Professional
Experience in P-12 Schools
Adonay Antonio Montes / Ph.D
HIGHER EDUCATION
CLAREMONT UNIVERSITY / Professor/
Faculty in the School Counselor Preparation Program / Assistant Professor / YES
Scholarship:
Publications –
Adonay A. Montes, Ph.D., (2010). Multiculturalism: Understanding the ‘Multiple Worlds’ Traveled by Latino Students in California Schools. California Association of School Counselors (2010).
Montes, A & Rodríguez-Valls, F. (2008) Vernacular Conversations on Immigration and Border-Crossing: A Narrative-Oriented Action Research Project. Revistas de Migraciones Internacionales (pp. 131-142). (4), 3. January-June, 2008.
Rodríguez-Valls, F. & Montes, A. (2008). Professor give me some knowledge, I do not have time to think: College Expectations, Knowledge and/or requirement? GUNI—Global University Network Innovation—Journal Online. (8) July 2008
Manuscripts Under Review –
Cultural awareness through self-reflection: Enriching counseling practices on the students and families’interests(manuscript under review in the Counseling Education and Supervision Journal).
Research in Progress:
Adonay A. Montes, Ph.D., Heidi Coronado, M.S., Laurie Schroeder, Ph.D., & Kathy Elderson, M.S. (2010). Development of a Professional Bilingual Bicultural Certificate Program.
Cleveland Hayes, Ph.D., Adonay Montes, Ph.D., & Arturo Molina, M.S., (2010). Latino Males Armed and Dangerous: Weapons of Mass Deconstruction.
Adonay A. Montes, Ph.D., & Laurie Schroeder, Ph.D. (2010). Action Based Field Work: Training Counselors to Become Social Agents in Schools and Communities.
International Presentation-
Rodriguez – Valls, F. & Montes, A. (April 2008). Professor give me some knowledge, I do not have time to think: College Expectations, Knowledge and/or requirement?
Universitat Politecnica de Catalunya. 4th International Barcelona Conference on Higher Education- Higher Education: New Challenges and Emerging Roles for Human and Social Development, Barcelona, Spain.
Montes, A. & Rodriguez – Valls, F. (July, 2006). Vernacular Voices on Immigration and Border-Crossing: A Narrative Oriented Action Research. Universidad Pedagogica
Nacional. 6th Border Pedagogy Conference – Taking steps toward the transformation of
education: Border Challenges, Tijuana, Mexico.
National Presentations-
Nuestra America in the U.S.? – A U.S. Latino/a Studies Conference. Presentation: Latino Parents Acuities on Schooling: Cognitive Integration vs. Cultural Infusion. (The University of Kansas, February, 2008).
State Presentations-
Montes, A., Coronado, H., Schroeder, L. (July, 2010). Counseling for Social Justice: A study of first generation Latina/o Counseling Candidates and their k-12 schooling experiences. Social Justice Summer Institute, University of Redlands, Redlands, California.
Montes, A. (November, 2009). Cultural Consciousness: Counseling in the 21st Century.
California’s Annual School Counseling Conference. The California Association of School Counselors, Inc., Temecula, CA.
Montes, A. & Rodriguez – Valls, F. (October, 2008). Community-Based Approach to Field Work: Teachers and Counselors Understanding Students and Parents to Locate Them in the Global Village. Internationalizing Teacher Education: Creating Globally Competent Teachers and Teacher Educators for the 21st Century. California Council on Teacher Education (CCTE), San Diego, CA.
Montes, A. & Rodríguez-Valls, F. (April, 2007). Latino Parents Acuities on Schooling Cognitive Integration vs. Cultural Infusion. Positive Engagement: Citizens of the World Southwestern College, San Diego, CA.
Montes, A. & Rodriguez-Valls. (March, 2007). Welcome to School: Advertisement or Reality? A Mixed Method Analysis of School Climate and Culture within Compulsory Educational Institutions. Global Action and Social Change: 8th Annual Student Research Conference, Claremont Graduate University. Claremont, CA.
Montes, A. & Rodríguez-Valls, F. (February, 2007). Latino Parents Acuities on Schooling: Cognitive Integration vs. Cultural Infusion. Beyond Valuing Diversity: Promoting Equity and Social Justice for Children and Youth in Multicultural Societies. Whittier College, Whittier, CA.
Montes, A. & Rodríguez-Valls, F. (November, 2006). Welcome to your School: Advertisement or Reality? A Quantitative Analysis of School Climate. 85th Annual CERA (California Education Research Association) Monterey, CA.
Montes, A. & Rodríguez-Valls, F. (March, 2006). Vernacular Voices on Immigration and Border-Crossing: A Narrative Oriented Action Research. Social Justice in Challenging Times: 7th Annual Student Research Conference. Claremont Graduate University Claremont, CA.
Montes, A. (March, 2006). Forty Developmental Assets: Developing Emotional Intelligence among High School Students. Staff Development Meetings. Bassett High School, La Puente, CA.
Presentations-
Global Action: 8th Annual Student Research Conference. Presentation: Welcome to School: Advertisement or Reality? A Mixed Method Analysis of School Climate and Culture within Compulsory Educational Institutions. (CGU, March, 2007).
Diversity and Equity Conference – Promoting Equity and Social Justice for Children and Youth in Multicultural Societies. Presentation: Welcome to School: Advertisement or Reality? A Mixed Method Analysis of School Climate and Culture within Compulsory Educational Institutions. (Whittier College, February, 2007).
85th Annual CERA Conference. Presentation: Welcome to your School: Advertisement or Reality? A Quantitative Analysis of School Climate. (Monterrey, California, November, 2006).
6th Border Pedagogy Conference-Taking steps towards the transformation of education: Border Challenges. Presentation: Vernacular Voices on Immigration and Border-Crossing: A Narrative Oriented Action Research. Universidad Pedagógica Nacional, Unidad Tijuana. (Tijuana, México, October, 2006).
Social Justice in Challenging Times: 7th Annual Student Research Conference. Presentation: Vernacular Voices on Immigration and Border-Crossing: A Narrative Oriented Action Research. (CGU, March, 2006).
Staff Development Meetings. Presentation: Forty Developmental Assets: Developing Emotional Intelligence among High School Students. (La Puente, Spring 2006).
Leadership:
ASCA – American School Counselor Association
CASC – California Association of School Counselor
AERA – American Educational Research Association
HACU – Hispanic Association of Colleges and Universities
MSSSC – Monrovia Student Support Services Collaborative
Service:
Coordination and facilitation on School Counselor Preparation Program one-day community conference. .
Facilitation of diversity training in the School Counselor Preparation Program with regional campus instructors.
Development and Implementation of Spanish Bilingual Bicultural Certificate Program in the School Counselor Preparation Program.
Name / Highest Degree, Field, & University / Assignment: Indicate the role of the faculty member / Faculty Rank / Tenure Track? / Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years / Teaching or Other
Professional
Experience in P-12 Schools
Amber S. Rodriguez / M.A. (2)
Reading -
University
of La Verne
Education-
Claremont / Literacy Center Faculty / Asst. Professor of Education / YES
Scholarship:
2009/2010 Academic Year
April 12, 2010: National Center for Family Literacy (Presentation)
The Impact Parent Involvement Has on The Reading Process in Elementary-Age Children
2008/2009 Academic Year
March 2, 2009: National Center for Family Literacy (Presentation)
Parent Perceptions: Family Involvement and Literacy
December 8, 2008: International Reading Association (Presentation)
Helping English-language Learners Develop Academic Language Proficiency Through Explicit Comprehension Strategy Instruction
November 23, 2008: National Council of Teachers of English (Presentation)
Using Explicit, Scaffolded Reading Comprehension Instruction to Develop Academic Language Proficiency For Upper-Grade English Language Learners
2006/2007 Academic Year
November 2, 2006: California Reading Association (Presentation)
Traveling Through Literature: A Home-School Partnership
Leadership in Professional Associations:
1. International Reading Association (IRA) - membership
2. California Reading Association (CRA) - membership
3. National Center for Family Literacy (NCFL) - membership
4. National Council of Teachers of English (NCATE) - membership
5. Specialized Reading Professionals (IRA Subgroup) - membership
6. Pi Lambda Theta (International Honor Society and Professional Association) -membership
Service: (Total of 3 major contributions in past 3 years)
Service Activities to the University of La Verne
April 21, 2009: Guest speaker on parent involvement for EDUC 310 (Foundations of Education)
April 2, 2009: Co-Facilitator for the Literacy Center Fair
March 2008: Guest speaker on parent involvement for EDUC 310 (Foundations of Education)
Teaching or Other Professional Experience in P-12 Schools:
I currently teach the Reading Methods courses for the Reading Program. The courses I teach, Reading 510 and 516, both have fieldwork components that I oversee.
I also supervise student teachers in the K-12 setting.
I hold both a Ryan Clear Credential and a Reading/Language Arts Specialist Credential that allow me to be in both settings (Fieldwork and Classroom).
Name / Highest Degree, Field, & University / Assignment: Indicate the role of the faculty member / Faculty Rank / Tenure Track? / Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years / Teaching or Other
Professional
Experience in P-12 Schools
Anita Flemington / Ed. D
Institutional Management
Pepperdine
University / Program Chair, Teacher Education / Full Professor / Tenured
Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 yearsYearly presentation at California Association of Bilingual Education
Leadership in Professional Associations:
None
Service:
Faculty Personnel Committee (University level), Diversity Committee (University level), Leadership (CEOL), Assessment (CEOL), Writing Taskforce (Education Department).
Teaching or Other Professional Experience in P-12 Schools:
Supervision of student teachings
Working in schools (Bakersfield) to model lessons for struggle teachers on working more effectively with English learners.
Credentials:
Early Childhood - life
Multiple Subject - Life
Administrative
Supervision of student teachings
Name / Highest Degree, Field, & University / Assignment: Indicate the role of the faculty member / Faculty Rank / Tenure Track? / Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years / Teaching or Other
Professional
Experience in P-12 Schools
William L. Bearley / Ed. D
Organizational Leadership University of La Verne / Department Chair, Organizational Leadership / Full PROFESSOR / Tenured
Scholarship:
Currently working with a co-author to update a new version of our instrument on Post Heroic Leadership
Presentation at Tech-Ed 2009 on the use of conferencing software in hybrid courses
Completed a revision and update of a published instrument on Organization Change Readiness which is under consideration for publication.
Leadership in Professional Associations: None that are directly connected to Organizational Leadership at this time
Service: (Total of 3 major contributions in past 3 years)
Currently coaching 2 CEO’s
Have done presentations to two leadership teams this year
Other volunteer community service not related to Org. Leadership
Name / Highest Degree, Field, & University / Assignment: Indicate the role of the faculty member / Faculty Rank / Tenure Track? / Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years / Teaching or Other
Professional
Experience in P-12 Schools
Nancy Walker / Ph.D. in Literacy from USC / Faculty / Full Professor / YES / Student Teacher Supervision
Scholarship:
Numerous journal articles, one book, and conference presentations
Leadership:
None
Service:
Faculty Personnel and Community Board Service
Name / Highest Degree, Field, & University / Assignment: Indicate the role of the faculty member / Faculty Rank / Tenure Track? / Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years / Teaching or Other
Professional
Experience in P-12 Schools
Barbara Nicoll / Ph.D
HIGHER EDUCATION
CLAREMONT UNIVERSITY / Chair, Child Development Master of Science program / Full
Professor / Tenured
Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years
Presentation of Peer Reviewed Papers at conferences:
National Head Start Association: Community College ECE Math Courses, 2003.
Preschool Math Practices, 2003.
CAEYC Preschool Math, 2004
CAEYC, Online Teaching, It can be interactive. 2010
California Community College Early Childhood Educators, Early Childhood Math, What do we know?, 2010
Higher Education & Technology: Digital Activities that create an online learning community, April 2010.
Peer Reviewed Published Papers
Nicoll, B. (2003). A Survey of Early Childhood Math Courses in Community College. Washington, D.C.: National Head Start Association.
Nicoll, B. (2003). Early Childhood Educator’s Mathematical Phobia and Implications for Teaching Practices. Washington, D.C.: National Head Start Association.
Nicoll, B. (2007). Assessing research based curricula. International Journal of Arts and Sciences, 1, 4-7.
Nicoll, B. and Raniseski, J. (2007). Instructor’s resource guide for experiencing the lifespan. New York: Worth Publishers.
Leadership in Professional Associations:
Quality, Compensation and Affordability Chair, (SCAEYC & CAEYC);
Consultant, California Youth and Family Services
Board of Directors, Child Development Center at Fairplex
Secretary, Auction Committee, Child Development Center at Fairplex
Service: (Total of 3 major contributions in past 3 years)
I’m not sure Service to Who? But the above professional organizations represent service. On-campus service includes: Online Forum; IECE Conferences 2006-2011
Name / Highest Degree, Field, & University / Assignment: Indicate the role of the faculty member / Faculty Rank / Tenure Track? / Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years / Teaching or Other
Professional
Experience in P-12 Schools
Cindy Cary / Ed.D
University of La Verne / Professor/
Child Development Program / Associate
Professor / No / For the last 9 years, clinical supervision (Title: Early Childhood Supervisor) at the Fairplex Child Development Center ( serving children from eight weeks- six years)
Texas Teaching Credential (P- 6th grade)
Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years
EPIC: Exemplary Pre-kindergarten Programs
EPIC: What Can Public Schools Do To Have Pre-kindergarten Programs?
Leadership in Professional Associations: None
Service: (Total of 3 major contributions in past 3 years
1) Co-coordinator of Family Literacy Conference
2) Advisory Board – University of La Verne Institute of Early Childhood Education
3) Parent Education – Ontario/Montclair School District
Name / Highest Degree, Field, & University / Assignment: Indicate the role of the faculty member / Faculty Rank / Tenure Track? / Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years / Teaching or Other
Professional
Experience in P-12 Schools
Cindy Giaimo-Ballard / Ed.D
Organizational Leadership
UNIVERSITY fo La Verne / Assistant Professor, Regional Academic Coordinator / Assistant Professor / No
Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years
Completed dissertation: August 23, 2010, Key Reflective Teaching Strategies Used by Faculty in NCATE Accredited Universities
Leadership in Professional Associations: National Association for the Education of Young Children, and AERA
Service: (Total of 3 major contributions in past 3 years)
- Faculty Advisor for the Rainbow Alliance Student Club
- Member of the General Education Committee
- Member of the General Education sub-committee
Name / Highest Degree, Field, & University / Assignment: Indicate the role of the faculty member / Faculty Rank / Tenure Track? / Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years / Teaching or Other
Professional
Experience in P-12 Schools
Cleveland Hayes / Ph.D University of Utah Social Foundations of Education / Faculty, Education and Teacher Development / Assistant Professor / Yes
Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contributions in the past 3 years:
Juarez, B., Smith, D.T., & Hayes, C. (2008). Social justice means just us White people: The diversity paradox in teacher education. Democracy & Education, 17(3), 20 – 25.
Hayes, C. (in press). “Why I teach”: An analysis of one mid-twentieth century Mississippian educator’s pedagogical perspectives and practices. In K.A. Johnson & A. Pitre (Eds.), African American Women Educators: A Critical Examination of their Pedagogies Educational Ideas, and Activism from the Nineteenth the Mid-twentieth Centuries.
Hayes, C. & Juarez, B.G. (2009). You showed your Whiteness: You don’t get a good White people medal. International Journal of Qualitative Studies in Education, 22(6), 729-744.
Juárez, B. G., & Hayes, C. (in press). Social justice is not spoken here: Examining the nexus of knowledge and democratic education. Power and Education.
Juárez, B. G., & Hayes, C. (under review). On how Whiteness sabotages social justice in teacher preparation Programs: A Critical Race perspective, Equity and Excellence in Education. Manuscript submitted for publication.
Hayes, C., Juarez, B.G., & Cross, P.T. (under review). What we learned from Big Mama. Critical Education. Manuscript submitted for publication.
PRESENTATIONS
Juarez, B.G. & Hayes, C. (November, 2010). I thought all I ad to do was be nice: Future teachers on culturally responsive teaching and multicultural teacher preparation, NAME, Las Vegas, Nevada.
Juarez, B.G. & Hayes, C. (October, 2010). Future teachers of color on multicultural teacher preparation in historically White colleges of education: Talking across and within difference, AESA, Denver, Colorado.
Hayes, C. & Madhuri, M. (April, 2010). Two different professors, two different experiences, one goal: Social Justice Curriculum in Teacher Education, AERA, Denver, Colorado.
Hayes, C. (April, 2009). Why I teach”: An analysis of one mid-twentieth century Mississippian educator’s pedagogical perspectives and practices, AERA, San Diego, California.
Hayes, C. (March, 2009). Diversity 2.0, the University of La Verne Colloquium Diversity Series, La Verne, California.
Hayes, C. (March, 2008). Torch Bearers for the Race: An Analysis of African American Educators’ Activism, Philosophies, and Pedagogies, AERA, New York City, New York.
Hayes, C. (February 2007). Is There A Need for Multi-Cultural Education, Brigham Young University, Provo Utah.
Hayes, C. (January 2007). Is There A Need for Multi-Cultural Education, University of Utah, Salt Lake City, Utah.
Hayes, C. (October 2006). Is Desire Enough: High School Preparation Needed for Higher Education, College Fair, Calvary Baptist Church, Salt Lake City, Utah.
Hayes, C. (September 2006). Math Skills, Trainings, Attainments, Rewards, Weber State University, Ogden, Utah.
Hayes, C. (April 2006). The Use of Critical Race Theory as a Research Method, University of Utah, Salt Lake City, Utah.
Hayes, C. (March 2002). Middle School Summit Conference, Salt Lake City School District, Salt Lake City, Utah, Reading Strategies in the Science Classroom.
Hayes, C. (February 2000). Shades of Literacy Conference, Salt Lake City School District, Salt Lake City, Utah. Content Reading Strategies for the English Language Learner.
WORKS IN PROGRESS
Hayes, C., Molina, A., & Montes, A. (in progress). Latino males armed and dangerous: Weapons of mass deconstruction.
Hayes, C., Juarez, B.G., & Witt, M. (in progress). Towards a lesser shade of White: 12 steps towards more authentic race awareness.
Hayes, C., Juarez, B.G. & Witt, M.T. (in progress). Whites on Whiteness. Why we have a non-majortarian story.
Juárez, B. G., Smith, D. T., Hayes, C., & Ball, N. M. (in progress). White rules on race: On equality and how to be a productive Citizen and a Good Person.
Name / Highest Degree, Field, & University / Assignment: Indicate the role of the faculty member / Faculty Rank / Tenure Track? / Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri-butions in the past 3 years / Scholarship, Leadership in Professional Associations, and Service: List up to 3 major contri