Amanda Winkelsas (she/her)

My teaching and research efforts focus on cultivating diversity in the teaching profession and preparing teachers to work with diverse students in historically under-served schools. I am interested in innovative, community-centered models of teacher education and understanding the impact of such models on teacher quality, diversity, retention, and thriving.

• PhD, City University of New York (CUNY) Graduate Center, Urban Education (2014)
• MSEd, Fordham University, Curriculum & Instruction, Literacy Specialization (2005)
• BA, Canisius College, Secondary English Education (2003)

• Cipollone, K, Connell, T., Etopio, E., Frazier-Polk, J., Gorlewski, J., Griger, E., Kearney, E., Maza, H., Monreal, T., Rivera, N., Selleck, J., Winkelsas, A. (2024). Bad Faith and Impossible Work: Novice Teachers Clap Back. Professing Education, 22(2), 57.
• Etopio, E., Winkelsas, A., Jo, S., Karalis Noel, T., Kearney, E., & Gorlewski, J. (2022). Eden’s Garden: A cultivator’s chronicle. Policy Futures in Education. https://doi.org/10.1177/14782103211044380

• Cipollone, K., Winkelsas, A., Krivonos, J. D., Sojka, D., & Maza, H. A. (2026). Building Community to Build the Profession: A Community Approach to Induction. In L. Soares, R. Rahimi, & J. McBrayer (Eds.), Creative Approaches to Teacher Retention (pp. 1-24). IGI Global Scientific Publishing.
• Gorlewski, J., Karalis-Noel, T., & Winkelsas, A. (2022). Disruptive synergy: Reframing the policy-practice discourse to transform teacher education. In Goodwyn et al. (Eds.), Educating English Teachers: From novice to expert, international perspectives on the professional development of English Teachers. New York, NY: Routledge.
• Winkelsas, A., Karalis Noel, T., Gorlewski, J. & Etopio, E. (2022). Enacting care in collaboration as teacher educators during COVID. In M. Shoffner & A. Webb (Eds.), Care after COVID. New York, NY: Routledge.

• Maza, H., Winkelsas, A., & Carmel, E. (2025). Fostering Reflective Teaching: A Video Protocol Rooted in Critical Inquiry. Presented at the annual meeting of the American Association of Colleges for Teacher Education (AACTE), Long Beach, CA.;
• Winkelsas, A., & Cipollone, K. (2024). Desperately Seeking Justice: Preparing & Sustaining Justice-Oriented Educators in Unjust Schools. Critical Turn in Teacher Residency Convening, Atlanta, GA.;
• Winkelsas, A., Etopio, E., Cipollone, K., Maza, H., & Gorlewski, J. (2023). Equity, Excellence, Belonging, and Joy: Lessons from Teacher Residency. NYS Association for Teacher Education/NYS Association of Colleges of Teacher Education Annual Conference, Saratoga Springs, NY.;
• Etopio, E., Winkelsas, A., Crump, G., and Harris, M. (2022). Walking the road together: Solidarity in an Urban Teacher Residency. NYS Association for Teacher Education/NYS Association of Colleges of Teacher Education Annual Conference, Saratoga Springs, NY.;
• Winkelsas, A. & Etopio, E. (2022). Inclusive, connected communities of practices: challenges and affordances of residency innovations. US Department of Education Effective Educator Development Summit, Washington, D.C.;

• UB Teacher Residency Program (TQP); Federal Government; US Department of Education; Awarded; (10/01/2023-09/30/2028)
• My Brother’s Keeper Teacher Opportunity Corps II UB Teacher Residency Scholars; State Government; New York State Department of Education; Awarded; (09/01/2023-08/30/2028)
• UBTR SEED: Tiered Professional Learning for Inclusive & Equitable Educator Practice, US Department of Education Supporting Effective Educator Development (SEED) Grant Program; Federal Government; US Department of Education; Awarded; (10/01/2022-09/30/2025)
• Citizen Science Teachers: University at Buffalo (UB) Noyce Residency Scholars, National Science Foundation Noyce Program; Federal Government; National Science Foundation; Awarded; (07/01/2021-06/30/2026)