Curriculum Vitae

Vanessa Rodriguez
227 East 30th Street
Rm. 731
New York, NY 10016
646-501-9879
vanessa.rodriguez@nyulangone.org
www.teachingbrain.org
Year Specialty Position Mentor/Director Place of Training

2003-04 Systems Thinking Research Fellow Federica Raia, PhD The City College of New
York, School of Education
Science

2003-05 Teacher Research Research Fellow Chris Clark, PhD Teachers Network Policy
Institute, MetLife Fellow

2010 Social Emotional Field Researcher Joshua Brown, PhD Fordham University
Learning

2010 Education Reform Program Fellow Katherine Merseth, Harvard University

EdD

2011 Education Reform Program Fellow Katherine Merseth, Harvard University

EdD & Hunter
Gehlbach, PhD

2011 Education Reform Research Assistant Jal Mehta, PhD Harvard University

2011 Civic Engagement Research Assistant Justin Gest, PhD; Harvard University
Michael J. Hiscox,
PhD; Jens
Hainmueller, PhD

2011 Civic Engagement Research Assistant Meira Levinson, PhD Harvard University

2012 Educational Program Fellow Kurt Fischer, PhD & Harvard University
Neuroscience Todd Rose, EdD

2013-14 Educational Research Assistant Jennifer Thomson, Educational Neuroscience

Neuroscience- PhD & Matthew Lab, Harvard University
Dyslexia Schneps, PhD

2013-15 Educational Researcher Kurt Fischer, PhD The International Research

Neuroscience Schools Network at
Harvard University

2013-15 Educational Program Officer Kurt Fischer, PhD International Mind, Brain,
Neuroscience and Education Society

Education
Year Degree Field Institution
 1998 B.A. English Literature New York University, College of Arts
and Sciences

2004 M.S. Ed. Science Education The City College of New York
(Master of Science
Education)

2013 Ed.M. Education Policy and Harvard University

Management

2016 Ed.D. Human Development Harvard University

and Education

Training Licensure and Certification

1998 New York State and City permanent certification in English grades 6-
12
2008-2014 Highly Qualified Certification to teach Social Studies 6-12
2008-2014 Highly Qualified Certification to teach Science 6-12

Academic Appointments
Year Position Title Institution
2004-2008 Adjunct Faculty NYU; Steinhardt School of Education
2008-2010 Adjunct Faculty Hunter College
2015 Instructor in Education Harvard University
2016 Adjunct Faculty NYU; Steinhardt School of Education
2016-Present Assistant Professor NYU Grossman School of Medicine
2020-2021 Instructor in Education High Tech High Graduate School of
Education
Other Professional Positions
Year Position Title Institution

1998 English Teacher Mamaroneck High School

1999-2002 Humanities & Science West Side Collaborative Middle School

Teacher

2002-2004 Middle School Director of New Explorations into Science

Curriculum and Instruction; Technology and Math (NEST+M)
Humanities Teacher

2004-2007 Humanities Teacher Salk School of Science

2004-2007 Curriculum Coach Mott Hall II

2007-2008 History Teacher Mott Hall II

2008-2009 Humanities Director/Literacy United Federation of Teachers (UFT)

Coach Teacher Center; Renaissance
 Leadership Academy

2016 Academy Faculty The Center for Transformative

Teaching & Learning

Awards and Honors

Year Name of Award Institution

2013 Young Investigator Award International Mind, Brain and Education

Society

2014 Nan Haar Award Harvard University; Mind, Brain and

Education Program

Major Committee Assignments

Year Name of Committee Institution
2004-2008 New York University History and Democracy Working Group

2004-2008 The New Press Education Committee

2011-2015 Multicultural Advisory Harvard University

Committee

2011-2013 Doctoral Student Council Harvard University

2012-2015 Dean’s Advisory Committee Harvard University

on Equity and Diversity
(DACED)

2015-2020 Neuroscience in Education New York University

Collaborative

Memberships in Professional Societies

Year Society

2008-present American Educational SIGs: Systems Thinking in Education;

Research Association Teaching and Teacher Education;
Teacher as Researcher, Education
Policy and Politics

2009-2010 The Deborah Meier Institute

2013-2014 Mind, Brain and Education Harvard University

Research Collaborative

2013-present International Mind, Brain and

Education Society

2016-present Society for Research on Child

Development
 Ad Hoc Reviewer
2008 The New Press

2012 The New Press

2017 Teachers College Press

Editor Position
2012-2013 Guest Editor, Mind, Brain and Education Journal, Wiley Periodicals

2020-present Editorial Board, Access: Contemporary Issues in Education, PESA Agora

Teaching Experience
Year Institution Name of course Type of Teaching Contact
hours
2004 New York University; Language Acquisition and Instructor 30
Steinhardt School of Literacy Education in
Education Multilingual and Multicultural
Contexts
2006 New York University; Inquiries into Teaching and Instructor 30
Steinhardt School of Learning III
Education
2008 New York University; Inquiries into Teaching and Instructor 30
Steinhardt School of Learning III
Education
2008 Hunter College Student Teaching in Social Instructor 40
Studies
2009 Hunter College Fieldwork for Teaching Social Instructor 30
Studies
2010 Hunter College Methods of Teaching Social Instructor 30
Studies in Early Childhood and
Elementary Schools
2016 New York University; Human Growth and Instructor 30
Steinhardt School of Development
Education
2020 High Tech High Graduate Facilitating Adult Learning Instructor 30
-21 School of Education

Mentoring of Graduate Students

Year Institution Name of course Type of Contact
Mentoring hours
per
semester
*
1999- NYC Department of Middle School Humanities Supervising 75
2008 Education Teacher
**
2006 New York University; Inquiries into Teaching and Student-teaching 30
Steinhardt School of Learning III Supervisor
Education
**
2008 New York University; Inquiries into Teaching and Student-teaching 30
 Steinhardt School of Learning III Supervisor
Education
**
2008 Hunter College Student Teaching in Social Student-teaching 30
Studies Supervisor
**
2009 Hunter College Fieldwork for Teaching Social Student-teaching 30
Studies Supervisor
**
2010 Hunter College Methods of Teaching Social Student-teaching 40
Studies in Early Childhood and Supervisor
Elementary Schools

*I was the direct supervising teacher every semester for a new graduate student teacher throughout my
classroom career. All of my student teachers went on to successfully complete the program, receive their
certification and secure full time teaching positions. Given it is not in the culture of teaching to record their
names for personal progress, this information is not available.
**
In advisory function:
Several of the graduate courses that I taught at NYU and Hunter College had both a lecture and student teaching
component to them. The NYU courses required students to create learning portfolios which served as their
thesis although they did not have thesis committees. Each week, students would have approximately a 2-hour
lecture at the university as well as an on-site k-12 student-teaching requirement. The student teaching
requirement was either a full semester of observing a classroom and completing qualitative field notes or a full
semester of independently teaching a k-12 class of students. I was both their instructor and student-teaching
supervisor. As a supervisor, I mentored students through designing curricula (pre and post observation),
observed and evaluated their class instruction and collaborated with their classroom supervising teacher to
support the student teacher’s development. Each course had approximately 20 students for observation courses
and 3-5 for student teaching courses. There are too many students to list here.

Major Research Interests

My research is centered on expanding our understanding of teacher identity development and its impact on
student social-emotional and academic outcomes. Driven by my own personal experiences as a teacher, I apply
mixed methods to examine the relationship between teacher and student through a socio-emotional cognitive
lens. I utilize cognitive interviews to elicit teachers’ reflections on their teaching awareness, as well as to
illuminate the interactive nature of these awarenesses and the factors that influence the teachers’ SEL, mental
health and wellness. I employ best practices in survey design to develop and/or revise scales that are sensitive
to culture, language, gender and race. Additionally, I borrow methods from interactive social-emotional
cognitive studies to identify periods of psychophysiologic synchrony between the teachers and students to
determine if these correlate with their relational experiences.

Grants History

Current

Funding Title Type Period Total Role %

Agency Project effort
Costs
Foundation Professional Development Foundation 4/1/2020- $224,998 PI 30%
for Child to improve Pre-K teacher 4/30/2023
Development practice: Examining the
Role of Teacher Social
Emotional Learning
National Mind, Brain and Education Federal 7/1/2020- $49,893 Co-PI 1%
Science in Stem Learning: 6/30/2021 cost
Foundation Research, Policy and share
Practice Collaboratory

Rockefeller Toward Transformative Foundation 2/1/2020- $99,977 Co-PI 20%

Philanthropy Social and Emotional 1/31/2022
Advisors Learning: Developing
Teacher SEL with a Lens
for Equity

Early Early Childhood SEL, Foundation 7/1/2020- $150,000 Co-PI 20%

Childhood Family Empowerment and 12/31/2022
Research Community Partnerships
Network,
Spencer
Foundation

NIMHD Examining Educators’ Federal, 7/1/2020- $29,998 PI 8%

Social Emotional Learning, Institutional 6/30/2021
Pilot award Competency, and Mental
from NYU Health to Inform Wellness
Center for the Promotion Strategies
Study of
Asian
American
Health

NYS OMH, ParentCorps Effectiveness Public, 1/1/2017 – $4,500,000 Co-I 10%

NYCDOE, in District Schools Foundation 12/31/2021
Bezos Family
Foundation,
Einhorn
Family
Charitable
Trust,
Overdeck
Family
Foundation

NYC DOE, Professional Learning Public, 1/1/2017 – $2,000,000 Co-I 10%

Bezos Family Implementation and Impact Foundation 12/31/2021
Foundation, on Pre-K for All Programs
Einhorn
Family
Charitable
Trust,
Overdeck
Family
Foundation
Past
Funding Title Type Period Project Role %
Agency Costs effort
Harvard Teaching “Historical Institutional 2010 n/a PI In kind
University Thinking” through a award
“Perspective Taking”
curriculum in order to
promote higher cognitive
thinking

Harvard An MBE model of the Institutional 2011 n/a PI In kind

University Teaching Brain: Towards a award
more comprehensive
approach for educating with
“both” brains in mind

Harvard Understanding the Dean’s 2012 $3,000 PI

University Cognitive, Psychological Fellowship
and Biological Processes of
Teaching

Harvard Understanding the Hauser Grant 2012 $50,000 PI

Initiative for Teaching Brain
Learning and
Teaching

Harvard Using Physiologic Dean’s 2014 $3,000 PI

University Measures to Explore Fellowship
Synchrony in Teacher-
Student Interactions

Comisión On the revision of initial Public 2018 $15.450.000 US

Nacional de teacher education in Chile (CLP) Site
Investigación and Latin-America from a PI
Científica y teaching brain perspective
Tecnológica and other evidence-based
(National research on cognition and
Commission child development.
for Scientific
and
Technological
Research)

NYCDOE, ParentCorps Effectiveness Public, 1/2017 – $3,500,000 Co-I 10%

Bezos Family in Early Education Centers Foundation 12/2020
Foundation,
Einhorn Family
Charitable
Trust,
Overdeck
Family
 Foundation

Bibliography

Publications
1. Rodriguez, V. (2013). The potential of systems thinking in teacher reform as theorized for the teaching
brain framework. Mind, Brain, and Education, 7(2), 77-85.
2. Rodriguez, V. (2013). The human nervous system: A framework for teaching and the teaching brain. Mind,
Brain, and Education, 7(1), 2-12.
3. Rodriguez, V. (2013). The potential of systems thinking in teacher reform as theorized for the teaching
brain framework. Mind, Brain, and Education, 7(2), 77-85.
4. Rodriguez, V., & Lynneth Solis, S. (2013). Teachers' Awareness of the learner–teacher interaction:
Preliminary communication of a study investigating the teaching brain. Mind, Brain, and Education, 7(3),
161-169.
5. Rodriguez, V., Lynneth Solis, S., Mascio, B., Kiely Gouley, K., Jennings, P. A., & Brotman, L. M. (2020).
With awareness comes competency: The five awarenesses of teaching as a framework for understanding
teacher social-emotional competency and well-being. Early education and Development, 31(7), 940-972.
6. Brotman, L. M; Dawson-McClure, S., Rhule, D., Rosenblatt, K., Hamer, K., Kamboukos, D., Boyd, M.,
Mondesir, M., Chau, I., Lashua-Shriftman, E., Rodriguez, V., Barajas-Gonzalez, R. G., & Huang, K. Y.
Scaling Early Childhood Evidence-Based Interventions through RPPS. Future of Children, in press; 31 (1),
53-70.
7. Kamboukos, D., Ursache, A., Gouley, K. K., Rodriguez, V., Gelb, G., Cheng, S., Barajas-Gonzalez, R. G.,
Dawson-McClure, S., & Brotman, L.M. Measuring children's emotion knowledge: An anti-racist approach.
Affective Science, 2021 (under review)
8. Rodriguez, V., Rojas, N. M., Rabadi-Raol, A., Souto-Manning, M. V., & Brotman, L. M. (2021). Silent
Expectations: An exploration of women pre-Kindergarten teachers’ mental health and wellness during
Covid-19 and beyond. Early childhood research quarterly.

Books and Chapters

1. Rodriguez, V., & Fitzpatrick, Michelle. The teaching brain: an evolutionary trait at the heart of
education. New York; London: The New Press, 2014.
2. Sahlberg, P. Hasak, J. & Rodriguez, V. Hard Questions on global educational change: policies, practices,
and the future of education. New York; London: Teachers College Press, 2017.
3. Rodriguez, V. & Mascio. B. What is the Skill of Teaching? A New Framework of Teachers' Social
Emotional Cognition. In Lopez, A.E. & Olan, E.L. (Eds.), Transformative Pedagogies for Teacher
Education: Moving Towards Critical Praxis in an era of Change. Charlotte, NC: Information Age
Publishing, 2018.
4. Rodriguez, V. & Rojas, N.M. The Social and Emotional Foundation of Learning: The interdependent
relationship of teacher SEL in supporting student SEL. In Güroglu, B.; Hickey-Moody, A.; Burnard, P.;
Gotlieb, R. (Eds.), UNESCO MGIEP International Science and Evidence Based Education Assessment:
Education Beyond 2030. UNESCO, 2021.

Proceedings of Scientific Meetings

1. Rodriguez, V. (April, 2010) “Providing what Standardized Tests Cannot: The Certified Teacher
Researcher.” The Meier Symposium, New York NY.
2. Rodriguez, V. (February, 2010) “Providing what Standardized Tests Cannot: The Certified Teacher
Researcher.” 31st Annual Ethnography in Education Research Forum, U Penn, PA.
3. Rodriguez, V. (February, 2008) “A Sustainable Solution: The Certified Teacher Researcher.” 29th Annual
Ethnography in Education Research Forum, U Penn, PA.
Co-Panelists: Deborah Meier, Dr. Terrie Epstein, Dr. Nicholas Meier, Dr. Joel Westheimer, Brooke Heiser.
4. Rodriguez, V. (April, 2011) “Teaching ‘Historical Thinking’ through a ‘Perspective Taking’ curriculum in
order to promote higher cognitive thinking.” American Education Research Association (AERA)
Conference, New Orleans, LA.
5. Rodriguez, V. (April, 2012) “An MBE model of the Teaching Brain: Towards a Comprehensive
Understanding of Brain-Based Education.” Harvard Graduate School of Education, Student Research
Conference, Harvard Graduate School of Education, Cambridge, MA.
6. Rodriguez, V. (July 2012) “An MBE model of the Teaching Brain: Towards a More Comprehensive
Approach for Educating with “Both” Brains in Mind.” Seventh Course of the International School on Mind,
Brain and Education, Ettore Majorana Centre for Scientific Culture, Erice, Italy.
7. Rodriguez, V. (July 2013) “A qualitative study towards understanding the teaching brain.” Eighth Course
of the International School on Mind, Brain and Education, Ettore Majorana Centre for Scientific Culture,
Erice, Italy.
8. Rodriguez, V. (April 2014) “The Dynamic Systems of Teaching and the Teaching Brain.” American
Education Research Association (AERA) Conference, Philadelphia, PA.
9. Rodriguez, V. (April 2015) “The Teaching Brain: Examining Teaching as a Dynamic System Using
Cognitive, Physiologic and Neurologic Tools.” American Education Research Association (AERA)
Conference, Chicago, IL.
10. Rodriguez, V. (April 2016) “Using a Systems Thinking Framework to Explore Social Cognition and
Physiologic Synchrony during Teaching Interactions.” American Education Research Association (AERA)
Conference, Washington, DC.
11. Rodriguez, V. (April 2017) “The 5 Awarenesses of Expert Teachers: Exploring Individual Social-
Emotional Cognitive Processes.” American Education Research Association (AERA) Conference, San
Antonio, TX.
12. Rodriguez, V. (April 2017) “The relationship between teacher-student psychophysiologic synchrony and
social-emotional cognition.” American Education Research Association (AERA) Conference, San Antonio,
TX.
13. Brotman, L.M., Dawson-McClure, S.R., Troxel, A., Kambo”ukos, D., Huang, K.Y., Cheng, S., Barajas-
Gonzalez, R.G., Rodriguez, V., Ursache, A., & Goldfeld, K. (June, 2018).  Evaluating family-centered
prevention at scale in two hybrid implementation-effectiveness randomized controlled trials within the NYC
Pre-K for All System. In Gross (Chair), Research and Policy Partnerships that Promote Family-Centered
Support in Early Childhood to Prevent Academic and Behavior Problems”. Presented at the Society for
Prevention Research 26th Annual Meeting, Washington, DC. 
14. Abenavoli, R., Rodriguez, V., Cramer, T., Rojas, N., Dawson-McClure, S., Troxel, A., Morris, P., &
Brotman, L. (2019, March). Adapting and embedding a measure of teacher practice: Observations of pre-K
classrooms in a large urban district. Paper presented at the annual meeting of the Society for Research on
Educational Effectiveness, Washington, D.C.
15. Rodriguez, V.; Jennings, P.; Solis, S.L.; Mascio, B.; Akaba, S.; Linares Torres, H.; Dawson-McClure, S.;
Brotman, L. (March 2019) “Exploring how Teacher SEL Influences the Effects of a Professional Learning
Intervention on Student Outcomes.” Society for Research on Child Development (SRCD) Conference,
Baltimore, MD.
16. Brotman, L.M., Dawson-McClure, S., Barajas-Gonzalez, G., Kamboukos, D., Huang, K.Y., Rodriguez, V.,
Ursache, A., & Troxel, A. (March 2019). “Scaling culturally-relevant, early childhood, family-centered
prevention”. In Dawson-McClure (Chair), Family-centered, prevention and intervention for reducing
behavior problems and promotion healthy development. Presentation at the bi-annual conference of the
Society for Research in Child Development (SRCD), Baltimore, MD.
17. Rodriguez, V.; Brito, N.; Rodriguez, L.; Cherng, H.S.; Onaiwu, M.G. (May 2019) “Seeing Clearly and
Boldly in Mind, Brain, & Education: The Interplay of Neurodiversity, Race, and Learning from Adult-Child
Interactions and Social Structures through the Educational Systems” Learning and the Brain Conference,
New York, NY.
18. Rodriguez, V. (May 2019) “Teachers as Learners: Developing the Social-Emotional Learning of Teachers.”
Learning and the Brain Conference, New York, NY.
19. Rodriguez, V. (April 2021). Panelist, “The Early Care and Education Workforce and COVID-19: Why
They Must be Part of Policy Change”. Conversational Roundtable at bi-annual conference of the Society for
Research in Child Development (SRCD), Virtual.
20. Abenavoli, R., Siegel, J., Barnes, S., Cramer, T., Dawson-McClure, S., Rodriguez, V., Brotman, L.,
Cappella, E., & Morris, P. (April 2021). “Adapting and Embedding the Teaching Style Rating Scale:
 Lessons from a Research-Practice Partnership to Strengthen Universal Pre-K”. In Barnes (Chair),
Conducting Observations at Scale: Adapting a Measure of Teacher Practice to Support Children’s SEL
Development. Symposium at the bi-annual conference of the Society for Research in Child Development
(SRCD), Virtual.
21. Rodriguez, V., Rojas, N., Rabadi-Raol, A., Souto-Manning, M., & Brotman, L., (April 2021).
Understanding the Whole Teacher using the Five Awarenesses Teaching Framework”. In Kent & Moreno
(Chairs), There’s No One to Take Care of Us: The Importance of Teacher Emotional Well-Being.
Symposium at the bi-annual conference of the Society for Research in Child Development (SRCD), Virtual.

Invited Seminars and Lectures

 “The Teaching Brain: A new paradigm for teaching using the complex learner perspective,” 2015 Landmark
College Summer Institute, Landmark College, Putney, VT. June 26, 2014.
 Keynote Address, “The Teaching Brain: An Evolutionary Trait at the Heart of Education,” 6 th Annual
International neuroELT Conference. Kitakyushu, Japan. July 19, 2014. 
 Distinguished Author Series, “The Teaching Brain: An Evolutionary Trait at the Heart of Education,”
Harvard University, Graduate School of Education, Cambridge, MA. November 18, 2014.
 “The Teaching Brain: An Evolutionary Trait at the Heart of Education,” Learning and the Brain Conference,
Boston, MA. November 21, 2014.
 Keynote Address, “Understanding our Teaching Brain: Utilizing the 5 Awarenesses to Promote Successful
Interactions with our Students.” 2nd Annual Faculty Symposium on Excellence in Teaching and Learning,
Johnson and Wales University, Providence, MA. April 24, 2015.
 Keynote Address, “The Teaching Brain and the Social-Emotional Dimensions of Learning: Innovative
Possibilities for Educator Preparation,” Massachusetts Consortium for Social-Emotional Learning in
Teacher Ed, Tufts University, MA. May 2, 2015.
 “World-Class Teacher Development: The Teaching Brain and School Reform,” Learning and the Brain
Conference, New York, NY. May 9, 2015.
 “The Teaching Brain: An Evolutionary Trait at the Heart of Education,” Faculty Center for Academic
Excellence & Innovation, Johnson and Wales University, Providence, MA. May 27, 2015
 “The Teaching Brain and Teacher Development,” 2015 Eskolta Transfer School Conference, New York,
NY. June 4, 2015.
 “The Teaching Brain: Considering a new theory for teaching,” 2015 Landmark College Summer Institute,
Landmark College, Putney, VT. June 25, 2015.
 Keynote Address, “The Teaching Brain: An Evolutionary Trait at the Heart of Education,” St. Paul’s
Episcopal School, Solomon Episcopal Conference Center, New Orleans, LA. September 4, 2015.
 “The Teaching Brain: An Evolutionary Trait at the Heart of Education,” 2015 Boston Book Festival,
Boston, MA. October 24, 2015.
 “The Teaching Brain and Social-Emotional Dimensions of Learning,” Learning and the Brain Conference,
Boston, MA. November, 15, 2015.
 Keynote Address, “What does it take to become and expert teacher?” The Center for Innovative Teaching,
Learning and Assessment, Community College of Rhode Island, Warwick, RI. January 12, 2016.
 Keynote Address, “The Teaching Brain: An Evolutionary Trait at the Heart of Education,” Floydada High
School, Floydada, TX. February 16, 2016.
 Keynote Address, “The Teaching Brain: An Evolutionary Trait at the Heart of Education,” Center for
Transformative Teaching & Learning: Ideas in Education Festival. Potomac, MD. April 16, 2016.
 “Social Cognition & Physiologic Synchrony during Teaching Interactions,” MIT's xTalks speaker
series with the Office of Digital Learning. April 28, 2016.
 Visiting faculty, The Science of Teaching and School Leadership Academy at The Center for
Transformative Teaching and Learning, July 23-27, 2017.
 Invited lecture, IV Interdisciplinary Congress on Education Research, Santiago, Chile, August 9-11, 2017.
 Keynote Address, Interactum University of Applied Sciences: Teacher Training Centers Conference.
Netherlands. September 25-29, 2017
 Keynote Address, Antioch University New England: Progressive Teacher Education Conference. New
Hampshire. November 17, 2017
 Invited lecture to faculty of education. Understanding the Teaching Brain: Implications for Teacher
Education Programmes, Universidad Diego Portales, Santiago, Chile, Facultad de Educacion, April 24,
2018.
 Invited lecture to public school teachers. Teachers are Learners: Understanding the Teaching Brain. Escuela
Juan Moya, Santiago, Chile, April 25, 2018.
 Invited lecture to graduate student teachers. Understanding the Teaching Brain: Implications for Pre-service
Teachers, Universidad Diego Portales, Santiago, Chile, Pedagogia en ingles Para Educacion Basica &
Media, April 26, 2018.
 Invited panelist. Supporting Early Childhood Programs to Address Educational Inequities and Specifically
Attend to the Social and Emotional Needs of our Youngest Learners and their Families. New Teacher
Center. August 26, 2020.
 Invited panelist. New York State Association of Early Childhood Teacher Educators
(NYSAECTE)/ACCESS Higher Education Forum. NYAEYC Annual Conference. Verona, New York.
April 7, 2022.

Workshops and Webinars

 “Understanding the 5 Awarenesses of Expert Teaching,” Annual International neuroELT Conference.

Kitakyushu, Japan. July 19-20, 2014. 
 “The Teaching Brain: Applications to Higher Education Classrooms,” Faculty Center for Academic
Excellence & Innovation, Johnson and Wales University, Providence, MA. May 27, 2015.
 “5 Awarenesses of Expert Teaching: Connecting the Social-Emotional Dimensions of Learning and
Teaching,” Massachusetts Consortium for Social-Emotional Learning in Teacher Ed, Tufts University, MA.
May 2, 2015.
 “5 Awarenesses of Expert Teaching: powerful tools for growing our teaching brains and promoting
successful interactions with our students.” St. Paul’s Episcopal School, Solomon Episcopal Conference
Center, New Orleans, LA. September 4, 2015.
 “The Teaching Brain: A Book Study Group with the Author,” EDCO Collaborative, Professional
Development Course. Bedford, MA. November 7 & 21, 2015.
 “Developing our Teaching Awarenesses,” The Center for Innovative Teaching, Learning and Assessment,
Community College of Rhode Island: In-Service Talk and Workshop, Warwick, RI. January 12, 2016.
 “Utilizing the 5 Awarenesses of Expert Teaching to set Professional Teaching Goals.” Floydada High
School: In-Service Talk and Workshop, Floydada, TX. February 16-17, 2016.
 “The 5 Awarenesses of Expert Teaching: Transformative Pedagogies for Teacher Education.” Interactum
University of Applied Sciences: Teacher Training Centers Conference. Netherlands. September 25-29, 2017
 “What is the skill of teaching? A New Framework of Teacher’s Social-Emotional Cognition”, Antioch
University New England: Progressive Teacher Education Conference. New Hampshire. November 17, 2017
 Co-Director: Mind, Brain and Education Workshop at NYU, Co-sponsored by NYU College of Arts and
Sciences and the International Mind, Brain and Education Society, New York, NY, October 9, 2017.
“Supporting Early Childhood Programs to Address Educational Inequities and Specifically Attend to the
Social and Emotional Needs of our Youngest Learners and their Families”.

Selected Press

Print and Electronic

Seattle Times “Teaching is a natural human ability that starts developing in childhood, author
says.”
Wandering Educators “The Teaching Brain: Changing the Field of Education.”
District Administration “Teaching as it should be: A new book looks at teaching as an evolutionary
cognitive skill.”
 On the Shoulders of “What Do We Know About The Teaching Brain?”
Giants Blog, Center for
Teacher Quality
National School Reform: “The Teaching Brain: An Evolutionary Trait at the Heart of Education”
Faculty Connections
Truth Dig “The Teaching Brain”
Missouri State Teachers “The Teaching Brain”
Association
Thomas B. Fordham “The Teaching Brain: An Evolutionary Trait at the Heart of Education”
Institute, Flypaper Blog
Midwest Book Review “The Teaching Brain”
Deborah Meier “Two Books that Provoke”
Foster Folley News “New Book Challenges the Current Notion of Teaching and Redefines its True
Meaning”

Publishers weekly “The Teaching Brain: An Evolutionary Trait at the Heart of Education”

Video
Harvard EdCast “ Video Op-ed: Dear @Arne Duncan…The Teaching Brain”
Harvard Initiative for “Understanding the Teaching Brain”
Learning and Teaching

Radio
York University. CHRY “The Teaching Brain.”
105.5 FM
The Michael Dresser “The Teaching Brain.”
Show. 
Jesse Lee Peterson Show. “The Teaching Brain.”
Talk of the Town with “The Teaching Brain.”  
Larry Rifkin
Minority Counterpoint, “The Teaching Brain.” 
WXKS.
Howard University Radio, “The Teaching Brain” 
WHUR 96.3 FM
NPR Latino USA “Are Latino Students Shy in the Classroom?”
NPR Miami: Topical “The Teaching Brain”
Currents
Harvard EdCast. “Inside the Mind of a Teacher”

Other including Non-Print Materials

Additional Selected Authored Articles
 Rodriguez, V. 2015. “Great Teachers are not Built Overnight.” Bright, Medium, August 27.
 Rodriguez, V. 2015. “National Teacher Week: Women and the Teaching Brain.” Momsrising.org, May 5.
 Rodriguez, V. 2015. “Redefining Teaching: Why ‘one size fits all’ is not effective.” Texas School Business
Magazine, January