Anthony Villa is a doctoral candidate in Mathematics Education within the Curriculum and Teacher Education program. He earned a BS and an MS from California Polytechnic State University, San Luis Obispo in mathematics. Prior to Stanford, he taught secondary mathematics for eleven years at Foothill Technology High School in Ventura, CA. Working in collaboration with Hilda Borko and Rachel Lotan, his research interests include mathematics education, mathematical argumentation, student status, groupwork, and professional development for teachers.
Current Role at Stanford
Anthony Villa is an instructor for the Stanford Teacher Education Program (STEP). He teaches courses in Curriculum and Instruction for Mathematics and Equity & Schooling. Anthony is also a researcher and professional developer on a partnership to help train mathematics teachers as leaders within their own school sites through CSET.
Honors & Awards
DARE: Diversifying Academia, Recruiting Excellence (DARE) Fellowship, Office of Vice Provost for Graduate Education (2018-2020)
Stanford Community Impact Award, Stanford Alumni Association (May 2018)
Enhancing Diversity in Graduate Education (EDGE) Doctoral Fellowship Program, Office of the Vice Provost for Graduate Education (2014-2015)
Professional Affiliations and Activities
Member, National Council of Teachers of Mathematics (2002 - Present)
Member, California Mathematics Council (2003 - Present)
Member, American Educational Research Association (2016 - Present)
Member, Association of Mathematics Teacher Educators (2018 - Present)
Education & Certifications
Credential, California Polytechnic State University, San Luis Obispo, Secondary Education (2002)
MS, California Polytechnic State University, San Luis Obispo, Mathematics (2003)
BS, California Polytechnic State University, San Luis Obispo, Mathematics (2001)
Service, Volunteer and Community Work
President, GSE Student Guild (10/1/2014 - 6/18/2017)
The Graduate School of Eduation (GSE) Student Guild is an organization that arranges and develops activities and opportunities for the GSE.
Committee Member, GSE Students of Color (9/25/2017 - Present)
The committee works to foster community and advocate for students of color within the Stanford Graduate School of Education.
520 Galvez Mall, Stanford, CA 94305
Mathematics Instructor, Foothill Technology High School (8/1/2003 - 6/1/2014)
Anthony Villa taught secondary mathematics courses in Algebra, Geometry, Algebra 2, AP Calculus AB, and AP Calculus BC. In addition, he was a coach for the Speech and Debate Team, and AVID teacher, and a trainer for the mentor program.
100 Day Road, Ventura, CA
STEP Supervisor, Stanford University (8/1/2014 - 6/12/2015)
Supervise, evaluate, and mentor secondary mathematics teacher candidates through Stanford Teacher Education Program (STEP)
Professional Development, Stanford University (7/2015 - Present)
Center for Educational Research at Stanford, Stanford, CA 94305
The role of video-based discussion in model for preparing professional development leaders
International Journal of STEM Education
2017; 4 (1)
View details for DOI 10.1186/s40594-017-0090-3
The role of video-based discussion in model for preparing professional development leaders.
International journal of STEM education
2017; 4 (1): 29
This paper describes the Problem-Solving Cycle model of professional development and the Mathematics Leadership Preparation model of PD leader preparation. These models form the backbone of our current research-practice partnership project in which we are working with a large urban district to adapt these models to develop district capacity to support the implementation of a middle school mathematics curriculum aligned with Common Core State Standards (CCSS). We highlight the central role of video in the Problem-Solving Cycle and our approach to preparing teacher leaders to use video-based discussions to understand student thinking and instructional practices.The first phase of the research was designed to identify how the models were adapted to support the district goals for implementing their new CCSS mathematics curriculum and to understand the reasons for the adaptations. The analysis of multiple data sources revealed two overarching categories of adaptations that we made to refine the models to better support the district goals: addressing district priorities and addressing teacher leaders' limited experience. We made adaptations such as incorporating the district curriculum, addressing the needs of English learners, integrating the teacher leaders' learning of the Problem-Solving Cycle model into the leadership preparation session, increasing the emphasis on what it means to be an instructional leader, strengthening the role of modeling and debriefing activities to support leadership development, scaffolding the selection of video clips, and incorporating the use of rehearsals and debriefing activities to support leadership development.The implications of this work illustrate the need for researchers to be responsive to the context of their school partners if they expect their work to be meaningful. Using the frame of design-based implementation research proved to be an effective strategy for working with the district STEM leadership team and teacher leaders to adapt the Problem-Solving Cycle and Mathematics Leadership Preparation models to support district implementation of a new curriculum that necessitates shifts in teacher practices and for determining how to make video-based discussions more productive activities in the models.
View details for PubMedID 30631685
View details for PubMedCentralID PMC6310394