Kirsten Daehler is dedicated to shaping how people engage in science learning and how teachers learn the complex art of teaching. As the Director of Science and Engineering, she brings national attention to teacher professional learning and research and development closely tied to classroom practices, with a particular emphasis on equity-driven education.
As the founder and Director of Making Sense of SCIENCE, she has helped develop a respectful and impactful model of professional learning with a proven track record of increasing student achievement, strengthening classroom practices, and supporting implementation of the Next Generation Science Standards. The comprehensive Making Sense of SCIENCE series and services build capacity among regional and statewide leaders, further STEM education, and benefit thousands of teachers each year.
Daehler also provides technical assistance to state and local agencies on standards implementation, teacher preparation, program evaluation, formative assessment practices, and integration of science and literacy.
She served as the lead teacher developer for the National Board for Professional Teaching Standards (NBPTS) portfolio; has won numerous competitive grants, including an Investing in Innovation award from the U.S. Department of Education; is a peer reviewer for the International Journal of Science Education; and has numerous publications focused on developing teacher expertise.
Daehler received an MA in secondary science education from San Francisco State University, and a BA in chemistry from Wellesley College. She began her first decade in education as a high school teacher, department chair, and coach; she is always a teacher at heart.