Emily Quinty cares deeply about inviting all students to participate in the process of inducing scientific principles from evidence and engaging in science practices, especially students who are traditionally underrepresented in science. She has experience teaching high school physics, earth science, biology, chemistry, computer programming and math in schools that serve culturally, linguistically, and socioeconomically diverse learners. She earned her undergraduate degree in Astrophysics from CU Boulder, became a Boettcher Teacher Resident, and graduated from the University of Denver with a Masters in Urban Education. As a NSF Master Teaching Fellow, Emily researched the impacts of explicit reflection prompts on learning and teaching, as well as identifying and analyzing actions of effective groups. Through her work as a staff developer at the Public Education and Business Coalition, Emily engages K-12 educators of all content areas across the country in discussions about our roles as stewards of transformative educational experiences. She facilitates workshops and professional development about math, science, literacy and numeracy. She supports teachers in transforming their instruction by utilizing the Cognitive Coaching® strategies. For PEER Physics, Emily leads the professional learning design and facilitation. She provides ongoing training for the PEER Physics facilitators and coaches. She also leads the development of the PEER Physics teacher’s guide and supporting resources.