Tina Cheuk is a doctoral candidate at the Graduate School of Education at Stanford researching disciplinary literacy in science. She was formerly the Project Manager for this initiative and continues to support this work as a Research Assistant. She earned a B.S. in Chemistry and Biochemistry from the University of Chicago and an M.A. in Education from Stanford University. She is a Teach for America (TFA) alumna with experience both as a teacher and school leader through Knowledge Is Power Program (KIPP) schools. She is also a returned Peace Corps science education volunteer in Ghana, West Africa. Her most recent role was directing the mathematics and science research, development, and designing efforts at Strategic Education Research Partnership (SERP) in San Francisco Unified School District.
Jennifer Altavilla is a doctoral candidate in the Educational Policy department within the Stanford Graduate School of Education. Previously, she was an elementary and middle school ESL teacher and an ESL program director. Jennifer has also worked for the state of Massachusetts as a professional development facilitator and for the Massachusetts Charter School Association as an ESL coach. Most recently, she was Dean of Faculty and an instructional coach for Breakthrough Silicon Valley, a nonprofit that prepares underserved middle and high school students for college. She holds an M.Ed. in Teaching and Curriculum from the Harvard Graduate School of Education and a B.A. in English Literature, Journalism, and Spanish from New York University.
Paulina is a Doctoral student in Developmental and Psychological Sciences program within the Stanford Graduate School of Education. Her research centers on the assessment of English Learners, especially English Learners with exceptionalities. Previously, she earned a Master’s of Education in School Psychology and practiced in Canadian K-12 public schools as a school psychologist. Paulina has extensive experience assessing diverse learners and consulting with school-based teams, parents, and district leaders regarding academic, behavioral, social-emotional, and adaptive skills.
Magda Chia is the Director for Strategy, Impact and Policy at Understanding Language/Stanford Center for Assessment, Learning and Equity (UL/SCALE). In her role, she develops and helps execute collaborations with states and districts to advance coherent education policy and practice. She works on outreach to educators, policymakers, and other stakeholders while taking advantage of UL/SCALE’s cross-disciplinary approach that supports the education of all students. Chia helps guide the center in work across several key components of education--pedagogical practices, professional development, assessment systems--within the context of supporting and celebrating the diversity of students across the country.
Chia's research addresses validity and fairness in assessments across diverse student populations including English language learners, students with disabilities, and English language learners with disabilities. She specializes in the relationship between cultural and linguistic diversity and assessment development, implementation, data use, and classroom instruction. Her work has been funded by numerous organizations, including the Organisation for Economic Co-operation and Development, National Science Foundation, and the U.S. Department of Education. Prior to UL/SCALE, she led the efforts across multiple fields to produce summative, interim, and formative assessments that support all students.
Chia received her doctorate in education, equity, and cultural diversity at the University of Colorado, Boulder. She holds a master’s from New York University, and was a Fulbright scholar in Peru. Click here to view Magda's CV.
Lauren Ellison is the project coordinator for the Understanding Language initiative and the California ELL Leadership Network funded by the S. H. Cowell Foundation. She received her Bachelors of Science in Business Administration at Menlo College. Prior to working with these initiatives, she worked as a faculty support administrator at the Stanford Graduate School of Education.
Hsiaolin Hsieh is a doctoral student in the Developmental and Psychological Sciences (DAPS) program at the Stanford Graduate School of Education. Before beginning her PhD studies, she received her M.A. from the Learning, Design, and Technology program at Stanford, and subsequently served as Director of Technology, Data and Systems for Understanding Language at Stanford. She has many years of experience in digital archives and online learning, especially in educator professional development and formative assessment in the classroom. She is enthusiastic about facilitating the integration of educational technology and resources with online teaching, learning, and research.
Annie Camey Kuo is the Director of Research-Practice Partnerships for the Understanding Language. Before coming to Stanford, she worked with teachers and international school leaders in supporting culturally and linguistically diverse students at the University of Washington, where she received her Ph.D. in Language, Literacy, and Culture. She also holds an M.A. from New York University in TESOL and Foreign Language Education and a B.A. in Mandarin Chinese and English from the University of California, Santa Barbara. Annie is a 1.5-generation immigrant from Taiwan and has taught at the secondary and community college level in New York and Los Angeles. Her areas of interest include project- and problem-based learning, addressing the needs of English learners at the classroom, school and district levels, and design thinking.
Preetha joins Understanding Language as the Lead Researcher. She will support mixed-methods research efforts involving students, educators, and administrators. She will also help produce a variety of resources and practices that schools and districts can implement to help support the simultaneous development of language and content among traditionally underserved students with a focus on English learners. Preetha has worked as a researcher in education relating to issues with English Language Learners in science education and completed her PhD at UC Santa Cruz and postdoctoral work at Stanford.
Sara Rutherford-Quach is the Director of Academic Programs & Research for Understanding Language and a Lecturer in the Stanford Graduate School of Education. A former bilingual elementary teacher, Sara has more than 13 years of experience working with linguistically diverse students and their teachers and has conducted extensive research on instructional practices for English learners. Sara was previously awarded a National Academy of Education Spencer Foundation Dissertation Fellowship for her work on the role of silence and speech in an elementary classroom serving language-minority students. Her areas of interest include classroom discourse and interaction analysis; language, culture, and instruction in multilingual and multicultural educational environments; institutional, policy and curricular change; and educational equity.
Steven Weiss is the Director of Leadership Iniatives at Understanding Language. His work cultivates leadership capacity at the school site, district and state level to lead systemic change for English learners.Prior to joining Understanding Language, he worked at the Quality Teaching for English Learners (QTEL) program at WestEd, where he was a professional developer and instructional coach for secondary teachers and administrators in urban school districts such as New York City, Austin, San Diego and San Jose. He has also worked as a K-8 school administrator, a bilingual/ESL resource teacher, and a high school Spanish/History/ESL teacher. Steven is bilingual in Spanish. He holds an M.Ed. from U.C.L.A., an M.A. in Educational Administration from San Francisco State University, and an M.A. in Spanish from Middlebury College. More information about Mr. Weiss can be found here.
Jeff Zwiers has worked for more than fifteen years as a professional developer and instructional mentor in urban school settings, emphasizing the development of literacy, thinking, and academic language for linguistically and culturally diverse students. He has published books and articles on reading, thinking, and academic language. His most recent book is Academic Conversations: Classroom Talk That Fosters Critical Thinking and Content Understandings. His current work at CSET focuses on developing teachers’ core practices for teaching academic language, comprehension of complex texts, and oral communication skills across subject areas. He holds a BA in Psychology from Stanford, an MAT in Language and Reading from Stanford, and a PhD in Education from USF.