Teaching Ambassador Fellowship
2010 Alumni Washington Fellow
San Francisco, CA
Bio/Overview: Edit Khachatryan is an Associate at the Carnegie Foundation for the Advancement of Teaching. 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. As a Fellow, Khachatryan worked within the Implementation and Support Unit of the Office of Deputy Secretary, providing support to Race to the Top fund-receiving States around teacher evaluation policies. She also served on the secondary schools and career-technical education strategy committees. At Carnegie today, she is responsible for teaching, coaching, and supporting practitioners and stakeholders in the initiation and development of networks that achieve clearly articulated, measurable results. She also serves as a member of internal improvement teams seeking to enhance how the Foundation may better support Networked Improvement Communities and make this practical knowledge broadly accessible to others. Prior to Carnegie, Khachatryan was a research assistant and teacher educator at Stanford University while completing her doctoral studies. Khachatryan started her teaching career in the Los Angeles Unified School District.
Educational Values/Philosophy: 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. 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. Khachatryan believes in strengthening researcher-practitioner partnerships, as well as ensuring that practitioner expertise and perspectives are authentically represented in policy.
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. Khachatryan has also served as a Peer Reviewer for the U.S. Department of Education’s Teacher Quality Partnerships Grant Competition. Even after completing her doctorate, Khachatryan continues to collaborate with others on conducting studies, writing articles, and presenting at research conferences.
Affiliations: American Educational Research Association, UCLA Center X, Stanford History Education Group, Stanford Teacher Education Research Group, Stanford Center for Opportunity Policy in Education, 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 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 earned her administrative credential and her second Master's degree from UCLA. This research involved marginalization of English Learners and immigrants. Khachatryan completed her doctoral study at Stanford in 2016, researching feedback on teaching and teacher sense-making of feedback, as well as how feedback impacts teaching performance. Her first study, 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.
Areas of Interest/Expertise:
- Design-Based Implementation Research
- Researcher-practitioner partnerships
- Teacher leadership
- Social Justice
- Culturally Relevant Pedagogy
- Teacher professional development
- Feedback on teaching
- Formative and interim assessments
- Public Policy