Monique Cayo

Picture of Meghan    Fitzgerald

Assistant Professor


Office: S-730E

Office Hours: FA14: M-4:40-5:40p T-10:15a- 1:15p

Phone: +1 (212) 220-8242


Meghan M. Fitzgerald is a graduate of Teachers College, Columbia University with an Ed.D. in Early Childhood Policy, of the Curriculum and Teaching Department. She was faculty with the childhood education program at Teachers College and presented at local, state, national and international conferences on topics related to teachers’ perceptions and professional learning of early care and education (ECE) teachers. From 2008-2010, she was one of six Student Research Scholars funded by the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation.
Before BMCC, she taught teacher education courses at both Queens and Hunter College and facilitated professional development with the New York City’s Department of Education, Office of ECE, in Queens, Manhattan and Bronx field offices. Meghan hails from California and has a strong background as an early childhood educator and advocate. Once a demonstration classroom teacher, a congressional staff member and a planning commissioner for Fresno County for ECE, she understands the field of education from multiple perspectives — administrator, policy maker, advocate, and teacher. She understands what influences governance issues as well. She hopes to explore professional learning, educational policy, and systems approaches to professional development for all members of the ECE workforce.
Meghan’s teaching interests: early childhood history; early childhood policies; supervision of college students when facilitating best early childhood practices when placed in typical of early childhood programs available to young children and families in urban settings
Meghan’s interests for fun: reading Jane Austen novels now and modern day biographies, all aspects of photography, cooking and eating, playing with harmonies while using her Mezzo Soprano/alto voice at church, and being with my new family
My research interests: the investigation of influences on adult learners currently in the field; the exploration of various early childhood professional roles; a general interest in early childhood quality programs in urban settings



  • B.S. California State University, Fresno, Child Development/Early Childhood Education Certification,1994
  • M.A. California State University, Fresno, Education Administration and Supervision,2000
  • Ed.D. Teachers College, Columbia University, Curriculum and Teaching , Doctor of Educaiton in Early Childhood Policy,2010

Courses Taught

Research and Projects

  • Common Core and assessment indicators captured in photos and videos: What school leadership should know and be able to do to support developmentally appropriate practice and standards-based instruction

    Professor Fitzgerald, after supervising multiple students in one field placement classroom, developed an common interest with the cooperating teacher. In collaboration, this work resulted in sharing the Common Core and assessment experiences of this one classroom during a presentation on June 8, 2014, at the National Association for the Education of Young Children’s 2014 National Institute for Early Childhood Professional Development entitled: “Common Core and assessment indicators captured in photos and videos: What school leadership should know and be able to do to support developmentally appropriate practice and standards-based instruction”. The long term purpose of this work is to create a multi media publication from this work to support school leadership’s understanding about the potential quality of prekindergarten settings in public school systems.

  • What Students in Early Childhood Classes Learn and What Instructors Believe They Teach

    The purpose of this research project is to examine the correlation between the beliefs and course content that early childhood instructors prioritize and those that students demonstrate they consider most important. This is a collaborative project with two other faculty members, which is currently in the analysis stage. A two-phase research study: in phase 1, data collection and analysis seek to provide a deeper understanding of the role of ideology in early childhood classes; and in phase 2, the researchers will examine to what degree the students in early childhood classes are learning what the instructors believe they are teaching.


    • Download
    • Head Start Professional Development: great leadership, great intentions and great expectations,NHSA Dialog: A Research-to-Practice Journal for the Early Childhood Field

    Honors, Awards and Affiliations

    Additional Information