Rebecca Rubin-Schlansky, Ed.D.

Rebecca Rubin-Schlansky, Ed.D., is an accomplished educator, instructional leader, and curriculum designer with nearly two decades of experience in secondary education. Currently serving as an Instructional Coach in St. Louis, Missouri, Rebecca works with teachers across all disciplines in grades 9–12 to strengthen culturally responsive teaching practices, deepen student-teacher relationships, and foster classroom environments that inspire curiosity and critical thinking. In this role, she coordinates, develops, and facilitates building-wide professional learning for faculty and staff, and co-leads global education initiatives, reflecting her commitment to global education and inclusive school communities.

From 2006 to 2024, Rebecca taught social studies where she designed and delivered courses in world history, women's studies, psychology, sociology, and AP World History. She also co-authored curriculum for The History of Social Change in the United States and co-founded the Student Inclusion Committee, a student-driven organization focused on equity and belonging. Her classroom practice consistently centered on culturally relevant pedagogy, empowering students to connect historical inquiry to contemporary social issues while developing civic awareness and analytical skills.

Earlier in her career, Rebecca helped launch and develop seminars in experiential learning. These interdisciplinary initiatives provided students with immersive, inquiry-based learning experiences that highlighted global perspectives—an approach that has remained central to her professional philosophy. Across teaching roles, she has been recognized for designing rigorous, meaningful curricula that elevate student voice and promote inclusive academic spaces.

Rebecca’s leadership is grounded in scholarship and research. She earned her Doctor of Education in Teacher Leadership from Maryville University, supported by a prestigious Macy Fellowship. Her dissertation, More than a Mention: Culturally Relevant Pedagogy and the Impact on High School Social Studies Students, examined how instructional practices rooted in students’ identities and lived experiences influence engagement and learning outcomes. This research continues to inform her coaching, professional development design, and advocacy for equity-centered instruction. She also holds a master’s degree in History from the University of California, Irvine, and a bachelor’s degree from Barnard College of Columbia University.
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As a professional development leader, Rebecca designs and facilitates workshops for teachers and administrators focused on curriculum innovation, relationship-centered teaching, and culturally responsive pedagogy. Her ability to blend research-based strategies with practical classroom application has made her a trusted partner to educators seeking to refine their practice.
Through her work as a coach, scholar, and teacher, she remains dedicated to advancing equitable instruction and empowering educators to create classrooms where all students thrive.