Skip to main content

About Dr. C

Dr. Robb J. Christopherson


The Ideas That Drive Me

For Myself
“Life's most persistent and urgent question is, 'What are you doing for others?’”
Dr. Martin Luther King, Jr.

For My Work
“Never doubt that a small group of thoughtful, committed, citizens can change the world. Indeed, it is the only thing that ever has.”
Margaret Mead


Dr. Robb J. Christopherson is an experienced educational leader with nearly three decades of experience, deeply committed to transforming education at various levels. His educational journey began in a rural community in California's Central Valley as an ELA/Social Science teacher, where he first dedicated himself to making education inclusive and accessible.

Moving from the classroom to significant administrative roles, Dr. Christopherson's leadership as an elementary school principal, led to substantial growth, achieving a 140-point API increase in five years. His school team received notable awards, including the Title I Academic Achievement Award in 2010 and the California Distinguished School Award in 2011. His approach was marked by creative curriculum development, engaging instructional programs and active community involvement, setting a high standard for academic excellence.

At the district level, Dr. Christopherson led major initiatives in Curriculum & Instruction, overseeing the development of comprehensive curricula and leading tailored professional development. His work went beyond traditional teaching methods, embodying his philosophy of "Professional Learning & Doing" (PL&D). This approach stresses the importance of not just learning but actively applying new knowledge. Dr. Christopherson often states, "New experiences change perceptions and, in turn, those changed perceptions shape new behaviors," emphasizing the power of experiential learning and the requirement of consultants to continuously offer educators these new experiences.

Rejecting the temporary "Blow in. Blow off. Blow out." model often seen in educational consultancy, Dr. Christopherson advocates for a long-term partnership with schools and districts. Consultancy should start with a detailed needs assessment, ensuring that each professional learning session is carefully tailored to meet the specific goals of the district and the unique needs of its students. "Real educational consultancy doesn't just fill a day with learning but plants seeds for lasting growth," Dr. Christopherson often remarks, highlighting his commitment to enduring educational impact.

Dr. Christopherson knows that professional development workshops should be designed to empower educators to not only learn new information but to effectively implement it in their practices. He often says, "We must give commissions to educators at the end of a PL&D session-tasks for them to Learn, Do, and Report back on. This cycle encourages continuous collaboration and professional growth."

His university teaching over 19 years at the University of Phoenix and CSU, Fresno has further allowed him to shape future educators prepared to handle the challenges of modern educational environments. Dr. Christopherson’s teaching and consultancy are grounded in solid research, ensuring his methods are effective and evidence-based.

Recognized with multiple awards for his leadership and innovative approaches, including the Crystal Award for Leadership and Success, Dr. Christopherson is a passionate advocate for equitable education. He champions the idea that "education is not just a path to opportunity but the vehicle by which we ensure all children have the skills and knowledge necessary to succeed in college or the workforce."

Through his professional consultancy, active blog and contributions to educational forums, Dr. Christopherson continues to share his insights to support the education community in ensuring that ALL students have equitable opportunities.






Popular posts from this blog

Preparing for the 2025 Math Textbook Adoption: A Pathway to Equity and Excellence

A Summary of California Mathematics Textbook Adoption Preparation Available from Equivale Alliance To Request a Copy of the 77-page Guidebook, Please Click This Link. No Cost. No Commitment. As California’s 2025 math textbook adoption approaches, districts have a crucial opportunity to shape the future of their students’ education. The decisions made now will affect how math is taught and learned for years. This guidebook by Equivale Alliance highlights why preparation must start now, outlining eight critical considerations that will ensure the selection of high-quality, equitable instructional materials. Here’s why districts should begin planning and a snapshot of the guide’s key strategies. Why Prepare Now? Textbook adoption isn’t just about picking a new set of books; it’s a significant decision that impacts every classroom and student. By preparing early, districts can align instructional materials with both state priorities and the needs of their students. The updated California M...

"How Not Trying So Hard Makes You a Better Teacher: The Backwards Law in Action" or "Understanding the Backwards Law & Applying It in the Classroom"

“True growth in teaching comes not from striving harder, but from embracing the ease of letting go and fostering natural curiosity.”   The Backwards Law?   The Backwards Law, a concept introduced by philosopher Alan Watts, suggests that the more we chase after something, the more we push it away, often achieving the opposite of what we desire. This paradoxical idea can be seen in various aspects of life and work. For instance, the harder we strive for happiness, the more elusive it becomes. This is because intense focus on a desired outcome can lead to increased anxiety and dissatisfaction, making the goal harder to achieve.   Consider happiness. When people constantly strive to be happy, they often scrutinize their lives for signs of unhappiness, becoming more aware of what they lack. For example, someone who compares their life to others on social media may feel more inadequate and less satisfied, despite their efforts to be happy.   Similarly, overworking in the p...

Evaluators on Autopilot: Is Data Crunching Drowning Out Educator Insight? Or Beyond the Numbers: Is It Time to Rethink Data-Driven Decisions in Education?

  The real power of data in education isn’t fully realized when it’s just about collecting scores and ticking off assessments. I spent a good portion of my time in my doctoral program focused on my emphasis—Assessment and Evaluation. Though often used interchangeably by educators, these terms have different, more than just nuanced, definitions and roles. I believe that since these two terms are often considered synonyms, the depth of knowledge and understanding of the term “evaluation” has basically been lost. The term “data-driven decisions” is ubiquitous in education and often a hallmark of a skilled educator. Data’s real worth, however, comes from the questions it makes us ask, not just the answers it provides. Research by RAND emphasizes this point: “having data alone does not guarantee effective decision-making” (Marsh, Pane, & Hamilton, 2006, paraphrased). This observation underscores the importance of advancing beyond mere data collection to a deeper, more strategic use ...