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

2019-20 Courses

Stanford Advisees

  • Doctoral Dissertation Reader (AC)
    Liam Aiello
  • Master's Program Advisor
    Arman Kasumyan, Marcus Kevorkyan, Kristen Kim, Aislinn Klein, Zach Larsen, Kelsey Larson, Edda Lieja Carrasco, Matthew Lin, Michelle Lo, Kaitlyn Loop, Karla Lopez, Meilin Lu, Perla Luna, Michael Mahoney, Sadira Matin, Meghan Mozea, Sarah Nelson, Rosie Nguyen, Anna Perry, Rachel Peterson, Maddie Pierson, Zachary Porter, Maria De Jesus Ramos Mendez, Michelle Reed, Jesus Rojas, Ali Roussel, Max Sala, Justin Shieh, Guillermo Soria, Emma Streff, Noah Taxis, Laney Teaford, Gaurav Thayil, Saida Villeda, Robin Weston, Jenny Zheng
  • Doctoral Dissertation Co-Advisor (AC)
    Karoline Trepper
  • Doctoral (Program)
    Kimiko Lange, Dan Moore, 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
  • 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