Annamarie Francois headshot

Annamarie Francois

Moore Hall 2320B
405 Hilgard Avenue
Los Angeles, CA 90095-1521

P: (310) 206-0023

Annamarie Francois

Associate Dean for Public Engagement

Annamarie Francois is Associate Dean for Public Engagement at UCLA’s School of Education & Information Studies, where she leads efforts to connect the School’s scholarship with the broader public through research-practice partnerships, policy engagement, and community collaborations. Dr. Francois also represents the University of California on the California Commission on Teacher Credentialing, where she contributes to statewide policy efforts to strengthen educator preparation and pathways into the profession.

As founding faculty director of the Transformative Coaching and Leadership (TCL) M.Ed. program, Francois helps shape a new generation of equity-minded coaches and leaders who lead with purpose, cultivate well-being, advance equity, and build stronger communities through sport.

Her work across K–12 and higher education is animated by a belief in education as a public good and by a commitment to what the late Congressman John Lewis called “good trouble.” Through her teaching, scholarship, and public engagement, Francois continues to create initiatives that advance equity in public education through innovative educator preparation, community schooling, and transformative leadership development.

Departments

Programs

Research Centers

Titles and Positions

  • Associate Dean for Public Engagement
  • UC Representative, California Commission on Teacher Credentialing
  • Board, National Center for Teacher Residencies

Education

  • Ed.D., Educational Leadership, University of California, Los Angeles
  • M.A., Administration, Supervision and Higher Education, California State University, Northridge
  • B.A., History, University of California, Los Angeles

Awards, Honors and Fellowships

  • Principal Investigator, UCLA STEM+C3 Teacher Residency Program (ED)
  • Principal Investigator, IMPACT Urban Teacher Residency Program: Inspiring Minds through a Professional Alliance of Community Teachers (ED)
  • Principal Investigator, California Subject Matter Projects at UCLA (UCOP)
  • Co-Principal Investigator, 21st Century School Leadership Academy Center (CDE)
  • Co-Principal Investigator, California Teacher Education Research and Innovation Network (UCOP)
  • Co-Principal Investigator, Next Generation STEM Teachers for Urban Schools: Recruiting, Preparing, and Mentoring UCLA Undergraduates for Innovative STEM Teaching (NSF)

Select Publications

  • Francois, A., and Hunter-Quartz, K. (September, 2021). Preparing and sustaining social justice educators for urban schools. Cambridge: Harvard Education Press
  • Francois, A., and Kawasaki, J. (in press, 2021). IMPACT: 10 Years of lessons learned from an urban teacher residency program.
  • Francois, A. and Kawasaki, J. (September, 2021). Learning to become a community teacher. In Francois, A. & K.H. Quartz (Eds.), Preparing and sustaining social justice educators (Chapter 2). Cambridge, MA: Harvard Education Press.
  • Nava, I., Isken, J. & Francois, A. (2020). Open the door to diversity: Teacher residencies in urban schools boost retention and achievement. The Learning Professional. Vol. 41 No.6.
  • Kawasaki, J., Clark, H.F., & Francois, A. (2020). Supporting novice teachers’ learning to enact a social justice framework of science teaching. In M. Gresalfi & I. Horn (Eds.), Proceedings of the Interdisciplinarity of the learning sciences: The international conference of the learning sciences (ICLS) 2020. Nashville: ISLS
  • Orange, T., Isken, J. Green, A., Parachini, N., Francois, A. (2019). Coaching for equity: Disrupt and transform practices that reveal implicit and explicit biases. The Learning Professional.
  • Kawasaki, J., Quartz, K.H., & Francois, A. (2019). Examining mentors’ ideas about being a social justice educator. Mid-western Educational Researcher, Special Issue on Mentoring.
  • Kawasaki, J., Anderson-Levitt, K.A., Nenadal, L., Tanio, N., Pham, J., Diera, C., and Francois, A. (2018). From theory to practice: How pre-service teachers learn to become social justice educators. In J. Kay & R. Luckin (Eds.), Proceedings of the Rethinking Learning in the Digital Age: Making the learning sciences count. The International Conference of the Learning Sciences, 2018 (Vol. 2, pp 713-720). London: ISLS.
  • Hunter-Quartz, K., & Francois, A. (2014). Learning to teach in residence. Huffington Post Education Blog.