“Disciplinary Literacy doesn’t ask for all teachers to be general reading teachers; it asks for all educators to empower students to adopt and eventually adapt the language, genres, and modalities prized by each discipline.”- Megin Charner-Laird

Megin Charner-Laird is an associate professor in the School of Education at Salem State University, Salem, Massachusetts, where she also serves as the Lead Faculty for Assessment. Megin’s research and teaching focus on the ways that teachers learn and grow as professionals, how they respond to policy enactment, and how teacher leadership can serve as a lever for improvement in classrooms and schools. Megin’s work puts teachers at the center and is premised on the belief that teachers have the capacity to develop and enact the changes necessary to improve teaching and learning for all students.

Megin’s research and writing have been published in a number of journals, including Teachers College Record, the Journal of School Leadership, Educational Administration Quarterly, the Journal of Adolescent & Adult Literacy, Professional Development in Education, and the Journal of Staff Development. She served as an editor of Education Past and Present: Reflections on Research, Policy, and Practice, a volume celebrating the seventy-fifth anniversary of the Harvard Educational Review. Megin completed her master’s degree and doctorate at the Harvard Graduate School of Education. Prior to her studies there, she taught elementary school in California’s Bay Area.