Nicole Moriarty is an adjunct instructor at Bank Street College of Education, where she has been affiliated since 2019 and currently teaches courses in Human Development and TESOL. With a background spanning Pre-K–12 teaching, district leadership, and large-scale instructional transformation, her work is grounded in a developmental understanding of learning and a belief that meaningful educational change happens when research, relationships, and practice are intentionally connected. Her expertise includes curriculum design, instruction and assessment, literacy leadership, dual language and TESOL programming, and the development of coherent Multi-Tiered Systems of Support grounded in evidence-aligned Tier 1 instruction.
At Bank Street, Nicole guides graduate students in understanding adolescent development and its implications for teaching and learning. She focuses on helping future educators design rigorous, standards-based curriculum that maintains high expectations while engaging students through enduring questions and authentic learning experiences — building the dispositions, habits of mind, and intellectual behaviors that help young people thrive. Central to her work is cultivating teacher efficacy and agency, and preparing educators to meet the complex needs of secondary learners through a developmental lens.
Educational Background
Qualifications
EdD, Instructional Leadership and Administration, St. John's University; MA, Special Education and Literacy; BA, Secondary Education and History
Selected Publications & Presentations
Moriarty, N. (2022). EnR thinking: Making something out of nothing — our dual language program. In M. Nagler (Ed.), The Design Thinking, Entrepreneurial, Visionary Planning Leader: A Practical Guide to Thriving in Ambiguity.
Burns, P., Gavin, M., & Moriarty, N. (2015). Ensuring equal opportunities for our ELLs.
Selected presentations include Future-Ready by Design: Leading the Portrait of a Graduate (2026); Understanding the Adolescent Reader: The Science of Reading at the Secondary Level (2026); and Evolution, Not Revolution: Creating a District-Wide Learner Identity to Cultivate Learner Agency (2022).
