Douglas Fisher

Douglas Fisher is professor and chair of educational leadership at San Diego State University and a leader at Health Sciences High & Middle College having been an early intervention teacher and elementary school educator. He is the recipient of an International Reading Association William S. Grey citation of merit, an Exemplary Leader award from the Conference on English Leadership of NCTE, as well as a Christa McAuliffe award for excellence in teacher education. Fisher has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as books, such as PLC+: Better Decisions and Greater Impact by Design, Building Equity, and Assessment-capable Learners. He can be reached at

All Articles

My Plan C: Preparing for the Next Wave: Making mid-course corrections to our COVID plans

By Douglas Fisher, Sharee Wells, Lesley Austin and Francisco Escobedo | September 10, 2020

The focus of the discussion will be on the ways systems are shifting to implement their Plans A, B, and C around in-person, hybrid, and distance learning for students. Additionally, panelists will share how their districts are reimagining professional learning during these unprecedented times.

5 questions PLCs should ask to promote equity

By Douglas Fisher, Nancy Frey and John Almarode | October 1, 2019

Five discussion questions make equity front and center in learning communities.

Power Plan

By Douglas Fisher | April 1, 2016

“There’s still a question on the table. How can we get our students to read more and better? I mean, they read what they have to, and they’re doing OK. But how do we ensure that they are ready for what comes after high school?” This comment, made by an English teacher at Health Sciences […]

Close and Critical Reading

By Nancy Frey and Douglas Fisher | April 7, 2015

“Close reading” refers to a level of understanding that students of any age can achieve with the right kind of instruction. In this webinar, authors Nancy Frey and Doug Fisher share an overview of a research-based instructional plan that teachers, schools, and districts can use to stretch students’ capacity to read and comprehend text. Sharing strategies […]