Dr. Jessica Dockter began her teaching career in an experimental middle school in Bloomington, MN, where interdisciplinary planning, interactive learning, and teacher leadership were central to the school's mission. This approach fostered Jessica’s belief in honoring students as creators of knowledge and encouraged the development of inclusive classroom communities. Her early experiences shaped her teaching philosophy, which is grounded in critical literacy frameworks, ongoing inquiry, and a commitment to student agency.

After eight years of middle school teaching, Jessica pursued a doctorate in literacy education at the University of Minnesota. Her research focused on critical literacy, sociocultural theories of education, and issues of race and whiteness in schools. During her studies, she discovered a passion for mentoring secondary English Language Arts teacher candidates. Upon completing her degree, Jessica became the Assistant Director of the Minnesota Writing Project, a network of educators dedicated to enhancing student literacy through collaboration. She later led the English Education program at the University of Minnesota, where she developed curriculum and taught ELA methods courses, including writing pedagogy, classroom discussion, backwards design, middle school practices, and culturally diverse literature for adolescents.

Throughout her career, Jessica has aimed to model a democratic, critical, and problem-posing pedagogy, positioning her own teaching as a reflection of engaged, student-centered classroom practices.

In recent years, Jessica has shifted her focus to family while continuing to write with colleagues in educational research, review manuscripts for educational journals, tutor students in reading, serve on school advisory boards, and work as an administrator for a local preschool. She also continues to teach and mentor pre-service teachers as an adjunct professor in her community.

Jessica joined the Teacher Advisory Board to share her expertise and support the development of tools and resources that address the evolving needs of teachers and students. She believes that the most powerful professional development comes from collaboration among educators. TAB’s "for teachers, by teachers" model, with educators as experts working together, is, to her, inspiring, empowering, and community-building.