Misty Sato

Associate ProfessorMisty Sato

Head of School
Rehua 522
Internal Phone: 90513
In my pragmatic philosophy approach, I value purpose-driven and practice-centered knowledges while also valuing the need for shared ways of doing.

Qualifications

Research Interests

My research focuses on teachers and teaching across the career continuum, including teacher preparation, performance assessment of teachers, early career induction, teacher evaluation, teacher leadership, and policies that affect teachers and teaching. Most recently, I was part of an international team of researchers who studied how policies support high quality and equitable teaching in high performing jurisdictions around the world. My book focused on Shanghai and the Chinese national policy landscape. I am also interested in how teacher performance assessments can capture the complexity of teaching in authentic and reliable ways when implemented within local contexts and have directed the development and implementation of an equity-centered dispositions assessment system for teachers. Practice-centered program design for teacher education has also been a core part of my work for the past several years leading to several conference papers and a book in progress. I began my career as a middle school science teacher and continue to value the collaborative relationships that teachers develop regardless of where or who they teach. I hold a Ph.D. from Stanford University in curriculum and teacher education and a B.A. from Princeton University in geological sciences.

Recent Publications

  • Sato M. and Lloyd RM. (2019) Preparing effective teachers: Multiple approaches to ensure teaching quality and impact. .
  • Darling-Hammond L., Burns D., Campbell C., Goodwin AL., Hammerness K., Low E-L., McIntyre A., Sato M. and Zeichner K. (2017) Empowered Educators How High-Performing Systems Shape Teaching Quality Around the World. John Wiley & Sons. 304.
  • Sato M. (2017) Empowered Educators in China How High-Performing Systems Shape Teaching Quality. John Wiley & Sons. 156.
  • Fujimura Y. and Mistilina S. (2020) How Japanese education boards frame teacher education as a training, learning, and policy problem. Journal of Education for Teaching 46(1): 20-35. http://dx.doi.org/10.1080/02607476.2019.1708625.
  • Fujimura Y. and Sato M. (2022) Teacher Education Reform in Japan. In Khine MS; Liu Y (Ed.), Handbook of Research on Teacher Education: Innovations and Practices in Asia: 677-687. Singapore: Springer. http://dx.doi.org/10.1007/978-981-16-9785-2_33.