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Essential Questions 

  • How can we create structures that will build the capacity of teachers to cultivate academic student discourse in the classroom?

  • How do we know quality academic student discourse is being cultivated in the classroom? 

Event Information 

Wednesday, December 13th 4:00p - 5:00p

Live Link:


Interested in participating in this virtual consultancy call? 


or email Dean with any questions!

About the Experts

Vinci Daro

Vinci Daro is Associate Director of Mathematics Learning at Understanding Language/Stanford Center for Assessment, Learning, & Equity (UL/SCALE), and currently serves as mathematics director for the Building Educator Assessment Literacy (BEAL) professional development project. Prior to her work with UL/SCALE, Vinci worked with Ann Shannon & Associates doing professional development with teachers in Kentucky and New York City focused on the Shell Centre Formative Assessment Lessons (Classroom Challenges).

In the late 1990s, she taught mathematics at both Seattle Central Community College and Middle College High School (in Seattle), and has spent the past 18 years developing K-12 mathematics curricula, assessments, and professional development on many different projects, including projects with Learning in Motion, Better Lesson, and the Achievement Network. She holds a Ph.D. in Cultural Anthropology from the University of North Carolina, Chapel Hill, and a BA in Mathematics and Anthropology from the University of California, Santa Cruz.


Phil Daro

Phil Daro served on the writing team of the mathematics Common Core State Standards. He continues to work on implementation and policy issues related to the Common Core. He is the lead designer, mathematics, for the pad based Common Core System of Courses developed by Pearson Education. He also works in a partnership of the University of California, Stanford and others with the Oakland and San Francisco Unified School Districts for the Strategic Education Research Partnership (SERP), with a focus on mathematics and science learning.

Previously, Daro was a Senior Fellow for Mathematics for America's Choice, the executive director of the Public Forum on School Accountability, directed the New Standards Project, and managed research and development for the National Center on Education and the Economy. Daro has directed large-scale teacher professional development programs for the University of California, including the California Mathematics Project and the American Mathematics Project.


James Malamut

James (Jim) Malamut is a Math Development and Research Associate at the Stanford Graduate School of Education. Prior to his work with Stanford, Jim spent the past six years in the classroom as both a teacher and math coordinator. He previously was a founding math teacher at East Bay Innovation Academy in Oakland and a teacher and middle school math coordinator for Sankofa Freedom Academy Charter School in Philadelphia.


Annie Kuo

Annie Camey Kuo is a Postdoctoral Scholar at Understanding Language/Stanford Center for Assessment, Learning, and Equity (UL/SCALE). Prior to joining the team, she worked with pre-service and in-service 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. Her dissertation focused on the adolescent English learner experience with problem-based learning across mainstream content areas. Annie 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. She is a 1.5- generation immigrant from Taiwan and has taught ESOL at the secondary and college level in Los Angeles and New York. Annie’s research interest is broadly around English learners and currently focuses on the student experience and problem- and project-based learning.


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