Preparing Teachers for Diverse Classrooms

Preparing Teachers for Diverse Classrooms
Event date
Claire Cavallaro, Professor and Dean Emeritus, CSU Fullerton

This webinar aims to inform and inspire teacher educators to engage in ongoing conversations focused on preparing teachers to promote just, equitable and inclusive education in California’s diverse classrooms.  Within this broad topic, a panel of CSU faculty (see panel BIOs b below) will share strategies and resources they use to help teacher candidates address issues related to bias and equity, both in coursework and in practice in Pre-K -12 school settings.  Participants will also share ways they connect with colleagues to move this agenda forward within their own professional context. 

Tina Cheuk: an Assistant Professor of the Elementary Science Education at California Polytechnic State University in San Luis Obispo. Her work is focused on language and literacy development practices in K-12 science education for culturally and linguistically diverse learners.

Bre Evans-Santiago: an Assistant Professor in the Teacher Education Department at California State University, Bakersfield. Her research focuses on culturally-sustaining pedagogy and practices in TK–8 schools. Dr. Evans-Santiago also has research experience in improvement science as it relates to educational programs. Her current research projects include, but are not limited to lesbian, gay, bisexual, transgender, and queer issues in education and underrepresented minority youth. Her new book “Mistakes we have made: Implications for social justice educators” was released February 2020. She also has published work in Young Children and New Teacher Advocate.

Nat Hansuvadha: a professor in the departments of Liberal Studies and Advanced Studies in Education & Counseling at CSU Long Beach. She teaches both undergraduate and graduate students and serves as the program coordinator of the Master of Science program in Special Education. As a former classroom teacher, Dr. Hansuvadha is committed to preparing effective teachers, who advocate for and teach all students. Consequently, her greatest influence and responsibility to prepare inclusive and culturally responsive teachers are her two daughters, who are biracial. Dr. Hansuvadha co-developed the Urban Dual Credential program and is engaged in state-wide efforts to ensure teacher educators’ access to evidence-based practices in inclusive education.

Saili S. Kulkarni: an Assistant Professor of Special Education at San José State University. Her research highlights the beliefs of special education teachers of color using Disability Studies and Critical Race Theory (DisCrit). Dr. Kulkarni was an Assistant Professor of Special Education at California State University, Dominguez Hills from 2015-2018 and received her doctorate from the University of Wisconsin-Madison. Prior to her academic work, she was an inclusion specialist in Oakland Unified School District where she worked with students with mild/moderate and moderate/severe disabilities in elementary and middle schools. Dr. Kulkarni is a member of the Edward Alexander Bouchet Honor Society and continues the society's mission of supporting and mentoring students of color.

Valerie Ooka Pang: a Professor at San Diego State University in the School of Teacher Education. Her specializations are equity and diversity in schools, culture in the curriculum, culturally relevant education, social studies, and Asian American and Pacific Islander education. She has published in journals such as Educational Researcher, Harvard Educational Review, The Kappan, Social Education, and Action in Teacher Education. Her latest book is Diversity and Equity in the Classroom, Cengage publishers.

Colette Rabin: a Professor in the Department of Teacher Education at San Jose´ State University, where she teaches in the joint credential/Masters teacher preparation program. Previously she taught grades kindergarten through middle school for twelve years. Her research interests are in care ethics, social justice, co-teaching, sustainability, and social and emotional learning. Recent publications include, “Co-Teaching: Collaborative and Caring Teacher Preparation,” in the Journal of Teacher Education, “Social Studies from a Care Ethics Perspective in an Elementary Classroom in Social Studies Research and Practice,” and “Don’t Throw the Rocks: Cultivating Care with a Pedagogy called Rocks-in-the-Basket” in Journal of Research in Childhood Education.

Briana Ronan: an Assistant Professor in the School of Education at Cal Poly San Luis Obispo, where she teaches in the Multiple Subjects and SABE (Spanish Authorization for Bilingual Educators) Programs. Ronan earned her doctorate in education with a specialization in language, literacy and technology and her master's degree in International Educational Development from Teachers College, Columbia University. Ronan’s research interests are in multimodal and multiliteracy practices of emergent bilingual students and technology initiatives for academic language development.

Ginger Simon: Educator Preparation Data Coach for the CSU Educator Quality Center (EdQ). She has extensive experience in K-12 school reform, specializing in educator quality and continuous improvement. In her recent experience as Director of Professional Capital for CORE Districts and Senior Associate for FourPoint Education Partners, she facilitated networks of educators in building consensus and creating systems for continuous improvement. As EdQ Data Coach, she works to help both individual CSU educator preparation programs as well as networks of CSU campus leaders to use data available through the EdQ DataView Dashboard and other sources, helping them to reach their program improvement goals.

Daniel Soodjinda: an Associate Professor of Teacher Education and Liberal Studies at California State University (CSU) Stanislaus, where he teaches in the areas of educational foundations, educational equity/social justice, instructional methods, assessment, and instructional technology. His research in this area has been published in the Journal of Race, Ethnicity, and Education (REE) with an article titled, Invisible Asian Americans: the intersection of sexuality, race, and education among gay Asian Americans. He has served on the California Teaching Performance Assessment (CalTPA) redesign and leadership team, and he has just launched a project that investigates how well the CalTPA functions from an asset-oriented framework that is grounded in equity.

David Sandles: received his Ed.D. in Educational Leadership from Fresno State University in 2013 and currently teaches at CSU Bakersfield. His research interests include early literacy development among underserved populations, Black male teacher recruitment, retention, and efficacy, and creating equitable structures within classroom contexts. To effectuate change in each of these areas, he believes the interrelationship between research-based instructional practices and equity-oriented paradigms as paramount inclusions.

Taquan Stewart: serves as Faculty Advisor for the CalStateTEACH. With 25 plus years in the K-16 setting, he has also served as principal and executive director. Dr. Stewart’s interests lay in the achievement/opportunity gap in science, urban education, culturally responsive pedagogy, and the pre-school to prison pipeline. In 2017 Dr. Stewart released Thoughts of a Ghetto Scatterbrain: The EP – a text using the intersection of science fiction and critical race to jump start the minds of educators
(teachers, administrators, parents, family and community members). As a teacher educator, Dr. Stewart stresses a humanizing pedagogy.

Pia Lindquist Wong: joined the College of Education at Sacramento State University in 1995 to teach multicultural education, critical pedagogy and educational research. Currently Associate Dean for Research and Engagement, she has secured over $8 million in external funding to support high quality urban teacher preparation. She studies urban professional development schools, urban teacher education, and democratic educational reforms in Brazil. Her publications include Education and Democracy: Paulo Freire, Education Reform and Social Movements (1998) (with Maria Pilar O’Cadiz and Carlos Alberto Torres), edited Prioritizing Urban Children, Teachers and Schools (with Ronald Glass), and written articles for Comparative Education Review, Teacher Education Quarterly, and Journal of Educational Policy.