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Recent News 

 

  • April 2015: Presenting two papers at "Developing Formal Structures to Facilitate Teacher Leadership in Job-Embedded Professional Development" Symposium at AERA

  • April 2015: Invited Keynote Presentation at NCTM Annual Conference with Elham Kazemi and Allison Hintz, "Developing a School-wide Culture of Collective Risk Taking and Learning: It's Not Easy But Why It's Worth It"

  • April 2015: Presentation at NCTM Annual Conference, "Counting Matters: Why we should Pay More Attention to Counting"

  • April 2015: Invited Hot Topic Presentation on Coaching with Elham Kazemi at NCSM

  • April 2015: Presentation at NCTM Research Conference, "Teacher Time Out: Supporting Teaching in the Moment"

  • March 2015: Presentation at Carnegie Foundation Summit, "Supporting the Collective Learning of Educators Through a Core Set of Instructional Activities"

  • March 2015: Presentation at Carnegie Foundation Summit, "Examining Instructional Leaders' Practices that Provide High-quality Supports for Teachers"

  • February 2015: Presentation at AMTE, "Coaching: Exploring the Current State of Research and Setting Future Research Agendas" with Pat Campbell and Maggie McGatha

  • February 2015: Presentation at AMTE, "Teacher Time Out: Supporting the Collective Learning of Educators when Students are Present"

  • December 2014: Invited session at WERA, "What Makes Collaborative Work Impactful for Students and Adults in Schools?"

  • December 2014: Presentation at WERA, "Instructional Coaching: Building Effective Support for Classroom Practice"

  • August 2014: Invited Session, "Organizing Schools to be Vibrant Places for Students, Teachers, and Instructional Leaders to Learn"

  • June 2014: Awarded Spencer Grant, "How School Leaders' Practices Provide High-quality Supports for Teachers: The Case of One Elementary School"

  • May 2014: Nominated for Postdoctoral Mentorship Award at the University of Washington

Lynsey Gibbons is a post doctoral research associate in mathematics education at the University of Washington.  The goal of her current research focuses on supporting teachers to develop ambitious instructional practices.  Specifically, she seeks to understand how the contexts in which teachers work—both school- and district-level—can be reorganized to support their ongoing learning and development.  Additionally, she seeks to understand how to support professional educators and instructional leaders in assisting teachers’ development of ambitious instructional practices—including principals, content-focused coaches, professional development facilitators, and teacher educators.

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