This project will work in partnership with the Santa Clara Unified School District (SCUSD) to adapt a previously designed Professional Learning (PL) model based on the District's objectives and constraints to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. The project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices. The project is contributing knowledge about how to build capacity in districts to lead professional learning in science that addresses the new teaching and learning standards and is responsive to the needs of their local context.
About Me (Bio)
Emily Reigh is a doctoral candidate at Stanford University with dual specializations in Science Education and Race, Inequality and Language in Education (RILE). She is a research assistant on the Improving Practice Together (IPT) project, a district-based Research Practice Partnership that aims to build capacity for science teacher leadership through supporting discussion and argumentation in the science classroom. Her own research focuses on how students from non-dominant linguistic backgrounds engage in argumentation in the science classroom and how teachers’ ideologies of language use mediate how they interpret and respond to students’ contributions. Prior to graduate school, Emily was a secondary science teacher in Oklahoma and in Cairo, Egypt. She holds a BS in Chemistry and a BA in Letters, both from the University of Oklahoma, and a MA in Teaching English to Speakers of Other Languages from The American University in Cairo. Emily is a 2019-20 CADRE Fellow.