Sally Baer, NBCT, M.Ed., M.A. is a dedicated educator and advocate whose work centers on advancing equity and excellence in teacher preparation, with a particular commitment to multilingual learners. With extensive experience in roles as an NBCT Regional Coordinator at Renton School District, Multilingual Learner Facilitator, and a Ph.D. student and researcher at Seattle Pacific University, Sally brings a deep understanding of how language, culture, and identity shape teaching and learning. In her everyday practice, Sally consistently works to ensure that multilingual learners are not only supported but affirmed as assets within educational spaces. Her approach reflects a strong commitment to culturally and linguistically responsive pedagogy, as well as to preparing educators who can meet the needs of diverse student populations. Within CCTE, Sally is especially proud of serving as a persistent advocate for multilingual learners—elevating their needs in conversations about policy, practice, and program design. Her contributions help ensure that equity remains central to educator preparation across California.
What is your area of expertise?
“I am a strong advocate for building culturally responsive, sustainable frameworks to elevate accountable talk and create equitable opportunities for every student to enter into academic discourse. I have presented this topic at conferences in WA and CA; I will present in OR and CT this winter. I am passionate about my role as a Regional Coordinator for OSPI, growing NBCTs in WA and across the nation, specifically in certification areas that serve our most vulnerable and marginalized students. I am proud my monthly newsletter on LinkedIn, “Multilingual Memo,” which spotlights tips, strategies, resources and best practices that support and lift up our multilingual families and students. As a PhD student, I am focusing my research on translanguaging pedagogy and building teacher agency for supporting our MLLs; every teacher is a language learning teacher and should feel confident and empowered to do so!”
How long and in what capacity have you served CCTE?
I presented my research and work around the power of accountable talk and integrating talk moves in our learning communities during the Fall CCTE virtual conference. I also published my article, “From the Classroom: Teaching Reflections for Elevating Academic Language and Accountable Talk for Every Student Using “Talk Moves” in the CCTE Fall 2025 Monograph.
How do you achieve your commitment to equity, excellence, and innovation in educator preparation in your everyday work as a teacher educator? In your work for CCTE?
In addition to my commitment to equity, instructional excellence and educational innovation for my students, I continue to support the work supporting our National Board candidates as they pursue certification and grow in their respective practices, all in grateful service to our families and students. All students deserve to learn from the most accomplished and reflective practitioners and educational leaders.
How did you become actively involved with CCTE?
Presenting, publishing and advocacy that supports every student, family and educator.
What are you most proud of accomplishing in your work with CCTE members?
I am humbled to have the space and agency to share my passion for this important work through facilitating workshops and publishing research that will help to build equitable frameworks of teaching and learning.