Elizabeth’s research focuses on the school conditions and learning opportunities that support teachers in engaging in ambitious instruction, including opportunities for teachers to use curriculum, assessments, and inquiry-based practices to meet the goals of standards-based accountability policies. Her dissertation research examines how teachers in high-poverty schools understand and enact practices in response to the Common Core and how principals' leadership, teachers' collaboration with colleagues, and opportunities for professional development relate to this process. Her research interests include standards-based accountability policies, school improvement, teacher collaboration, and teacher preparation and development. Previously, Elizabeth taught elementary school in Oakland and San Francisco. Elizabeth received her BA in Spanish and Portuguese from UC Berkeley, an MA in Teaching from the University of San Francisco, and an EdM in Educational Policy and an EdD in Education Policy, Leadership, and Instructional Practice from Harvard University.