Carrie McDermott Goldman
Carrie McDermott Goldman, EdD is professor and Director of Graduate and Post Graduate Teacher Education Programs at Molloy University's School of Education and Human Services (Rockville Centre, NY), brings over two decades of experience to her role teaching pre-service and in-service teachers. Before entering higher education, she taught multilingual learners across elementary, middle, and high school settings, as well as adult learners. Her career demonstrates a commitment to transforming education through innovative teaching, mentorship, and promoting equitable learning opportunities for all students. Her areas of expertise include culturally responsive and sustaining pedagogies, teaching English to students of other languages (grades PK-12 and adults), curriculum development, program development and restructuring, co-teaching, multi-tiered systems of support, and teacher mentoring.
She works with school district administrators to strengthen instructional programming and to supervise and evaluate these practices through customizable coaching and mentorship protocols. As a professional developer, she works directly with teachers to support diverse classrooms through hands-on, practical approaches that can be implemented immediately in their instructional settings. Her professional development sessions emphasize actionable strategies that honor students' linguistic and cultural assets while addressing the real-world challenges educators face in today's multilingual classrooms.
She co-authored the best-selling book From Equity Insights to Action: Critical Strategies for Teaching Multilingual Learners (2022) and, most recently, Nine Dimensions of Scaffolding for Multilingual Learners (2026). She is also the author of several teaching guides, including Multilingual Learners: Strategies to Adapt Instruction in Content Areas (2nd Edition), Multilingual Learners: Strategic Tools & Teaching Approaches, Multilingual Learners: Language Development or Disability?, and Teaching English Learners: Strategies for Classroom Teachers. In addition, she has published textbook chapters in Teaching Science to English Language Learners: Preparing Pre-Service and In-Service Teachers, Teaching History and Social Studies to English Language Learners, Effective Teacher Collaboration for English Language Learners: Cross-Curricular Insights From K-12 Classrooms, and Approaches to Classroom Management for Diverse and Inclusive Schools. She has written articles in the Journal of Leadership and Instruction, New York State Association for Supervision and Curriculum Development: Impact Journal, and IDIOM. She serves as a grant writer and member of the Peer Review Committee for SCOPE's Journal for Leadership and Instruction. She has presented at various conferences, including TESOL International, NYS TESOL, Long Island ESOL, and The Teachers' Institute.