Tess Englis

Biography

Dr. Tess Pono Englis is an experienced educator, STEM specialist, and researcher with over 20 years of teaching and instructional leadership experience in both the United States and the Philippines. She currently serves as a 5th Grade Teacher and STEM Research Adviser at Rice Intermediate School, San Carlos Unified School District in Arizona, where she designs and implements standards-based curriculum, integrates innovative teaching strategies, and mentors students in science research and engineering projects. She has successfully trained students for regional competitions, including the Arizona Science and Engineering Fair (AZSEF), demonstrating her commitment to advancing STEM education and student achievement. Dr. Englis holds a Master of Arts in Education major in Educational Management and has completed doctoral units in Research and Evaluation. Her scholarly work focuses on STEM education, teacher professional development, technology integration (TPACK), and culturally responsive pedagogy. She has authored and co-authored multiple peer-reviewed publications in international journals, including Frontiers in Education, with research addressing topics such as mother tongue-based instruction, parental involvement, inclusive education, and innovative instructional practices. Her work has received citations in academic platforms, reflecting its relevance and contribution to the field of education. In addition to her teaching and research roles, Dr. Englis actively contributes to academic evaluation and professional development. She has served as a judge in Master Teacher Demonstration Evaluations and has participated in research and peer-review-related activities, applying rigorous academic standards to assess instructional quality and scholarly work. Her expertise in curriculum development, assessment, and data-driven instruction enables her to support both student learning and teacher growth. Dr. Englis is deeply committed to educational excellence, equity, and innovation. She collaborates with educators, school leaders, and community stakeholders to promote culturally responsive and community-based learning approaches. Through her work, she continues to make meaningful contributions to improving teaching practices, advancing research in education, and fostering the next generation of learners and educators.

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