Spark Spotlight shines a light on an educator making a meaningful impact in their classroom and community. Together, we celebrate their creativity, inspiring stories, and unwavering dedication to SFUSD students’ success. 

This month, Spark spoke with Stephanie Clawson, 4th Grade Teacher at Paul Revere Elementary, to hear about her commitment to supporting literacy.

When asked when she first knew she wanted to become a teacher, Stephanie Clawson answers without hesitation: “My first and second grade teachers were both very strict and didn't really build relationships with students. But when I got into third grade, I had Miss Remaly - one of those unforgettable teachers. She was so warm and her classroom was so inviting that it just always stuck with me. I just thought that I would love to be one of those teachers!” An early love for reading also played a big role in her decision. As a child, Stephanie would secretly read under her desk when it was time for math or science. Little did she know that one day, she’d bring that same passion into her own classroom, nurturing a love of reading in her students.

About 18 years ago, shortly after graduating from Weber State University, Stephanie began her teaching career in third grade just north of Salt Lake City, Utah, where she grew up. When her husband was accepted to law school in California, she relocated to Sacramento, where she spent four years teaching special education before moving to San Francisco and joining SFUSD in 2015.

She initially taught third grade at Malcolm X Academy and at El Dorado Elementary School. After a few years, she felt the need for a change and stepped out of the classroom. She took on a role as a Positive Behavior Intervention Coach at Paul Revere School, where she worked closely with students in the Wellness Center alongside the school’s social worker. Using social emotional learning and restorative practices with students helped Stephanie develop a deeper understanding of how those practices can help steer a classroom environment: “I just feel like I know better how to create more of a trusting and caring community,” she smiles. When funding for that role ended, she was offered the opportunity to return to teaching—a move that reignited her passion: “Getting back with the kids really brought the joy back for me.”

To spark that same joy for reading in her students, Stephanie draws from a well-stocked teaching toolbox. One of her key strategies is offering students access to a wide variety of genres and ensuring they have the opportunity to read what truly interests them. “If a kid is really into fantasy, they might not always get that genre during class or small group reading—but when it comes to their independent reading time, that’s what they’ll be reading. I want them to enjoy reading,” she explains.

Stephanie is also enthusiastic about the new literacy curriculum recently introduced across SFUSD, which she sees as a valuable resource in supporting student engagement and reading outcomes: “I’m excited about this new curriculum because it offers a new story each week with different genres, different types of people, and places from around the world. Students are being exposed to all kinds of literature and a wide range of perspectives.”

Another way Stephanie inspires a love of reading in her students is through book clubs. One group recently finished Front Desk, a realistic fiction novel about a young girl who works at a motel with her family. For students reading at or slightly above grade level, Stephanie assigns reading sections along with specific roles. One student might be tasked with making connections between the book and other texts or something they’ve seen in the media. Another takes on the role of "plot picker," identifying the most important events in the assigned 50 pages. The following week, the group comes together to discuss their reading, bringing their insights to the table.

For students reading slightly below grade level, Stephanie noticed a recurring challenge: difficulty summarizing or making inferences about characters. In response, she began reading aloud with them, pausing frequently to discuss themes, vocabulary, and deeper meanings. For students who need additional support, she meets with them individually to focus on foundational phonics skills.

“When you give students the tools they need and show them they’re capable of growth, they get excited about it,” Stephanie shares. “They start to build confidence, and that helps them do even better. It becomes a cycle—when they see themselves improving, their confidence grows, and that fuels even more growth. That’s really inspiring to watch.”

For Stephanie, reading is more than just the foundation for success in every subject—it’s also a powerful confidence booster and a gateway to the wider world: “I have students who’ve never been to the beach. Some have never seen snow, even though Lake Tahoe is just a couple hours away,” she says. “Reading opens up so many different places they’ve never been. They get to experience those worlds through the words on the page.”

“Reading also builds empathy,” she adds. “It opens students up to people, cultures, and experiences they might not otherwise encounter. It’s so powerful for them to read about a kid in another part of the country—or the world—and realize they share similar feelings or challenges. Even when the experiences are different, they can still connect and empathize with the characters.”

It’s a full-circle moment for Stephanie, who used to read under her desk as a child—never imagining that one day she’d be passing that same love of reading on to her students. To her delight, her current class genuinely loves to read. “We did testing yesterday, so they didn’t get their independent reading time—and they were not happy about it!”she laughs. “I had to promise them we’d rearrange the schedule today to make time for it. It’s just such a joy to witness and support their love for learning and reading!”