Erik Ringsby serves as instructor of special education at Dordt University.
Certified in cognitive coaching, advanced cognitive coaching, and adaptive schools, Ringsby’s research interests include multi-tiered systems of support (MTSS), leveraging standards to identify entry points for all learners, and instructional coaching (mediating thinking).
Prior to Dordt, he supported student learning and educator development as an instructional coach and special education teacher in the Ames Community School District, providing professional development in areas like MTSS. Committed to fostering a collective body for holistic student learning in and out of the classroom, Ringsby was also involved as a middle school coach for sports such as volleyball, basketball, and track.
Called to find evidence-based, creative, and imaginative ways for all image bearers to be seen, learn, and grow, Ringsby is continuing his education as a doctoral student in Educational Practice and Leadership with a focus on Teacher Education at the University of North Dakota.
“God’s good design is for all students to flourish, and I am motivated to find creative and imaginative ways to meet the academic, behavioral, social, and emotional needs of all students,” explains Ringsby.
Outside of the classroom, Ringsby regularly partners with local schools to administer universal screeners and regularly co-teaches, employing evidence-based teaching practices. He also serves on Dordt’s instructional coaching team and writes for the In All Things blog.
In his free time, he enjoys playing guitar and singing on the worship team at his church, playing basketball, and spending time with family.
Education:
True student flourishing requires more than academic success—it depends on a culture where joy, connection, and community are valued alongside curriculum. What kinds of spaces are we creating to foster joy and a sense of belonging in our schools?
To teach Christianly is to respond to the full humanity of each learner. How might schools be transformed if we saw teaching as covenantal care for every student?
