Published in ConnectED Newsletter - Volume 7 - Issue 3 - March 2024
Pedro Prado-Romero holds a B.A. in visual studies from the University at Buffalo (SUNY) and an M.S.Ed. in special education from The City College of New York. In addition, he is a doctoral candidate at Duquesne University, where he is completing a Ph.D. in special education.
Mr. Prado-Romero has ample experience in the field of education. As a special education teacher in the Mott Haven neighborhood of the Bronx (2010-2014), he taught social studies at the middle school and high school level, and algebra 1 at a transitional high school. He also served as Individualized Educational Program (IEP) Coordinator and collaborated with teachers in cross curriculum planning in order to reach IEP goals. He was commended for teaching literacy elements through social studies content in collaboration with colleagues in the Literacy Department.
From 2014 to 2017, Mr. Prado-Romero worked for the Abu Dhabi Education Council as a full-time English medium teacher, instructing students with various levels of English. He taught an outcome-based curriculum that met international standards. Additionally, he served as Chair of the Mathematics Department Chairperson.
Mr. Prado-Romero began working at CCNY as an adjunct lecturer in the Department of Learning, Leadership, and Culture in 2018. Then, in 2022, he was offered the position of Director of Programs and Academic Advisor for the NYC Teaching Collaborative & NYC Teaching Fellows. He considers leading these programs an immense honor. “As a former Teaching Fellow and graduate of CCNY, it is an opportunity to come full circle and give back to the place that shaped my educational journey,” he says. “During my time in the program, I received invaluable guidance from faculty and staff, which directly contributed to my development as an educator. They challenged and supported me throughout the program. I am humbled to have the opportunity to follow in their footsteps and contribute to the School’s legacy of excellence in educator preparation by mentoring the next generation of educators,” he adds.
As director, Mr. Prado-Romero strives to foster a supportive and collaborative environment where students feel empowered, challenged, and nurtured throughout their journey. “I am dedicated to advocating for their professional and academic growth by enhancing the curriculum to reflect the latest advancements in educational research, tasking students with closing the research-to-practice gap, starting with their own classrooms,” he points out. In his opinion, focusing on the real-world application of educational theory ensures educators are well-equipped for the realities of today's classrooms. Furthermore, he strongly emphasizes reflective practices, encouraging educators to continuously learn and improve their craft. He argues that “this approach is essential for ensuring that educators are well-equipped to make a difference in their students’ lives.”
Mr. Prado-Romero is committed to the mission of the CCNY School of Education. He notes that working at the School allows him to be part of a vibrant community dedicated to positively impacting the lives of students of our diverse urban communities here in NYC. “The School's commitment to diversity, equity, and social justice aligns with my values, and it is incredibly rewarding to contribute to such a vital mission.”
Finally, Mr. Prado-Romero believes that his experiences as an educator have helped shape him as a researcher. These experiences have allowed him to explore research gaps, particularly in the inequity within special education’s supports and services of culturally and linguistically diverse students and their families. “In the future, I aspire to contribute to the academic community by continuing to teach future special education professionals and conduct research that advances the field,” he explains. He would like for his professional and academic skillset to contribute to the development and implementation of effective policies that promote the rights and educational success of students with disabilities at a local and national level.
Last Updated: 03/15/2024 14:00