Erika Moore Johnson (510) 290-5538 erikamj1@stanford.edu EDUCATION Stanford University, Stanford, CA (2010-2016) Ph.D. in Curriculum and Teacher Education Program: Literacy, Language, and English Education Minor: Language and Urban Education University of California, Berkeley, Berkeley, CA (2001-2003) M.A. in Education; Thesis research on writing to learn mathematics Program: Developmental Teacher Education Amherst College, Amherst, MA (1994-1998) B.A. in Anthropology, with Distinction Honors Thesis: Equal educational opportunity for all? An anthropological perspective on bilingual education DISSERTATION Productive Struggle: The Instructional Scaffolds of Exemplary Reading Teachers of Middle School Emergent Bilinguals Committee: Maren Aukerman (chair), Pamela Grossman, Guadalupe Valdés, Ramón Martinez PUBLICATIONS Peer-reviewed journal articles: Johnson, E.M. (2017). Balancing comprehension and conversation: How elementary teachers manage multiple purposes for text discussions. Teaching and Teacher Education, 66, 325-337. Aukerman, M., Johnson, E.M., & Chambers Schuldt, L. (in press). Reciprocity of student and teacher discourse practices in monologically and dialogically organized text discussion. Journal of Language and Literacy Education. Articles under review: Johnson, E.M. Choosing and using interactional scaffolds: How teachers moment-to-moment supports shape emergent bilinguals engagement with challenging texts. Research in the Teaching of English. Johnson, E.M. Exemplary reading teachers use of instructional scaffolds with emergent bilinguals and the factors that shape their choices. TESOL Quarterly. 1
Articles in preparation: Johnson, E.M., Grossman, P., Metz, M. Representations of practice in the PLATO professional development on core practices Metz, M., Grossman, P., Johnson, E.M. Illuminating the invisible: Leveraging classroom observation protocols for professional development Book review: Johnson, E. M (2011). Review of Why Race and Culture Matter in Schools by Tyrone C. Howard. Education Review, 14. RESEARCH Post-doctoral scholar, Understanding Language (2017-present) Responsibilities include: creating and administering nationwide survey of teacher educators on teaching about language learning across content areas; supporting development of online courses and modules on language and literacy for inservice and preservice teachers. Researcher (2015-present): The Instructional Scaffolds of Exemplary Reading Teachers of Middle School Emergent Bilinguals, Stanford University. Investigated how six teachers who were nominated as exemplary provide emergent bilinguals with reading instruction that is challenging yet appropriately scaffolded. Researcher (2012-2014): How Elementary Teachers Manage Multiple Purposes for Text Discussions, Stanford University. Investigated four elementary teachers approaches to text discussion in heterogeneous classes. Researcher (2016-present): How Preservice Teachers Consider the Context of their Work, Stanford University and University of Virginia. Investigated how candidates in two teacher preparation programs responded to a course assignment to engage with the communities in their student teaching placements. Research Assistant (2012-2014): Professional Development with the Protocol for Language Arts Teaching Observation (PLATO), Stanford University. Principal Investigator: Dr. Pamela Grossman, Stanford University Investigated teacher learning through the creation of ongoing professional development based on PLATO for middle-school teachers. Co-led trainings in PLATO observation tool to international teams of researchers. Co-developed online training for PLATO. Research Assistant (2011-2013): Learning Reading Comprehension in Bilingual Classrooms, Stanford University. Principal Investigator: Dr. Maren Aukerman, Stanford University. Investigated how elementary bilingual children utilize social and textual resources to make sense of text during classroom reading instruction across the school year. 2
CONFERENCE PRESENTATIONS Johnson, E.M. (2017) Choosing and Using Interactional Scaffolds: How Teachers Moment-to- Moment Supports Shape Emergent Bilinguals Engagement with Challenging Texts. Symposium paper to be presented at the 2017 Literacy Research Association Conference; Tampa, FL. Johnson, E.M., Metz, M., Grossman, P. (2015) How We Present Practice: An Analysis of Features of Representations in a Professional Development on Core Practices. Poster presented at the 2015 American Educational Research Association Conference; Chicago, IL. Metz, M., Grossman, P., Johnson, E.M. (2015) Keeping it Complex: Strategy Instruction as a Core Practice for English Language Arts Instruction. Symposium paper presented at the 2015 American Educational Research Association Conference; Chicago, IL. Grossman, P.; Johnson, E.M.; Kantor, T.; Metz, M. (2014). Leveraging Observation Protocols for Professional Development. Symposium paper presented at the 2014 American Educational Research Association Conference; Philadelphia, PA. Grossman, P.; Brown, L.; Chambers Schuldt, L.; Johnson, E. M.; Metz; M. (2013). From Measurement to Improvement: Leveraging an Observation Protocol for Instructional Improvement. Symposium paper presented at the 2013 American Educational Research Association Conference; San Francisco, CA. Johnson, E. M. (2013). Teachers Approaches to Literature Discussions: Managing Multiple Demands and Competing Purposes in the Context of the Common Core. Symposium paper presented at the 2013 American Educational Research Association Conference; San Francisco, CA. Aukerman, M., Chambers Schuldt, L. & Johnson, E. (2012). What Does it Mean to Read? Bilingual Children s Perspectives from Dialogically and Monologically Organized Classroom Environments. Symposium paper presented at the 2012 Literacy Research Association Conference; San Diego, CA. Aukerman, M., Chambers Schuldt, L. & Johnson, E. (2012). Doing Reading: Student Understandings of What It Means to Read in Dialogically and Monologically Organized Classrooms. Symposium paper presented at the 2012 American Educational Research Association Conference; Vancouver, Canada. Aukerman, M., Chambers Schuldt, L. & Johnson, E. (2011). Making Space for Sensemaking: The Role of Dialogic Text Discussions in 2 nd Grade Classrooms. Paper presented at the 2011 Literacy Research Association Conference; Jacksonville, FL. 3
ACADEMIC TEACHING AND ADMINISTRATION Stanford Teacher Education Program Administration: Interim Elementary MA Program Faculty Director during faculty director s sabbatical (AY 2016-2017) and Post-doctoral scholar. Responsibilities include: leading and planning elementary program advising all elementary teacher candidates training cooperating teachers and supervisors supporting program s work with edtpa co-planning a series of workshops on teaching for equity Stanford Graduate School of Education: Language and Literacy Courses: Becoming Literate in Schools (BLIS). Helped develop and taught three-course series on K-6 literacy methods: BLIS I: Focus on early literacy development (2015-2017) BLIS II: Focus on fundamentals in content, pedagogy, and assessment for teaching reading and writing (2015-2017) BLIS III: Focus on multiliteracies, critical literacies and engaging students as sensemakers (2014) Literacy Across Content Areas: The Centralities of Literacies in Teaching. Co-developed course and taught self-contained section for English, History, Science and Math teacher candidates (2012-2014). Tutoring: Seeing a Child Through Literacy. Co-taught undergraduate literacy course that placed students in an elementary tutoring program in an under-resourced community (TA, 2013). Stanford Graduate School of Education: Teaching Courses: Elementary Teaching Seminar. Taught yearlong practicum on elementary teaching to help candidates bridge educational theory and clinical practice: Summer: Focus on teaching as a profession (2016) Fall: Focus on lesson/unit planning and Backwards Design (2016, 2013) Winter: Focus on assessment & the CA teacher performance assessment (2017) Spring: Focus on the social/political context of teaching and building productive relationships with families (2017) Introduction to the Profession of Teaching. Developed and led undergraduate seminar on the profession of teaching. Oversaw students internships in elementary and high schools (2016). Student Teaching Supervisor. Prepared and evaluated prospective multiple subject teachers in the areas of content knowledge, curriculum planning, pedagogical technique and classroom management. Worked with monolingual and bilingual teacher candidates (2010-2012, 2014). 4
Public School Teaching and Coaching: Classroom Teacher (2003-2010): San Leandro Unified School District, CA 4 th and 5 th grades. Extensive experience working with linguistically and culturally diverse populations. Member of District Racial Equity Team. Trained by Center for Culturally Responsive Teaching & Learning in culturally responsive teaching strategies. English Learner Coach (2008): San Leandro Unified School District, CA Oversaw the instruction of English Learners. Modeled lessons for teachers in English Language Development. Led bilingual presentations to parent groups about needs of English Learners. Served on taskforce to develop district-wide bilingual education plan. Classroom Teacher (1998-2001): Ravenswood School District, East Palo Alto, CA 1 st grade bilingual Spanish and 2 nd grade Sheltered English Teach for America Corps Member (1998-2000). AWARDS & CERTIFICATIONS Dissertation Support Grant (2015) Graduate School of Education, Stanford University Community Engaged Learning Course Grant (2015) Haas Center for Public Service, Stanford University National Board for Professional Teaching Standards (2007) Middle Childhood Generalist Certification CA Teaching Credential (2003): Multiple Subject with Spanish Bilingual Crosscultural Language and Academic Development authorization LANGUAGES Spanish: Fluent PROFESSIONAL ORGANIZATIONS Literacy Research Association National Council for Teachers of English American Educational Research Association American Association of Colleges for Teacher Education National Association for Bilingual Education 5
REFERENCES Dr. Maren Aukerman (Assistant Professor and Former Advisor) University of Calgary Werklund School of Education 2500 University Dr. NW Calgary, Alberta, Canada T2N 1N4 (403) 462-0722 maren.aukerman@ucalgary.ca Dr. Pamela Grossman (Professor and Dean) University of Pennsylvania Graduate School of Education 3700 Walnut Street, Philadelphia, PA 19014-6216 (215) 898-7014 grossman@gse.upenn.edu Dr. Ira Lit (Associate Professor; Director, Stanford Elementary Teacher Education Program) Stanford University Graduate School of Education Stanford Teacher Education Program 520 Galvez Mall, CERAS Building, 327 Stanford, CA 94305-3084 (650) 725-2221 iralit@stanford.edu 6