Why I Love Teaching at Molloy College
Molloy College is a home away from home for me. The moment I stepped foot at the college, it embraced me with open arms. The Molloy community is a family that supports and cares for its members. It is friendly and understanding and committed to the Dominican ideals of truth, academic excellence, and openness to diverse views. The faculty is dedicated to preparing well-rounded individuals who embody the Dominican ideals and possess the necessary knowledge, skills and dispositions to be successful.
My academic research interests include literacy development, diversity, standards and assessment and teacher education.
I have presented extensively in the areas of assessment, teaching diverse students, literacy and teacher education at international, national and local conferences and meetings which include the National Council of Teachers of English (NCTE), International Reading Association (IRA), American Educational Research Association (AERA), American Association of Colleges for Teacher Education (AACTE), Teachers of English to Speakers of Other Languages (TESOL), New York State TESOL, and the New York State English Council (NYSEC).
What I am working on
I continue to research and publish on the topics of adolescent literacy, standards, assessment, cultural/linguistic diversity, and differentiated instruction. I frequently present at regional, national, and international conferences and consult in school districts. My work has been featured in books and scholarly journals. Currently, I am on the Executive Board of St. Agnes Academic High School in College Point, New York.
As a teacher educator and researcher, I strive to examine and apply the best teaching practices to ensure that my teacher candidates achieve success. My belief is that in order for my teacher candidates to be successful in the classroom they need to have a strong foundation in content and pedagogy. It is my role to teach both subject matter as well as pedagogical skills, including effective instructional strategies and techniques. I also want my students to have a strong theoretical foundation that will inform their practice.
As an educator, I strive to foster critical skills in students as well as create a classroom culture that focuses on collaboration and reflective practice. Teacher candidates critique and examine texts and practices, individually as well as collaboratively, to form their own viewpoints about the field of education. Through course assignments, they reflect on their own practice in order to improve it. Teacher candidates also acquire a vast repertoire of instructional approaches and techniques that they can choose from depending on the context in order to meet their own students' needs. They learn how to consider local contexts and particular circumstances when planning instruction; the instruction needs to be individualized, tailor-made for each individual student.
In order to prepare effective teachers, it is important that I act as an outstanding role model to my students. My actual practice, whatever I do in the classroom, is conscious and deliberate in order to provide students with a model of how they ought to be teaching, what some educators call, "the hidden curriculum." I believe my passion for teaching is apparent from my lessons. I care for all my students and want to see them succeed. I exhibit hard work and professionalism, values that I strongly believe in and expect my students to also demonstrate. I believe that teaching is fascinating because it is a life-long process, a never-ending journey of discovery and learning. It is fluid and always changing depending on factors that include students, classrooms, environments, policies and so forth. I want to prepare my teacher candidates to be effective educators who can teach all students in all different contexts.
- Ph.D. in Education, University of Pennsylvania (1996-2001)
- M.S. in TESOL, University of Pennsylvania (1996-2001)
- M.A. in English Education, Teacher's College, Columbia University (1995-1996)
- B.A. in English and American Literature/Psychology, New York University (1991-1995)
Menexas (Giouroukakis), V. (2001). The impact of the revised New York State Regents Examination in English on instructional practice. (Doctoral Dissertation, University of Pennsylvania) Dissertation Abstracts International, DAI-62-02A, p. 239.
Teaching, like parenting, is the most challenging, yet fulfilling profession. I am a mother of three children who are all different and whom I love all the same. I also consider my students to be my children, no matter how old or different they are, whether they are my former high school students or current graduate students. If you are knowledgeable and passionate about your subject and truly willing to find successful ways to reach all learners, then teaching may be for you. In this technological, fast-paced, diverse world that we live in and with the increasing demands and expectations placed on students to be critical thinkers, problem solvers, and college and career ready, schools need competent teachers who can prepare students to succeed in college, the workforce, and in life.
- 2015 Research Achievement Award from Molloy College
- 2010 Educator of Excellence awarded by the New York State English Council
Present Community Involvement and Service
- Chair, English Language Arts Advisory Board at Molloy College
- Executive Board, St. Agnes Academic High School, College Point, New York
- Coordinator, English Language Arts Education Programs at Molloy College
- Member, Long Island Professional Committee on ESOL Education
- Co-Organizer, Long Island English to Speakers of Other Languages Conference (LIESOL)
- Consultant, Brooklyn/Queens Diocese (2015 - Present)
- Presenter and Staff Developer, Long Island School Districts
- Strathmore Vanderbilt (Manhasset) Civic Association (2015-Present)
- Trumpet Magazine of the Archangel Michael Greek Orthodox Church, Port Washington. Copy Editor (2015 - Present)
- Archangel Michael Greek Orthodox Church, Port Washington, Membership Committee and PTA Officer of Greek School (2015 - Present)
Service to the wider Community
- Presenter and Staff Developer, Long Island School Districts
- Penn Alumni Network Mentor
- Long Island Science and Engineering Fair Judge
- St. Agnes School, Reader's Day
- Former high school English teacher, NYC public schools
- Former ESL teacher of adolescents and adults
- New York State Certificate in School Administration and Supervision
- New York State Permanent Certification for the Teaching of English at the Secondary Level New York City License for the Teaching of English in Junior High Schools
- New York City License for the Teaching of English in High Schools
- New York State Professional Certification for the Teaching of English to Speakers of Other Languages (TESOL)
- The Delta Kappa Gamma Society International (DKG)
- Association for Supervision and Curriculum Development (ASCD)
- National Council of Teachers of English (NCTE)
- International Reading Association (IRA)
- New York State English Council (NYSEC)
- Long Island Language Arts Council (LILAC)
- Teachers of English Speakers of Other Languages (TESOL)
- New York State Teachers of English Speakers of Other Languages (NYSTESOL)
- The Hellenic American Educators Association
- Kappa Delta Pi (KDP)
- Hellenic Professional Women's Association
- Fluent in Greek
- Conversational French
Connolly, M., & Giouroukakis, V. (2016). Achieving next generation literacy: How to use the tests (you think) you hate to teach the students you love. Alexandria, VA: ASCD.
Giouroukakis, V., & Connolly, M. (2013). Getting to the core of literacy for history/social studies, science, and technical subjects, grades 6-12. Thousand Oaks, CA: Corwin Press. Giouroukakis, V., & Connolly, M. (2012). Getting to the core of English Language Arts, grades 6-12: How to meet the common core state standards with lessons from the classroom. Thousand Oaks, CA: Corwin Press.
Giouroukakis, V., & Connolly, M. (in press). A standards-based, interdisciplinary multimedia approach to intercultural competence. In. O. de Oliveira, K. Obenchain, R. Kenney & A. de Oliviera (Eds.). Approaches to Teaching the Content Areas to English Language Learners in Secondary Schools. Dove, M., & Giouroukakis, V. (2013). Classroom management strategies to increase student collaboration. In A. Honigsfeld, & A. Cohan (Eds.). Breaking the Mold of Classroom Management What Educators Should Know and Do to Enable Student Success (pp. 127-134). Lanham, MD: Rowman & Littlefield. Giouroukakis, V., Dove, M., & Honigsfeld, A. (2012). From co-teaching partnership to mentoring: Innovative ways to build teacher capacity. In A. Honigsfeld, & A. Cohan (Eds.). Breaking the Mold of Education for Culturally and Linguistically Diverse Students: Innovative and Successful Practices for the 21st Century (pp. 265-274).
Connolly, M., & Giouroukakis, V. (2016, March 23). Authentic learning means no more test prep. [Webinar]. Available at http://www.ascd.org/professional-development/webinars/authentic-learning-webinar.aspx
ASCD. (Producer). (June 15, 2016). Four things required to have the most impact on students with Maureen Connolly and Vicky Giouroukakis. [Radio Interview]. BAM Radio. Available at http://www.bamradionetwork.com/ascd-learn-teach-lead-radio/3950-re ASCD (Producer). (April 2, 2016). Achieving next generation literacy with Maureen Connolly and Vicky Giouroukakis. [Recorded Interview]. Available at www.ascd.org
ASCD (Producer). (March 1, 2017). How do we teach ELLs formal language and how to write argument essays for the CCSS? with Maureen Connolly [Radio Interview]. Available at http://blogs.edweek.org/teachers/classroom_qa_with_larry_ferlazzo/ National Council of Teachers of English. (Producer). (October 2, 2015). Utilizing the writing process to develop meaningful arguments with Vicky Giouroukakis and Maureen Connolly. [Audio podcast]. Voices from the Middle. Retrieved from http://www.ncte.org/journals/vm/podcasts/december-2015-g-c
Connolly, M., & Giouroukakis, V. (in press). Closing the door on standardized test preparation and opening the door to next generation literacy. Minnesota English Journal. Giouroukakis, V., & Connolly, M. (2015, December). Utilizing the writing process to develop meaningful arguments. Voices from the Middle, a publication of the National Council of Teachers of English, 23(2), 21-30. Giouroukakis, V. (2015, Spring). Individualized alignment to the CCSS: A case study of two English teachers' instructional practices. The English Record, a publication of the New York State English Council, 65(2), 61-78. Giouroukakis, V. (November/December 2014). Efferent vs. aesthetic reading: How a balance will help maintain sight of the big picture. Reading Today, a publication of the International Reading Association, 24-25. Giouroukakis, V., & Cohan, A. (2014, Summer). Common core, common language: Reforming Instructional Questioning. Delta Kappa Gamma Bulletin, 80(4), 12-18.
Editorial Review Boards (Current)
Excelsior: Leadership in Teaching and Learning, a publication of NYACTE. TESOL Journal. The English Record, a publication of the New York State English Council (NYSEC). Frequent presenter for ESBOCES, Nassau BOCES, Western Suffolk BOCES, ASCD, and at the International Literacy Association and New York State TESOL Conventions/Conferences