
Designed to teach elementary pre-service teachers fundamental social studies concepts of United States history, Virginia Studies, civics, geography, and economics appropriate for meeting the Virginia Standards of Learning in grades PreK-6. The course also focuses on the planning, instruction, and assessment of social studies curriculum.
Credits: 3
This seminar supports elementary teachers enrolled in the state-approved teacher education program. Designed to accompany the elementary clinical experience, this seminar provides opportunities for candidates to discuss and reflect on experiences in the clinical placement.
Credits: 1–6
Semester-long intensive clinical experience designed to develop skills in fostering relationships with students, colleagues, and peers; observing and reflecting on teaching and learning; and designing and implementing individual, small group, and whole group instruction. Designed to support elementary teachers enrolled in the state-approved teacher education program.
Credits: 3
Designed to accompany the teaching internship (i.e., student teaching). Focuses on special issues and concerns that grow out of that experience, including classroom management, parent-teacher conferences, and school-community relations. Seminar sections are aligned with specific program/endorsement areas and meet the guidelines for approved licensure programs in the Commonwealth of Virginia.
Credits: 6–12
A required student teaching internship for pre-service teachers, this full-semester experience is supervised by clinical instructors from the public schools and university supervisors. Course sections are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to the Teacher Education Program
Credits: 2
In this capstone course, pre-service teachers complete a professional project grounded in educational research and practice. This project serves as the culminating assignment for the graduate-level state-approved teacher education program.
Credits: 1–6
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member.
Credits: 1–6
Under close guidance of a faculty member, students work on an area of particular interest that cannot be met by a regularly scheduled course. A plan of study should be signed by the faculty sponsor and filed in the student's permanent file in the Office of Student Affairs. Prerequisite: Instructor permission.
Credits: 3–12
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Advisor Permission Required
Credits: 3–12
Doctoral Dissertation Research completed under the guidance of dissertation committee. 12 hours is required for graduation. Permission of instructor required.