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Chris Bradford

Assistant Professor of Education
Director of Clinical Experiences

B.A., St. Norbert College (’04)
M.A., Viterbo University (’11)
Ph.D., University of Wisconsin-Madison (’16)

Programs: Education

Chris Bradford is the Director of Clinical Experiences and Assistant Professor of Education.

As the Director of Clinical Experiences, Chris works collaboratively with regional school districts to design and implement the clinical aspects of the teacher education programs that St. Norbert College offers. He serves as instructor for the student teaching and sophomore block seminars, and is excited to build new partnerships with schools around innovative ideas and field experiences for the Education discipline’s exciting new programming.

As an instructor, he partners with students to design inclusive spaces that tackle current ideas/practices, and he empowers students to create relevant, meaningful, and ambitious material themselves as a result. Many of his courses include a community-engaged or experiential-learning component. For his work during the 2020-21 academic year, he was awarded the David L Klopotek Innovative Teaching Award.

His research focuses on how people learn to teach, and the many factors that support/hinder the process of becoming an ambitious, equitable educator during teacher education.

EDUC 440/445 Student Teaching
EDUC 249 Pre-Student Teaching Experience: Elementary School
EDUC 278 Positive Behavior Supports & Assessments
EDUC 287 STEM Teaching Methods
EDUC 269 Fine Arts and the Growth of Young Children
EDUC 281 Teaching Children with Exceptionalities


  • Bradford, C., & Braaten, M. (2018). Teacher evaluation and the demoralization of teachers. Teaching and Teacher Education, 75, 49-59.
  • Braaten, M., Bradford, C., Kirchgasler, K., & Barocas, S. (2018). Using data meaningfully to teach for understanding in middle school science. In: N. Barnes & H. Fives (Eds.) Cases of Teachers’ Data-Use. pp 80-95
  • Braaten, M., Bradford, C., Kirchgasler, K., & Barocas, S. (2017). How data use for accountability undermines equitable science education. Journal of Educational Administration, 55(4), doi: 10.1108/JEA-09-2016-0099
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