Services 2 — Emily Starrett, PhD

K-12 Experience

Currently, I serve as a Math Program Manager at Hamlin Robinson, a school that serves students with Dyslexia and other language-based learning differences. Within this role, I aim to support our teachers to provide inclusive, multi-sensory instruction. In addition to developing a scope and sequence for our math curriculum that best meets the needs of our student population, I am designing and facilitating professional development and workshops to enhance teachers’ awareness of effective instructional approaches. I am also partnering with the University of Washington to conduct research that best supports teachers’ instructional practices as well as exploring resources and problem-solving strategies that students who are struggling with math use to help them access grade-level content.
Previously, I designed and facilitated professional development experiences that support math and science teachers’ awareness and ability to use student uncertainty and curiosity as a driving force for their instruction.

My special education certification is cross categorical and I taught both self-contained and resource classrooms for seven years. I team taught in science, math, and language arts classes, became the math lead for special education, and created and taught an essentials math class for high school students who were struggling in regular education math courses.

I transitioned to teach secondary math full time in 2017 and taught in Arizona and Washington states prior to working on my PhD in Math Education. I taught Algebra, Geometry, and Algebra and Geometry Support classes.

In addition to academic courses, I have taught dance as an elective course as well as choreographed for musical productions both in Arizona and Washington. I taught at dance studios and gyms across Arizona and Southern California, directed and choreographed AZ local commercials, and continue to teach pop-up dance workshops around Phoenix, Arizona and Seattle, Washington.

Serving as the lead instructor, I designed the course syllabus to purposefully embed activities and discussions surrounding personal, pedagogical, and mathematical uncertainty

I supported the lead instructor by designing course assignments and assessments as well as provide student feedback for coursework