Chelsea Mabie has worked in a variety of K-12 settings in Oregon. As a classroom teacher, she taught kindergarten, third, and fourth grades and also served as a build-based literacy coach. For the past few years her focus has been on supporting teachers’ professional learning, holding several roles with Eugene School District 4J. Currently she serves as the Elementary Humanities Teacher on Special Assignment (TOSA) support literacy and social studies initiatives with the district. She holds an Oregon Professional Teaching License with a reading specialist endorsement.
Ms. Mabie has also served on several national projects with a variety of groups like Student Achievement Partners, LearnZillion, and most recently served on the ETS Praxis Reading Specialists National Advisory Committee. Closer to home, she has worked on the Oregon Department of Education ELA & Literacy Instructional Materials Committee and was co-coordinators of the statewide ECET2 conference.
She is currently extending her own studies as a doctoral student in literacy with St. John’s University. Her focus during this work has been on elementary literacy instruction, preservice teacher training, and educator professional learning.
M.A., 2012, Oregon State University, Corvallis, OR Major: Education with a Focus on ESOL
B.A., 2008, University of Portland, Portland, OR Major: Elementary Education with Reading Specialist Training
Mabie, C. (2020) "Not So Different After All: Examining the Shift from Oregon Teacher Work Sample Methodology to edTPA," Northwest Journal of Teacher Education: Vol. 15: Iss. 1 , Article 7. DOI: 10.15760/nwjte.2020.15.1.7