After completing my Educational Doctoral Degree at Long Island University in Curriculum and Instruction (2013), I joined the Pace University School of Education as the coordinator of Special Education in NYC. I am responsible for overseeing the proper functioning and quality of the special education program.
EdD, Long Island University-CW Post, Upper Brookville, NY, 2013
Curriculum and Instruction
MS, Long Island University, Brentwood, NY, 2009
Childhood Education and Special Education
BA, Binghamton University, Vestal, NY, 2002
Politics, Philosophy and Law
My background is working with individuals with autism spectrum disorders and attention deficit disorders, I continue to work both in the field with new teachers and well as address the role of technology in supporting both students and teachers in the classroom environment. My research has also focused on the role of simulation in developing novice teachers. This research has looked at combining traditional teach pedagogy with the use of avatar technology to provide new alternative certification teachers and teacher candidates with realistic student simulations for the purpose of skill development and self-reflection.
Through Fisher’s Eyes: An Autism Adventure, Audiobook Producer, June 2018 Dark Spectrum: Fisher’s Autism Trilogy: Audio Book
[Audiobook Production] Pace University Performing Arts Students, Pace University, New York
Just Say Hi-Pace Collaboration
Pankowski, J. 2030. Just Say Hi, Local. . Developed partnership and MOA with Just Say Hi NYC
Education Workforce Investment: Alternative Teacher Certification Program
Pankowski, J. 2024 - 2029. New York State Department of Education, State. Not Funded. Pace University School of Education (SOE) has successfully prepared teachers for New York City public school classrooms for more than 50 years. For the past two-decades, it has served as an essential partner with New York City Department of Education in delivering high-quality coursework and fieldwork that prepares teachers through Alternative Certification. Pace SOE has distinguished itself by employing a framework aligned with public schools’ needs, with no restrictions on geographic placement; we work with candidates placed in any district public school, in any borough. Due to budget demands, New York City intends to downsize its NYC Teaching Fellows Program and NYC Teaching Collaborative, potentially depriving diverse teaching candidates access to Alternative Certification. State funding is needed to expand opportunities to diversify the teacher workforce in NYC through proven, student-focused, field-rich approaches to teacher preparation. Pace’s programs are designed to support candidates throughout the alternate certification process, creating a knowledge, skill, and dispositional base that produces teachers and school leaders committed to long-term service in diverse urban school communities.
NOYCE STEM Initiative
Pankowski, J. September 2022 - May 2027. National Science Foundation, Federal. Not Funded. Pace [EB1] University submits this Pace STEM Initiative (PSI) Noyce Scholar program proposal in partnership with [BZK2] high-need LEAs from NYC District 2, Yonkers and Mt. Vernon, New York. The proposed programs aim to accomplish the following objectives: 1) recruitment of diverse and talented STEM students who want to become STEM teacher leaders in the field, 2) preparation of STEM teachers with a mix of rigorous STEM coursework and a graduate education program that draws on evidence-based practices, incorporates a robust set of fieldwork experiences with partners that will promote inclusive and culturally sustaining pedagogies, and offer multiple certification options, 3) retention of STEM teachers through a variety of program-related structures and activities, including post-graduation programming, mentoring, and other supports during the first three years of teaching[BZK3] , to ensure Noyce Scholars’ success as STEM teacher leaders. The PSI Noyce program will provide 72 scholarships to 24 scholars (3 cohorts of students) within the five-year grant period with the goal of developing a strong pipeline of STEM teacher leader preparation with our school partners serving high need students.
[EB1]I think the project summary here is a good size. I wonder if we can reduce intellectual merit and broader impact?
[BZK2]If we say ‘the following’ then we have to list them directly. Also I though Pace high school is the third. Thoughts?
[BZK3]Is it during the first three years of teaching or the first three years of the program? We just have to specify which ‘first three years’ or ‘first three years of what?’
Degree and Certification Services for Teachers and Teacher Candidates
Pankowski, J. June 2020 - June 2026. New York City Department of Education, Local. Funded. Providing certification and Master of Science in teaching degrees for alternative certification candidates in the NYCDOE via the NYC Teaching Fellows program and Partner Teachers Collaborative
Using Avatar Technology to support novice and pre-service teachers
Pankowski, J. December 2023 - May 2026. Pace University, Pace University. Funded. For this study the avatar technology requires the use of specific equipment which Pace already owns in conjunction with a highly training simulation specialist, this program will require the training of a simulation specialist for the purpose of working with students during course times. Currently Pace has only one simulation specialist and given the diversity of coursework that is included in this student that individual is unable to collaborate during all times, in order to ensure both graduate and undergraduate candidates have the opportunity to use the technology, a second simulation specialist in needed, these funds with be used to pay for this professional training.
Teacher Opportunity Corps II TOC II)
Pankowski, J. September 2021 - May 2026. New York State Department of Education, State. . The purpose of Teacher Opportunity Corps II (TOC II) is to increase the rate of historically underrepresented and economically disadvantaged individuals in teaching careers. TOC II programs incorporate strategies for teacher retention and best practice, such as mentors for new teachers and differentiated instructional techniques.
Enhancing Supports and Services for Students with Disabilities for Postsecondary Success (SWDPS)
Pankowski, J. September 2024 - August 2025. New York State Department of Education, State. Funded. Background Information Chapter 53 of the Laws of 2021 appropriated $2,000,000 for “enhancing supports and services for students with disabilities enrolled in New York State degree granting colleges and universities.” The language for this priority proposal was developed in collaboration with the NYSED Advisory Council on Postsecondary Education for Student with Disabilities as well as New York’s higher education sectors – the State University of New York (SUNY), the City University of New York (CUNY), the Commission on Independent Colleges and Universities (CICU), and the Association of Proprietary Colleges (APC). Their joint efforts are reflected in SED Departmental #6 or S.6517 Stavisky.
Enhancing Supports and Services for Students with Disabilities for Postsecondary Success
Pankowski, J. September 2023 - August 2024. New York State Department of Education, State. Funded. Funding to support students with disabilities to encourage better academic outcomes and retention.
Enhancing Supports and Services for Students with Disabilities for Postsecondary Success (SWDPS)
Pankowski, J. October 2023 - December 2023. New York State Department of Education, State. Funded. This grant was recovering previously lost funding
Funding The appropriated $4,000,000 in program funds for 2023-24 will be allocated proportionally to SUNY, CUNY, and individually to each private, independent, degree-granting college and university based on their reported number of SWDs enrolled, compared against the total number of SWDs enrolled in all IHEs that successfully apply for funding. Funding decisions will be based upon the 2021-22 reported enrollment of SWDs submitted by each institution to the Commissioner. SED estimates that awards will be based on the formula of approximately $53 per enrolled SWD. However, if otherwise eligible IHEs decline to apply for this funding opportunity, funds may be reallocated among the remaining applicant IHEs who are deemed eligible for funding. The Notice of Intent to Apply (described below) will help SED determine final funding amounts for each eligible IHE that chooses to apply.
Supporting Temporary Teachers Through Mixed Reality Simulations
Pankowski, J. June 2022 - December 2023. Miami-Dade School District, Other. Funded. Created a strategic partnership with Miami-Dade Schools to create avatar simulations for Temporary teachers to understand classroom management and implicit bias.
DIS 104: Human Development
DIS 210: Pstv Behvr Apprchs & Inclsns
DIS 305: Sprvsng & Dvlpng Personnel
ED 620: Elem Meth: Learn to Teach
ED 640: Secondary Mthd: Learn to Teach
ED 670: Trends & Issues in Special Ed
ED 671: Assmnt,Diag,Eval,Instrctn Plan
ED 672: Dffrntng Crrclm & Instrctn
ED 674: Clssrm Cmmnty & Mngmnt
ED 675: Students with Severe Dsblty
ED 677: Ltrcy for Chldrn w/ Spcl Needs
ED 679: Practicum in Special Education
ED 684: Clssrm Mgnt in Inclsve Settngs
ED 684: Clssrm Mgt in Inclsve Settings
ED 687: Classroom Mgmt & Collaboration
ED 691: Stdnt Tchng Chld Spcl Ed Clsrm
EDG 511: DASA- Discrimination in School
EDG 605: General Assessment
EDG 607: Supporting Positive Behavior
EDG 616: Cross-Disciplinary Instruction
EDG 621: Internship Experience
EDG 621: Intrnshp Experience Adolescent
EDG 622: Teaching Internship
EDG 622: Teaching Internship II
EDG 623: Internship with Children II
EDG 623: Intrnshp Exprnc with Children
EDG 624: Teaching Internship
EDU 696: edTPA Preparation Workshop
TCH 211: DASA Workshop
TCH 302: Introdctn to Special Education
Impact of COVID-19 on Young Students with Disabilities in the United States
Pankowski, J. (2024). Ruth Guirguis and Raquel Plotka (Eds.), United Kingdom , United States:Ethics International Press. , pages 15.
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Classroom Management Video Demonstrations Instructor’s Guide
Pankowski, J. & Walker, J. T.
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Why effective classroom management depends on teachers’ abilities with engage families.
Walker, J. T. & Pankowski, J. (2022). Edward J. Sabornie, Dorothy L. Espelage (Eds.), New York, NY , United States:Routledge.
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Developing Spontaneous Communication for Students with Autism.
Pankowski, J. (2017). Developing Spontaneous Communication for Students with Autism..Lambert Academic Publishing (Eds.), New York, NY , United States : Lambert Academic Publishing. , pages 224. https://www.amazon.com/Developing-Spontaneous-Communication-Students-Autism/dp/3330036508
Through a grant from the New York State Department of Education, SOE's Jennifer Pankowski and Seidenberg's Tom Schmidt are employing artificial intelligence solutions to potentially revolutionize the teacher training experience.
Through a grant from the New York State Department of education, School of Education Professor Jennifer Pankowski is helping students with disabilities to thrive at Pace and beyond.
Through interdisciplinary collaboration, the School of Education and Dyson's Film and Screen Studies departments are helping a major school district in Florida tackle the challenges of today’s teacher shortage head-on.