Peter Williamson is an Associate Professor, Teaching, at Stanford University. He is the Faculty Director of the Stanford Teacher Education Program (STEP) for Secondary Teachers. Before coming to Stanford, Peter was an associate professor at the University of San Francisco, were he co-founded the San Francisco Teacher Residency Program. He earned his doctorate at Stanford, and he studies urban education, English education, education with incarcerated youth, curriculum, and literacy. Peter began his career as a special education teacher working with students who were identified with emotional and behavioral challenges, and then later taught middle and high school English and journalism in the Bay Area’s urban schools.

Academic Appointments

Administrative Appointments

  • Director, Stanford's Teachers for a New Era initiative (2006 - 2008)
  • Co-founder and Chair, San Francisco Teacher Residency program (SFTR) (2009 - Present)
  • Director, Stanford Teacher Education Program for Secondary teachers (2015 - Present)

Research Interests

  • Collaborative Learning
  • Curriculum and Instruction
  • Diversity and Identity
  • Professional Development
  • Secondary Education
  • Social and Emotional Learning
  • Teachers and Teaching

2020-21 Courses

Stanford Advisees

  • Doctoral Dissertation Reader (AC)
    Tanya LaMar
  • Doctoral Dissertation Advisor (AC)
    Kimiko Lange
  • Master's Program Advisor
    Max Sala
  • Doctoral Dissertation Co-Advisor (AC)
    Karoline Trepper
  • Doctoral (Program)
    Kimiko Lange, Dan Moore, Kendra Sobomehin, Karoline Trepper

All Publications

  • Toward Clinically Rich English and Literacy Teacher Preparation: A Tale of Two Programs Innovations in English Language Arts Teacher Education Williamson, P., George, M. A. Emerald Group Publishing Limited. 2017: 185–202
  • Context as Content in Urban Teacher Education: Learning to Teach in and for San Francisco URBAN EDUCATION Williamson, P., Apedoe, X., Thomas, C. 2016; 51 (10): 1170-1197
  • Lessons for Teacher Educators about Learning to Teach with Technology Building Bridges Virmani, R., Williamson, P. Springer. 2016: 77–90
  • Unpacking practice with clinical instructional rounds in the San Francisco Teacher Residency program INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH Williamson, P., Hodder, L. 2015; 73: 53-64
  • Engaging literacy practices through inquiry and enactment in teacher education Literacy Teacher Educators Williamson, P. Springer. 2013: 135–147
  • Enacting high leverage practices in English methods: The case of discussion English Education Williamson, P. 2013; 46 (1): 34-67
  • Songs of the caged birds: Literacy and learning with incarcerated youth English Journal Williamson, P., Mercurio, M., Walker, C. 2013: 31-37
  • Literacy teacher educators: Preparing teachers for a changing world Kosnik, C., Rowsell, J., Williamson, P., Simon, R. Springer Science & Business Media. 2013
  • Applying the CEE Position Statement ' Beliefs about Social Justice in English Education ' to Classroom Praxis English Education Miller, S., Williamson, P., George, M., King, J., Charest, B., Bieler, D., Bolf-Beliveau, L. 2011; 44 (1): 63-82
  • Teaching Practice: A Cross-Professional Perspective TEACHERS COLLEGE RECORD Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., Williamson, P. W. 2009; 111 (9): 2055-2100