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presents

A Talk with Teachers

Featuring Dr. Jeff Duncan-Andrade, Professor of Latina/o Studies and Race and Resistance Studies at San Francisco State University. This event will feature a Q&A discussion to consider how to foster humanizing pedagogical practices in the classroom both during and after remote instruction. We invite attendees to submit questions before and during the event. The discussion will be moderated by Dr. Elizabeth van Es and Dr. Nicole Gilbertson, the leadership of the Teacher Academy, and second-year doctoral student Jonathan Montoya.

This Event Has Passed. Full video of the event is below. 

ABOUT JEFF DUNCAN-ANDRADE

Jeff Duncan-Andrade, Ph.D., is Professor of Latina/o Studies and Race and Resistance Studies at San Francisco State University. He is also a founder of the Roses in Concrete Community School, a community responsive lab school in East Oakland and the Community Responsive Education Group. As a classroom teacher and school leader in East Oakland (CA) for the past 29 years, his pedagogy has been widely studied and acclaimed for producing uncommon levels of social and academic success for students. Duncan-Andrade lectures around the world and has authored numerous journal articles and book chapters on effective practices in schools. He has written two books and his third book with Harvard Press is due out Spring 2021. In 2015, Duncan-Andrade was tapped to be a Commissioner on the National Commission on Teaching & America’s Future (NCTAF) and in 2016 was part of the great educators invited to the White House on National Teacher Appreciation Day by President Obama. He is also the 2019 Laureate for the prestigious Brock International Prize in Education. Duncan-Andrade is also consistently ranked as one of the nation’s most influential scholars by EdWeek’s Public Influence Rankings.
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Duncan-Andrade’s transformational work on the elements of effective teaching in schools is recognized throughout the U.S. and as far abroad as New Zealand. His research interests and publications span the areas of youth wellness, trauma responsiveness, curriculum change, teacher development and retention, critical pedagogy, and cultural and Ethnic Studies. He works closely with teachers, school site leaders, union leaders and school district officials to help them develop classroom practices and school cultures that foster self-confidence, esteem, and academic success among all students. Duncan-Andrade holds a Ph.D. in Social and Cultural Studies in Education and a Bachelor of Arts degree in Literature, both from the University of California, Berkeley.

ABOUT THE MODERATORS

Beth van Es is a Professor at the UCI School of Education and Faculty Director of the UCI Teacher Academy. Dr. van Es’s research focuses on the complexity of teaching practice and how to design interventions that support teacher learning and advance equity and justice in mathematics classrooms. She is an expert on teacher education and professional development, with a focus on how to leverage video to develop teachers’ noticing for ambitious and responsive instructional practice. She is deeply committed to developing a learning ecosystem with and for teachers, teacher leaders, and school administrators that centers the improvement of instructional practice as a lever for change.

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Nicole Gilbertson is Director of the UCI Teacher Academy and Site Director of the UCI History Project. Her educational path as a historian and teacher has allowed her to collaborate with teachers across California to improve history instruction by providing students with engaging and rigorous learning opportunities.

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Jonathan Lee Montoya is a second-year doctoral student working with School of Education Professors Mark Warschauer and Hosun Kang. Jonathan is curious about traditionally gendered workforce pathways from secondary to post-secondary education. He received his M.A. in STEEM education at Santa Clara University, where he was a National Science Foundation Robert Noyce Teacher Scholar. He holds secondary teaching credentials in Biological Sciences, Geosciences, and Career Technical Education. In 2020 he was awarded an ECMC foundation fellowship to study Postsecondary Career and Technical Education, and was recently accepted for a National Science Foundation Ridge to Reef Research Traineeship in Environmental Change.

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