Curriculum and Instruction .
Room 235A PeikH
159 Pillsbury Dr SE
Areas of Interest
How teachers learn and develop their instructional practices, leadership, and teacher identities; Teacher education program design; Performance assessment for teachers; Teacher evaluation and policy; Assessment for learning integrated in science instruction; School science cultures
Mistilina Sato, PhD is an associate professor of teacher development and science education at the University of Minnesota-Twin Cities. She is the inaugural holder of the Carmen Starkson Campbell Chair for Innovation in Teacher Development. Her research focuses on teaching across the career continuum, including teacher preparation, performance assessment of teachers, early career induction, teacher evaluation, teacher leadership, and National Board Certification. Sato is currently the co-PI and Director of the Teacher Education Redesign Initiative and leads the Teacher Education Research Collaborative in her college. She served on the national design and standards setting team for the edTPA, a nationally available performance assessment for teacher candidates and has served on several Minnesota state task forces related to teacher evaluation. Sato began her career as a middle school science teacher NJ. She holds a Ph.D. from Stanford University in curriculum and teacher education and a BA from Princeton University in geological sciences.
2011 College of Education and Human Development’s Distinguished Teaching Award
2009 National Staff Development Council Best Research Award for “Improving teachers’ assessment practices through professional development: The case of National Board Certification.” American Educational Research Journal
2008 Research Fellowship from the Knowles Science Teaching Foundation
2008 Rising Star Award from the Women’s Philanthropic Leadership Circle, College of Education and Human Development, University of Minnesota, Twin Cities
2007 Kappa Delta Pi/AERA Division K Early Career Research Award. This award, made to a researcher in the first stages of the research career, recognizes a significant program of research on important problems in the areas of teaching or teacher education
CI 8132 Teaching Theory and Research
CI 8151 Paradigms and Practices of Teacher Preparation
CI 8152 Teacher Learning and Professional Development
Sato, M. (2014). What Is the underlying conception of teaching of the edTPA? Journal of Teacher Education, 65 (5), 421-434.
Sato, M., Hyler, M. E., Monte-Sano, C. B. (2014, Fall). Learning to lead with purpose: National Board Certification and teacher leadership development. International Journal of Teacher Leadership, 5(1). ISSN: 1934-9726
Sato, M., Kern, A. L., McDonald, E., & Rogers, C. (2010). On the rough ground: Instantiations of the practical across the teacher professional continuum. Teacher Education & Practice, 23 (1), 66-87.
Sato, M. & Lensmire, T. J. (2009). Poverty and Payne: Supporting teachers to work with children of poverty. Phi Delta Kappan, 90(5). 365-370.
Sato, M., Wei, R. C., & Darling-Hammond, L. (2008). Improving teachers’ assessment practices through professional development: The case of National Board Certification. American Educational Research Journal, 45(3), 669-700.
Sato, M., Jacobs, B. M., & Avery, P. A. (2008). Preparing Minnesota teachers for diverse contexts. CURA Reporter, 38(1), 23-29. Minneapolis: University of Minnesota, Center for Urban and Regional Affairs.