Kirsten Daehler

Overview

Kirsten Daehler is Senior Director of Science at WestEd, the Founder and Director of Making Sense of SCIENCE (MSS), and a senior research associate. Her work in the field has led to respectful and effective models of teacher professional learning that strengthen classroom practices and have a proven track record of increasing student achievement. Her work helps build leadership capacity in districts and regions across the United States to support next generation science learning and engaging STEM education in both formal and out-of-school time settings. 

At WestEd, Daehler leads strategic efforts to develop and test novel materials, tools, and educational supports; conduct research and evaluation projects; and provide professional learning and technical assistance to advance science and engineering teaching, learning, and achievement. Her research interests and publications are internationally known and focus on expert teacher knowledge, children’s science thinking, and teacher pedagogical content knowledge. Areas of emphasis include equitable educational practices, data fluency, integration of science and literacy, standards implementation, administrator and leadership development, formative assessment, and program evaluation. 

As a former chemistry and physics teacher, Daehler is always a teacher at heart, with a driving passion for transforming the way educators learn the complex art of science teaching. In 1994, she served as the lead teacher on the National Board for Professional Teaching Standards (NBPTS) project, contributing to the development of a national assessment for accomplished high school science teachers. Daehler holds a BS in chemistry from Wellesley College and an MA in secondary science education from San Francisco State University. 

Education

• MA in secondary science education, San Francisco State University 
• California Teaching Credential in physical science, San Francisco State University 
• BA in chemistry, Wellesley College 

Select Publications

Wong, N., Elsayed, R., Nilsen, K., Perez, L. R., & Daehler, K. R. (2024). Centering educators’ voices in the development of professional learning for data-rich, place-based science instruction. Education Sciences, 14(4), Article 356. https://doi.org/10.3390/educsci14040356  

Elsayed, R., Clark, J. G., Daehler, K. R., & Bloom, N. E. (2022). A practical guide for out-of-school-time professionals to promote inclusion and engagement in STEM learning. PLANETS; Northern Arizona University; WestEd.

Daehler, K. R., & Finzer, W. (2021). Indicators of data fluency: What am I looking for? @Concord, 25(2), 4–6. https://concord.org/newsletter/2021-fall/indicators-of-data-fluency/  

Carlson, J., & Daehler, K. R. (2019). Chapter 2: Repositioning of PCK in teachers’ professional knowledge: The Refined Consensus Model of PCK. In A. Hume, R. Cooper, & A. Borowski (Eds.). Repositioning pedagogical content knowledge in teachers’ professional knowledge. Springer.  

Daehler, K. R., & Folsom, J. (2017). Making sense of SCIENCE: Matter for teachers of grades 5–12 (2nd ed.). WestEd. 

Heller, J. I., Daehler, K. R., Wong, N., Shinohara, M., & Miratrix, L. (2012). Differential effects of three professional development models on teacher knowledge and student achievement in elementary science. Journal of Research in Science Teaching, 49(3), 333–362. 

Honors, Awards, and Affiliations

Paul D. Hood Award for Distinguished Contribution to the Field—Issued by WestEd, January 2012. 

International Journal of Science Education, Reviewer  

Recent Media Appearances

The Key to Good Science Teaching, Education Week, October 25, 2016.