Teaching
I have 18 years of experience in teaching and teacher education. I earned my California Single Subject Teaching Credential in Biology with a Cross-cultural Language and an Academic Development (CLAD) authorization as well as my Ph.D. from Stanford University. In total, I have over 10 years of experience in public schools serving in various roles including as an ESL teacher in a Japanese middle school, a science teacher at Sequoia High School in Redwood City, California, and a substitute teacher in Memphis City Schools (now Shelby County Schools) in my hometown of Memphis, Tennessee. Additionally,I have served as a cooperating teacher and supervisor of teacher candidates for the Stanford Teacher Education Program as well as a supervisor for the School of Education at Chico State. Below are the courses I currently teach.
EDTE 302: Access and Equity in Education
Prospective teachers examine socio-political issues of education relative to current demographics of California schools, integration of multicultural education, and promotion of social justice. Candidates identify, analyze, and minimize personal and institutional bias and explore the complexities of living and teaching in a pluralistic, multicultural society. Candidates identify barriers English Learners experience in becoming full participants in the school program and strategies for assisting students in overcoming these barriers
EDTE 530: Fundamentals of Teaching Practice for Secondary Teachers
Teaching is an intellectual challenge that involves planning, facilitating, and reflecting on the process of student learning. Teacher candidates develop strategies necessary to create safe and structured learning environments and explore relationships among curriculum, instruction, assessment, and classroom climate to meet the needs of a diverse student population within a democratic society.
EDTE 532: Literacy Development
This course examines issues of language and literacy development for first and second language learners with an emphasis on the adolescent learner. Students in this course learn about disciplinary literacy development in science, math, ELA, history/social studies, art, music, PE, and agriculture secondary classes. We problematize the English Learner Label and move towards an understanding of humanizing and sustaining education practices for literacy development in a multilingual society.
I have 18 years of experience in teaching and teacher education. I earned my California Single Subject Teaching Credential in Biology with a Cross-cultural Language and an Academic Development (CLAD) authorization as well as my Ph.D. from Stanford University. In total, I have over 10 years of experience in public schools serving in various roles including as an ESL teacher in a Japanese middle school, a science teacher at Sequoia High School in Redwood City, California, and a substitute teacher in Memphis City Schools (now Shelby County Schools) in my hometown of Memphis, Tennessee. Additionally,I have served as a cooperating teacher and supervisor of teacher candidates for the Stanford Teacher Education Program as well as a supervisor for the School of Education at Chico State. Below are the courses I currently teach.
EDTE 302: Access and Equity in Education
Prospective teachers examine socio-political issues of education relative to current demographics of California schools, integration of multicultural education, and promotion of social justice. Candidates identify, analyze, and minimize personal and institutional bias and explore the complexities of living and teaching in a pluralistic, multicultural society. Candidates identify barriers English Learners experience in becoming full participants in the school program and strategies for assisting students in overcoming these barriers
EDTE 530: Fundamentals of Teaching Practice for Secondary Teachers
Teaching is an intellectual challenge that involves planning, facilitating, and reflecting on the process of student learning. Teacher candidates develop strategies necessary to create safe and structured learning environments and explore relationships among curriculum, instruction, assessment, and classroom climate to meet the needs of a diverse student population within a democratic society.
EDTE 532: Literacy Development
This course examines issues of language and literacy development for first and second language learners with an emphasis on the adolescent learner. Students in this course learn about disciplinary literacy development in science, math, ELA, history/social studies, art, music, PE, and agriculture secondary classes. We problematize the English Learner Label and move towards an understanding of humanizing and sustaining education practices for literacy development in a multilingual society.