Bio


Peter Williamson is an Associate Professor, Teaching, at Stanford University. He served as the Faculty Director of the Stanford Teacher Education Program (STEP) for Secondary Teachers from 2015 to 2021. 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)
  • Faculty Director, Stanford Teacher Education Program (2015 - 2021)

Boards, Advisory Committees, Professional Organizations


  • Chair, No Bully (2004 - 2010)
  • Chair, San Francisco Teacher Residency program (2013 - Present)

Research Interests


  • Civic Education
  • Curriculum and Instruction
  • Diversity and Identity
  • Equity in Education
  • Literacy and Language
  • Poverty and Inequality
  • Professional Development
  • Race and Ethnicity
  • School Reform
  • Secondary Education
  • Social and Emotional Learning
  • Teachers and Teaching

2021-22 Courses


Stanford Advisees


All Publications


  • School, not jail: What educators can do to disrupt school pushout and mass incarceration edited by Williamson, P., Appleman, D. Teachers College Press. 2021
  • 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
  • Songs of the caged birds: Literacy and learning with incarcerated youth English Journal Williamson, P., Mercurio, M., Walker, C. 2013: 31-37
  • 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
  • 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