How can concepts like “teacher identity” and “learning leader” transform how educators show up in the classroom? What is the difference between directive and generative scaffolding, and how can one be significantly more constructive for ELs? What roles can deep culture, identity, and instructional power play in crafting more equitable teaching styles?
We discuss these questions and much more with Tanji Reed Marshall, who was highly recommended by our friend Jeff Zwiers form Stanford Graduate School of Education. Tanji Reed Marshall, Ph.D., is the director of p-12 practice, leading Ed Trust’s Equity in Motion assignment analysis work. Prior to joining Ed Trust, Tanji worked in the Office of Academic Programs at Virginia Polytechnic Institute and State University to prepare the school of education’s accreditation with the Council for the Accreditation of Educator Preparation. Before that, she supported prospective secondary English teachers who were working to obtain licensure through the school of education.
You’ll find multimedia resources - including a transcript of this episode, accompanying blog posts, videos, collaboration opportunities, and more - on our learning community. For episode resources and additional content visit our EL Community page.
Download the full episode transcript here.

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