I study classroom environments that promote equitable teaching in the age of NGSS. I attend to student discourse, teacher learning, and issues of leadership, scale, sharing, and networks.
Teaching
courses taught
EDUA 5015 - Envisioning Equitable Teaching and Learning in Science
Primary Instructor
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Fall 2020 / Spring 2021 / Fall 2021
Engages teachers in activities that help them better understand the vision for equitable teaching and learning presented in A Framework for K-12 Science Education. It invites teachers to critically reflect on their own goals for science learning in light of the framework and consider how to both co-construct and communicate learning goals with students.
EDUA 5016 - Designing Meaningful and Equitable Science Assessments
Primary Instructor
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Fall 2020 / Spring 2021
Engages teachers in the principled design of three different kinds of science assessments: extended performance tasks to be used to assess knowledge transfer; assessments of student interest that can be used to select phenomena and design challenges for both teaching and assessment; and exit tickets that can be used to gauge student experience and participation.
EDUA 5017 - Leadership in Creating Equitable Assessment Systems in Science
Primary Instructor
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Spring 2021
Builds teachers' understanding and skill in creating more equitable assessment systems within their schools (i.e., ones that include multiple kinds of evidence and that support meaningful learning experiences for all students), using science as a focal subject area. As a culminating assignment in this course, teachers will apply what they have learned to analyze the coherence and equity of their own school's assessment system in science, in order to identify targets for change that aim for educational justice, both within science and in other disciplines.
EDUA 5018 - Leading in Schools and Systems for Transformation in Science Assessment: Capstone
Primary Instructor
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Summer 2021
This capstone course will center on teachers' individual or group projects to lead for assessment change in their schools and/or districts. New content will focus on deepening their understanding and being able to use discourses of validity associated with different forms of assessment in the service of advocacy for creating more equitable assessment systems in schools. All teachers will develop a project that is comprised of a plan they can implement with others in their school or district that focuses on creating a more equitable science assessment system within them.
