Teaching Ambassador Fellowship
2010 Alumni Washington Fellow
San Francisco, CA
Bio/Overview: Edit Khachatryan is currently a doctoral candidate at the Stanford Graduate School of Education (GSE) in Curriculum Studies and Teacher Education. Her research is on feedback on teaching and teacher learning. At Stanford, she has been involved as a research assistant in teacher professional development and school and district leadership research projects. Khachatryan entered the teaching profession to make learning meaningful for students and chose to teach social studies in order to ensure that students from all backgrounds saw themselves in the fabric of our nation’s history. Khachatryan started her teaching career in Los Angeles Unified, but she came to the Department as a 2010 Washington Fellow from Clark Magnet High School in Glendale, CA where she taught Government and U.S. History.Educational Values/Philosophy: Khachatryan believes in making learning meaningful and fun, and utilized project-based teaching methods to allow students opportunities for authentic application of academic knowledge in real life situations. All educators must be trained to employ culturally relevant pedagogy, according to Khachatryan. To this end, ensuring equitable educational opportunities for all children is of utmost importance to her, as well as ensuring that all educators have collaboration time, necessary resources, and authentic professional development opportunities.
Leadership Experience: As an undergraduate, Khachatryan started the UCLA Chapter of the Student California Teachers Association, a statewide organization. Within a few years of teaching, she took on leadership roles at her school. For example, she was elected co-chair of the Social Science department, through which she led efforts to collaboratively create formative and interim assessments and use data to understand student learning and modify instruction. As a member of her school’s Instructional Leadership Team, Khachatryan participated in the decision making of her school, especially having to do with data collection and analysis and professional development. More recently at the Stanford GSE, Khachatryan served as a University Supervisor for the Teacher Education Program and as a Graduate Student Representative for the Curriculum Studies and Teacher Education area. Last year, Khachatryan also served as a Peer Reviewer for the U.S. Department of Education’s Teacher Quality Partnerships Grant Competition.
Affiliations: American Educational Research Association, UCLA Center X, Stanford History Education Group, Stanford Teacher Education Research Group, Association for Supervision and Curriculum Development, Association of California School Administrators, California Teachers Association, California Council for the Social Studies. Education: Khachatryan received her Bachelor’s degree in Sociology and Education Studies from UCLA, as well as her teaching credential and first Master’s degree in Education two years later. Her first master’s research dealt with interdisciplinary teaching. Upon completing her fifth year of teaching, Khachatryan also earned her administrative credential and her second Master’s degree from UCLA. This research involved marginalization of English Learners and immigrants. Khachatryan’s doctoral qualifying study on feedback on teaching and teacher sensemaking titled “Feedback on teaching from administrator observations of teaching: What do administrators say and what do teachers think about it?” was published in the June 2015 issue of the NASSP Bulletin.
Education: Khachatryan received her Bachelor's degree in Sociology and Education Studies in 2003 from UCLA, as well as her teaching credential and first Master's degree in Education two years later. Her first master’s research dealt with interdisciplinary teaching. Upon completing her fifth year of teaching, Khachatryan also earned her administrative credential and her second Master's degree from UCLA. This research involved marginalization of English Learners and immigrants. Khachatryan’s current doctoral qualifying study involves how feedback on teaching impacts teaching performance.
Areas of Interest/Expertise:
- Social Justice
- Culturally Relevant Pedagogy
- Teacher education
- Teacher professional development
- Teacher leadership
- Feedback on teaching
- Formative and interim assessments
- Public Policy