Profile: Sarah Woulfin
Sarah Woulfin studies the relationship between education policy, leadership, and instructional reform. Using lenses from organizational sociology, she investigates how leaders affect teachers’ responses to school reform. She has studied instructional coaching across multiple state and district contexts. She is a co-editor of Educational Researcher. In her doctoral work at the University of California, Berkeley, she focused on policy implementation and institutional theory. As a former urban public school teacher and reading coach, she was dedicated to strengthening students’ reading and writing skills to promote educational equity. As a scholar, her commitment to raising the quality of instruction motivates her research on how policy influences—and is influenced by—administrators and teachers.