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Equity. Access. Excellence.

Tracey RamirezPhone: 512.471.5055
Email: tmramirez@austin.utexas.edu

Dana Center Role

Tracey works within local and state educational systems to foster equity and access for all students in science. Using current research on science teaching and learning, she designs, develops, and facilitates professional development for science teachers and leaders. Tracey provides expert in-district, on-site support as well as ongoing maintenance and technical assistance for science instruction. In addition, she collaborates with districts and states to best address their specific concerns at a system level and capitalizes on their unique resources. 

Tracey works with to schools ensure that the curriculum resources and materials they use align to the state and national standards. She also helps districts modify and adjust their resources when curriculum materials do not align.

Before Joining the Dana Center

Tracey served three years as an elementary math and science curriculum facilitator. Her duties included creating and providing professional development in math and science, creating and aligning curricula and assessments, and modeling lessons in classrooms.

Prior to becoming a curriculum facilitator, Tracey spent 20 years as a classroom teacher, working with students in grades 1–5. She has also worked as an independent consultant for various school districts around the state of Texas. Tracey has been a frequent presenter at state and national math and science conferences, both in her previous work in public schools and in her current work for the Center.

Education

B.A., Elementary Education, The University of Texas at San Antonio 

Selected Publications

Elementary core science units: Earth processes. (2012). Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.

Elementary core science units: Force and motion. (2012). Austin, TX: The Charles A. Dana Center at The University of Texas at Austin.

Coauthored/Facilitated Professional Development Sessions 

OpenSciEd Virtual Sessions: Using Crosscutting Concepts to Support Sensemaking, Using the Driving Question Board to Support Coherence, Assessing Student Understanding to Inform Teaching and Learning

Using Formative Assessment to Improve Science Teaching and Learning

Using Recurring Themes/Crosscutting Concepts to Improve Science Teaching and Learning

Integrating the Scientific and Engineering Practices and Crosscutting Concepts into Science Instruction

A Study of the Standards—Next Generation Science Standards (NGSS)

NGSS and A Framework for K–12 Science Education/An Overview 

NGSS and A Framework for K–12 Science Education/Integrating the Crosscutting Ideas into Instruction

NGSS—Integrating Technology and Engineering K–12

Building a Strong Foundation: Developing Curriculum Framework Documents

Elementary Core Science Units—Earth Processes, Earth Science, Force and Motion, and Physical Properties

The Professional Teaching Model

Professional Memberships

National Council of Teachers of Mathematics

National Science Education Leaders Association

National Science Teachers Association

Science Teachers Association of Texas

Texas Council of Elementary Science

Texas Science Education Leaders Association