Fall 2007 Issue
- Alumni Spotlight: Dr. Judith Crowe
- CLU's Ed.D. in Educational Leadership Distinctives
- CLU Partners with Moorpark's Flory Academy
- WASC Gives CLU High Marks for Faculty Involvement and Quality of Graduate Programs
- On Liberal Learning - By Dr. Thomas McCambridge
- CLU Presents : The Tournées Festival of French Films!
- 2nd Annual Michael A. Moffitt Memorial Educational Leadership Lecture
- Student Perspective: Melissa Webster “I finally feel at home”
- CLU Updates Credential Program in Mathematics
- CLU Workshop for New School Counselors
- Alumni Class Notes
- Faculty and Alumni Publications and Accomplishments
Alumni Spotlight: Dr. Judith Crowe
A Visionary Leader who lives the STRIVE statement
by Kristine Calara, Director of Development
CLU Assistant Professor Dr. Judith Crowe is a leader who embodies the School of Education’s core values and beliefs as summarized in the STRIVE statement. As the Director of the California Reading and Literature Project at CLU, she serves as a leader, teacher and mentor to educators throughout Southern California.
After 10 years of teaching elementary school students and working with student teachers, Crowe saw the need for teachers to develop the skills necessary to work with English Language Learners (ELL) to ensure their success.
In California, the number of English Language Learners (ELL) students in elementary and secondary schools is increasing rapidly. However, the level of academic achievement of these students lags that of native English-speaking students. Crowe saw that teachers needed the tools to accelerate ELL students’ language acquisition, academic language skills, literacy and content knowledge.
In 1999, Crowe’s mentor, former School of Education Dean Carol Bartell, encouraged her to apply for a grant from the University of California for a Summer Reading Institute.
Bartell helped her complete the application, and Crowe was awarded the grant. She served as coordinator for the reading institute which involved a one-week intensive program plus monthly meetings for a year. Three other CLU alumni, Aimee Stoll, Lori Kissinger and Melinda Carrillo, helped coordinate and run the new program with her.
Building upon this initial success, Crowe next obtained a $300,000 grant that allowed her to establish the California Reading and Literature Project (CRLP) at CLU in 2000. CRLP is the 13th such Project in the state and is the only one housed at an independent university.
CRLP is designed for teachers who teach in heterogeneous classrooms with struggling readers and writers and is aimed at providing these teachers with high quality, standards-based professional development in reading and language instruction.
The CRLP goal is to ensure that every California student Pre K-12 achieves the highest standards of academic performance possible. CRLP helps teachers and schools meet their annual yearly progress (AYP) and Academic Improvement Plan (AIP) goals.
Over the past seven years, the CLU CRLP has served teachers in the Oxnard and Hueneme school districts as well as districts and schools in Ventura, Kern and Santa Barbara counties, as well as the San Luis Coastal area. Since its inception, 3,642 teachers have been trained through the CLU CRLP. Teachers and administrators who have gotten to know Crowe through CRLP often cite her visionary leadership as inspirational.
“Those types of comments and feedback are the greatest compliment for me,” says Crowe, “because I strongly believe in visionary leadership.” (In fact, Crowe’s doctoral dissertation was on that very topic.)
The CLU CRLP includes an invitational Summer Leadership Institute that promotes the growth of leaders among K-12 teachers in the community. Twenty teachers participated in the Institute this past summer and formed a learning community where they read professional literature, studied fiction and poetry, and conducted action research. This group will continue to meet regularly throughout the 2007- 08 year, meeting with other teacher leaders from Fresno. The CLU CRLP will end with a weeklong institute next summer. It is anticipated that many of these teacher leaders will go on to be trainers and presenters for the CRLP.
For Crowe, it’s all about mentoring teacher leaders and getting them excited about action research. Recently, she mentored Amelia Sugden and Rossana Padilla, administrators from Oxnard District and adjunct reading faculty at CLU, in an action research project. Their research was to measure the effectiveness of teachers working with English Language Learners. They found that if a teacher had taken a California Reading and Literature Project-sponsored professional development workshop, there was a positive correlation with students’ Standard Testing and Reporting (STAR) scores. They presented these findings at the November 2007 California Educational Research Association Conference in Monterey. As a result, Crowe continues to encourage teacher leaders to conduct action research and present at conferences.
Crowe obtained her Bachelor of Arts in Early Childhood Education from the University of Connecticut. She moved to Thousand Oaks in 1973 and enjoyed taking computer classes and teaching elementary students for several years.
At CLU, Crowe obtained her California teaching credential (1982) and her Master’s in Curriculum and Instruction (1987). She later went on to get her Ed.D. in Educational Leadership from the University of LaVerne.
In 1998, Crowe joined the CLU faculty full time as an assistant professor of reading. She wrote the application for the reading specialist credential and became the coordinator for that program.
When Crowe is not traveling to give professional development workshops or meet with teacher leaders, she enjoys painting. Her subjects are landscapes of the Central Coast, especially her favorite scenic location, Pismo Beach, or from her travels. She recently exhibited her landscapes in pastels and was awarded “Best in Show” at the Thousand Oaks Arts Festival.
Today, Crowe takes pride in her children and grandchildren and in her paintings, but most of all, in knowing that her efforts at CLU have created a self-sustaining program that develops teacher leaders and gives them the tools they need to work with ELL students. That’s quite a legacy, since many of these teacher leaders are CLU alums who have gone on to train other teachers.
CLU’s Ed.D. in Educational Leadership DISTINCTIVES
CLU’s Ed.D. in Educational Leadership (K-12) aims to develop graduates who can confidently and thoughtfully address the substantial challenges of the modern educational system with a commitment to service and principled leadership.
What distinguishes CLU’s doctoral program in K-12 Leadership? And why is it the right program for you?
The faculty is a combination of practitioners and full-time faculty who have held leadership positions in K-12 schools or in institutions of higher education.
Full-time, committed faculty and wellknown education practitioners teach all courses in the program. Practitioners draw from their current experiences as school administrators, while CLU’s fulltime faculty will share insights from their experience as well as their ongoing scholarship and research.
Faculty members model cutting edge scholarship and best practices in transformational leadership. They also serve as your mentors, guiding and supporting you and other doctoral students through a rigorous and relevant program of study.
• CLU faculty embody the STRIVE statement. The School of Education’s core values and beliefs are reflected in its STRIVE statement of values and goals that distinguish CLU educators. CLU leaders STRIVE to:
Serve as mentors and models for moral and ethical leadership.
Think critically to connect theory with practice.
Respect all individuals. Include and respond to the needs of all learners.
Empower individuals to participate in educational growth and change.
You and your fellow doctoral students will quickly make these goals your own, since they form the basis of your program of study.
ENGAGING, RIGOROUS AND RELEVANT PROGRAM
• Track record of dissertation completion is among the best in the nation.
As a CLU doctoral student, your first coursework will help start you on the road to your dissertation. So it’s no wonder that CLU students have one of the top rates for completing their degrees—getting such an early start on the necessary scholarship and research is a vital component of the program. You’ll find that you are able to complete the entire program, including the dissertation, within four years. The program is also designed to meet your needs as a working professional.
• Choose from multiple models in approaching your dissertation.
You may choose from either a traditional, individual dissertation model or work as part of a team on a real, local issue as the focus for your dissertation.
• You have the opportunity to participate in an International Study Tour.
As a CLU doctoral student, you’ll have the opportunity to participate in an international study tour as part of your educational policy course. Past CLU doctoral students have visited schools in England, Norway and Denmark to study the policies and practices of other school systems and adapt these practices to California schools.
• Faculty mentoring and support help ensure your success.
Faculty provide you and other doctoral students with mentorship and support throughout your coursework and dissertation. Experience the benefits of an intimate learning environment made possible with small classes and a comprehensive support system. Through a new weekend support program, voluntary yet much appreciated by doctoral students, faculty provide coaching and assistance in writing and methodology.
• The program emphasizes the development of moral and ethical leaders.
By interacting with faculty who believe in the vision of the school, you as a doctoral student will have some outstanding examples of moral, ethical leaders to use as models for your own career and personal growth.
• The program is linked into a local and regional leadership network.
Outstanding local school district superintendents serve on CLU’s advisory council for the program. As advisory council members, they will visit schools in Nottingham, England, this year as well as the National College for School Leadership (NCSL). They will observe and bring back for local adoption some of the most effective leadership practices.
For more information on CLU doctoral programs in educational leadership, please contact program coordinator Linda Nausin at (805) 493-3688 or firstname.lastname@example.org.
CLU Partners with Moorpark’s Flory Academy
By Michael N. Cosenza, M.Ed.
Michael Cosenza, M.Ed.
Senior Lecturer and Professional Development School Coordinator
The School of Education at California Lutheran University is pleased to announce our new Professional Development School (PDS) partnership with Flory Academy of Sciences and Technology (FAST) in Moorpark, beginning during the 2007-08 academic year.
The goal of the new initiative is to improve and promote high quality student learning experiences through the collaborative efforts of school and university faculty. A second goal is to provide high quality professional development experiences for student teachers, veteran teachers and university faculty.
Professional development schools are similar to the relationships between teaching hospitals and medical schools. The teaching hospital model provides medical students with specific and detailed field work giving them an opportunity to practice theory in a realistic environment. Similarly, in a PDS, student teachers and undergraduate interns work for one or two semesters alongside a veteran cooperating teacher, giving them the opportunity to connect theory to practice.
Collaboration is essential in a PDS partnership. Rather than working in isolation, teachers and faculty from both institutions become a team and work together to reach their common goals. CLU students and professors will benefit by having a designated school site readily available for observation, participation in activities, and hands-on learning. Flory teachers will become adjunct CLU professors, providing opportunities for them to demonstrate a variety of techniques, practical procedures and philosophies. This partnership ultimately will benefit each young student at Flory by providing high quality learning experiences rooted in research-based teaching methodology.
Over the past year, a steering committee of CLU and Flory educators and administrators met to establish guidelines and protocols for this one-year pilot program. To kick off the program, six full-time student teachers and three half-time student teachers will do their field work at Flory during fall semester. Three undergraduate students will also have an opportunity to intern at Flory, working 8-12 hours per week helping teachers in the science lab, computer lab, mathematics lab, video studio and in both general and special education classrooms. Undergrads will thus have a glimpse into the teaching profession early in their college careers, so that they can decide if education is the field they want to pursue. The intern program also will help Flory by providing additional help to students and additional expertise in the classroom, especially in the area of technology.
This fall, CLU faculty members Nancy Myers and Mike Cosenza are teaching two methods courses on the Flory campus. Classroom teachers at Flory, who have opened their classrooms for observation for these methods students, will also serve as guest speakers at CLU, demonstrating to students how theory and practice are related.
Over this school year, the steering committee will assess the benefits and make adjustments to the pilot program for the benefit of both CLU and Flory. Michael Cosenza will be serving as the CLU PDS Coordinator and Cynthia Coler as the Flory Site PDS Coordinator. They will serve as liaisons to ensure ongoing communication between the two partners, and they will also be responsible for facilitating steering committee meetings and developing an assessment program.
CLU participants expect the new relationship to be very successful and that the collaboration will improve the quality of learning for both students and participants.
WASC Gives CLU High Marks
The Western Association of Schools and Colleges (WASC) Accrediting Commission has reaffirmed the accreditation of California Lutheran University.
In the final report, received by CLU on July 17, the commission commended the university for its continuous progress and commitment to building a comprehensive system of quality assurance and for the seriousness with which the university community was engaged in the entire accreditation review process.
“The team further found that issues of diversity, quality of graduate programs and the assessment of student learning have been addressed in a meaningful and indepth manner by CLU,” wrote Ralph A. Wolff, president and executive director of WASC.
On Liberal Learning
By Thomas R. McCambridge, Ph.D.
Presented at the CLU Faculty Retreat on August 22
Thomas R. McCambridge, Ph.D.
Associate Professor of Education
“I think,” said Gandhi, “that it would be a good idea.”
I certainly think that “liberal learning” is a good idea. I also think that there is precious little of it about currently.
The pressure from our clients – both our students and their parents – is for more and better pre-professional and professional training.
Our accrediting agency pushes ever harder for us to define and measure “learning outcomes.”
And our “ranking” is dependent not on the quality of education, but on degrees, credentials, publications, and other quantifiable data.
In this milieu, it is not surprising that although we claim a devotion to liberal learning, we don’t engage in it in any way that is systematic or institutional.
I will attempt to define liberal education, give several reasons why it would be a good idea, and, as the representative of the professional schools, contend that it would be a good idea for programs in business and education to take a liberal approach. First, a definition, of sorts.
From a paper that Nathan Tierney and I gave in May, “A liberal education is preparation for human maturity. It is a multifaceted concept which encompasses such things as the introduction into what is best in the culture; the preparation for responsible citizenship in a free society; the fostering of independent, flexible, and creative thought; the encouragement of informed and principled decision-making; the cultivation of leadership; the acquisition of significant knowledge; and a deep appreciation of core ethical values.”
Or, to put it negatively, liberal education is opposed to indoctrination into either religious belief or political ideology and to mere training for the sake of performing a function.
The goal of a liberal education is to free persons from the prisons of their ignorance and prejudice, not to confine them in new and better prisons of our design.
There are five reasons why we should be engaged in liberal education, even though the marketplace presses for professional preparation.
The first is that it is the economically utilitarian thing to do. Our graduates will live in a world of global pluralism and a dynamic economy that demand innovation, creativity, and flexibility. They will interact with people from all over the world in ways that we can scarcely conceive today and the prediction is that they will probably have as many as nine changes in career.
The best preparation for this kind of life is not a narrow technical training (much less an indoctrination into a particular belief system) but rather an immersion in the best that has been written, composed, and created over the course of human history, with nearly unlimited opportunities to think about, write about, discuss, and converse about.
The best preparation for intelligent, principled interaction with people different and yet the same is knowledge, thoughtfulness, and an understanding of the nearly infinite variety of human experience.
The second reason is that it is the politically expedient thing to do. If things continue the way they are going, our graduates will live in a world that is ever more democratic – in the definition of popular culture, in how the news and the commentary on the news are disseminated, in how political candidates and office holders are known and judged.
In this kind of hyper-democracy, it is unimaginably important for the participants to be able and willing to read, write, listen, and speak with clarity, honesty, insight, and effect. The development of skills may get one a job, but it does not provide these abilities; liberal education does.
The third reason is that it is protection against manipulation, the only way to protect ourselves against the incredibly powerful and effective economic and political propaganda machines. We must be able to deconstruct, to analyze and interpret, to understand human cupidity and the temptations of wealth and power.
The fourth reason, and I think the most important, although the least directly utilitarian, is that it is the best preparation for freedom. Human beings were created to be free, and freedom requires making informed, principled decisions; that is, freedom requires taking on the burden of making one’s own moral decisions, based on knowledge and understanding and using the tools of honest, logical thought. We were not meant to be mere performers of functions or mere political or religious toadies; we were meant to be free. And only a rich, complex mental library gives us the wherewithal to embrace that freedom despite its terrors.
And the fifth reason is that CLU is a Christian university, committed to both faith and reason, and the education we give here should be the best possible preparation for both faith and reason. If we are authentically devoted to faith – not just a mindless following – then we must engage in and invite our students to engage in a study of Christianity. Imagine the possibilities – the Book of Proverbs, the Gospel of John, the letters of Paul, Augustine’s Confessions, The Divine Comedy, the Gothic cathedral, all of Bach, and on and on.
And if we are authentically devoted to reason – not just a clever, cynical, sneering playing at a superior knowingness – then we must engage in and invite our students to engage in the activities of reason: the acquisition of knowledge, the development of understanding, inquiry, synthesis, evaluation, and judgment; in the humanities, the sciences, and the arts.
All of these stand against mere opinionating, posturing, and indoctrination. And all are separate from, and certainly no less important than, the acquisition of saleable skills.
Is it possible to embed and intertwine liberal learning in those disciplines that are selfconsciously about the development of saleable skills? More specifically, can the Schools of Business and Education, in addition to the training they give, also – in a meaningfully integrated way – engage their students in the literature, history, philosophy, art, and music that make up the stuff of liberal education? Can their students engage in a process that can legitimately be called a “preparation for human maturity”?
It will come as no surprise that I believe they can. I offer no programmatic suggestion for such a thing this morning, but I am confident that if there came to be an institutional commitment to such an ideal that we – the faculty – could create a powerful, effective, meaningful program that existed University-wide, in an organic whole. I believe that we should do this for two reasons.
The first has to do with our primary obligation as an institution, to serve our students. Legally, financially, and morally, we owe our students the best possible preparation for their futures. At the moment, they and their parents believe that that means professional training and the acquisition of marketable skills.
I believe that that attitude is short-sighted, for all the reasons I noted above.
I think that we owe our students something more and better, and an integrated, focused, coherent, meaningful program of liberal education at the heart of their CLU experience would be that something more and better.
The second reason is strictly utilitarian. CLU is in competition with other mediumsized comprehensive universities for students and donors. It is worth thinking about whether some unique approach that would set us apart from the herd might be advantageous.
I would suggest that something like “Professional preparation in the context of a liberal education” could be that unique approach.
Teacher Preparation could particularly benefit from such an approach. K-12 teachers are mandated to teach to the California academic content standards, but too many newly-minted teachers do not have the personal experience of deep study that is necessary to teach to the standards well.
It would be a great benefit to teacher candidates to have, as part of their teacher preparation program, courses that would encourage them to acquire knowledge, develop understanding, and engage in informed inquiry, synthesis, evaluation, and judgment, in both their own disciplines and others. And, it should go without saying, such preparation would ultimately also be of great benefit to their students.
And such course work could be made available to current K-12 teachers, not as “professional development” but as a way to know more, understand more, and be better able to think about both content and method, perhaps in a kind of academy for liberal learning.
Liberal learning is not an empty, meaningless phrase, nor is it an impractical and unnecessary frill. It is, in fact, the best preparation for our students in liberal learning.
As a School of Education whose main purpose is the preparation of teachers who will be committed to serving their students, it is even more important that we prepare our students in ways that will allow them and encourage them to engage their students in liberal learning.
While there is currently no model for this, a collaborative effort of university faculty, school teachers, and others could create an innovative, effective program, one which would serve our students, their students, and current K-12 teachers well.
CLU Presents: The Tournees Festival of French Films!
Schedule of Films
Tuesday, Sept. 25
Stupeur et Tremblement (Fear and Trembling)
Thursday, Sept. 27
Indigénes (Days of Glory )
Tuesday, Oct. 2
L’Ivresse du Pouvoir (Comedy of Power)
Tuesday, Oct. 9
Le Temps qui Reste (Time to Leave)
Tuesday, Oct. 16
Le Plafond de Verre (The Glass Ceiling)
CLU has been selected to participate in the French American Cultural Exchange (FACE) French film grant program, The Tournees Festival, for the academic year 2007-08.
Karen Renick, French Department Chair at CLU, received an $1,800 grant to cover costs of presenting five recent, award-winning French films. The grant program is intended to promote the creation of self-sustaining French film series on college campuses.
All films have English subtitles and many have won awards for best actor or film. They will be shown in Preus-Brandt Forum at 7:15 p.m. (See schedule) Admission is free and the public is welcome. For more information on each film, or for directions to Preus-Brandt Forum, please visit www.callutheran/events or phone (805) 493-3743.
The Tournées Festival is made possible with the support of the Cultural Services of the French Embassy and the French Ministry of Culture (CNC). Sponsors include the Florence Gould Foundation, the Grand Marnier Foundation, highbrow entertainment, agnes b. and the Franco- American Cultural Fund. For more information on FACE programs, please visit www.facecouncil.org.
2nd Annual Michael A. Moffitt Memorial Educational Leadership Lecture
"Every School a Great School: Realizing the Potential of System Leadership" with Dr. David Hopkins
Dr. David Hopkins
Wednesday, September 26
9:30 a.m. – Noon
Ventura County Office of Education
Conference and Educational Services Center
5100 Adolfo Road, Camarillo, CA
In this two-hour presentation, author, scholar and lecturer Dr. David Hopkins will provide strategies for raising standards and building capacity within the school system. He will identify four key educational drivers that, if pursued by system leaders, have the potential to build “every school a great school.” These key forces are personalized learning, professional teaching, networking and innovation, and intelligent accountability. Dr. Hopkins will share how educational leaders can customize the drivers to individual schools and achieve effective change through a sustainable system-wide response that finds a balance between national prescription and schools leading reform.
Dr. David Hopkins is the inaugural HSBC iNET chair in International Leadership where he supports the work of iNet, the International arm of the Specialist Schools Trust and the Leadership Centre at the Institute of Education at the University of London. Between 2002 and 2005, Dr. Hopkins served three Secretaries of State as the Chief Adviser of School Standards at the Department of Education and Skills. Previously, he was chair of the Leicester City Partnership Board and Professor of Education, Head of the School and Dean of the Faculty of Education at the University of Nottingham. He received his doctorate from Simon Fraser University, Canada, and previously worked as a tutor at the University of Cambridge Institute of Education, as well as an Outward Bound instructor, secondary school teacher, and university lecturer.
He has consulted and lectured on the issues of school improvement and teacher quality as well as education reform and development in 20 countries, and has published more than 30 books on educational issues.
Registration and a $30 fee is required for the event. For more information please contact Kristine Calara at (805) 493-3837 or email@example.com.
Dialogue on System Leadership with Dr. David Hopkins, School of Education faculty, alumni and students
Wednesday, September 26,
6 – 7 p.m.
Overton Hall CLU Thousand Oaks campus
We hope you will participate in this opportunity to talk with fellow educators about what really matters in school reform. Please contact Kristine Calara at (805) 493-3837 or firstname.lastname@example.org if you plan to attend. For more information, visit our Web site at http://www.callutheran.edu/calendar/event/1232
Melissa Webster: “I finally feel at home”
By Kristine Calara, Director of Development
Melissa Webster finally feels as if she’s found her calling in life. A question that had been worrying her since she was a young girl helping out her mother, a special education teacher in Ventura. Whenever people saw Melissa interact with children, they were always quick to point out that she would make an excellent teacher. As she grew older, she continued to enjoy helping her mother with her special education students. However, she never thought seriously of becoming a teacher because she still had other plans for herself.
Webster’s first love was dancing and performing. She dances ballet, jazz and Scottish Highland dance. Highland dance, a highly competitive and technical dance form, requires many hours of practice and training. It has much in common with ballet in terms of its technical requirements and the training required for performance. From the age of 11, Webster was the Western regional champion in Highland dance. For six years, she was the U.S. champion in Highland dance. She traveled all over the world to compete including three years in Scotland for World Championships.
She went on to obtain her Bachelor’s in Fine Arts in Dance/Theatre from Chapman University on a dance scholarship. After graduation, she landed a job at Activision working on video games. She later took a job as writing coordinator for the Nickelodeon children’s cartoon show SpongeBob SquarePants.
“I worked on seasons four and five and really enjoyed it. However, I started to feel that this job, one where I spent most of my time in front of the computer, was just not enough for me. I wanted to do something more meaningful,” Webster said.
Maybe it was time to listen to all the people who kept telling her that teaching fit her. So she began looking at universities with teacher preparation programs. Yet everywhere she turned she saw little signs calling her in one direction.
“I was drawn to the idea of working with deaf and hard of hearing children. Then I’d be out at a restaurant and I’d end up sitting next to people with hearing loss,” she said.
In a twist of fate, she learned from her mother (who heard from other special education teachers in Ventura County) that California Lutheran University was launching a new credential and master’s program for teachers of the deaf and hard of hearing. The two–year program is the only public school-focused, spoken-language based program designed for working professionals in California. This program was implemented by CLU to help address the current shortage of high-quality teachers for children who are deaf and hard of hearing. It incorporates information on the latest hearing technologies such as cochlear implants.
Webster reflected, “At the same time that I heard about the program, I was also pleased to learn that CLU is accredited by the National Council for Accreditation of Teacher Education.”
Webster took a huge leap of faith. She quit her job at Nickelodeon, moved back home with her mother in Channel Islands from her apartment in Burbank and dove right into CLU’s new teacher preparation program in June.
“I feel like I’ve found my ‘home.’ The small classes and the class discussion really allow me to learn both from the faculty and my classmates. They all have so much to offer from their own teaching experience in the classroom. The classes are challenging and I have learned so much after just the first term.”
During the summer session when the program started, students took a speech class, an introduction to deafness class, and an audiology class. Program director Dr. Maura Martindale shed light on the history of the field and the educational options now available as new technology creates new possibilities for people with hearing loss through cochlear implants and Universal Newborn Hearing Screenings. More than 90 percent of children who are deaf or hard of hearing are born to hearing parents; therefore, many parents choose spoken language for their children at an early age.
After her first term,Webster was pleasantly surprised to learn of the great demand for teachers of children who are deaf and hard of hearing. Most people do not realize that there is a need for 2,500 teachers for this special needs group nationally. The Los Angeles Unified School District alone has more than 2,000 deaf and hard of hearing students at all grade levels.
“I was a bit concerned about the job opportunities that would be available to me after I obtained my credential, but I didn’t care because I just knew that I finally found what I was supposed to do in life. After the first class, I learned there are so many job opportunities available to me because there is such a shortage of teachers in this field,” said Webster. The demand for special education teachers is expected to continue to grow with the impending retirement of baby boomer-aged teachers.
Dr. Martindale has much praise for Webster.
“Melissa is able to talk to children who are deaf and hard of hearing with great ease and she clearly enjoys being with them. In watching her with youngsters, I can see that they are immediately attracted to her winning ways, her openness and her gentle manner. Her work on a children’s program coupled with her understanding of their interests, likes and dislikes, makes her a perfect candidate for a teaching position. We all can learn from Melissa, a person who is willing to make a major career change and dedicate her life to a helping profession.”
Webster has big plans for her new career once she graduates in 2009. She is excited about combining the performing arts with a career in teaching. She dreams of one day opening a nonprofit after-school program in Ventura County that will provide theatre and dance to children who have hearing loss and who use spoken language.
For Webster, and all the children she will help in the future, we hope her dream comes true.
CLU Updates Credential Program in Mathematics
Is your school short on math teachers? CLU is hoping to change that situation shortly, with a new single subject teaching credential just approved by The Commission on Teacher Credentialing.
The mathematics preparation program is designed to ensure that students gain the background and competence they need to teach math in public secondary schools. Students complete two diverse field experiences in K-12 classrooms to confirm they want to teach. Connections to middle school and high school curriculum are made within each course as materials are introduced.
The new math program has begun with seven students this semester and plans to expand to 10 by spring 2008.
Over the next decade, school districts are expected to face teacher shortages in all subject areas due to large-scale teacher retirements. CLU is working with local school districts to identify ways to fill the gap and meet local needs. Offering more subject matter preparation is one answer, according to Dean Terry Cannings.
CLU Workshop for New School Counselors
New school counselors hired last year to work with high-risk students in Ventura County middle and high schools will get a final crash course in program evaluation on Saturday, October 6. At the workshop they will learn to evaluate programs to demonstrate their effectiveness in helping their students succeed.
This workshop is sponsored by California Lutheran University and made possible in part by a $2,450 grant from the Ventura County Community Foundation’s Community Response Fund. The new public school counselors, from school districts county-wide, will be trained at CLU’s Oxnard Center by Bob Tyra, consultant to the L.A. County Office of Education. He will be joined by CLU professors Gail Uellendahl, Diana Stephens and Lisa Buono.
According to CLU professor of education Dr. Gail Uellendahl, state legislation authorizing counselor funding for middle and high schools went into effect in July 2006. As a result, counselors were hired last fall in many Ventura County schools. The law aims to improve California’s ranking of 49th in the nation for its student/counselor ratios.
The new counselors help provide individualized attention to students in danger of failing the high school exit exam, those needing college and career counseling, and those with social and emotional needs. The counselors are also working with all seventh- and 10th-grade students and their parents.
“Evaluation is important,” says Uellendahl, “because these new counselors need to show their positive impact so that funding may become permanent. We hope this workshop will enable them to do just that.”
In an earlier workshop in February, Tyra showed the counselors how to use his nationally recognized Support Personnel Accountability Report Card (SPARC) to collect and report data on student outcomes.
Participants also learned how to use Microsoft Excel to store, track and analyze data, and how to foster collaboration between their middle and high schools. The second and final workshop will train the counselors to evaluate their data and summarize results in a one-page report that highlights the impact of their work on the students.
School counselors interested in attending the free workshop should contact Julie Parnell at (805) 493-3424 or email@example.com.
Alumni Class Notes
Annick Draghi, Ed.D. ’06, is the principal at the Downtown Magnets High School in Los Angeles. The school has magnet programs in business, fashion design and electronic information.
Sylvia Lockett-Jackson, Ed.D. ’06, is the Director of Instructional Services for the Anaheim Union High School District.
Jane Wagmeister, Ed.D. ’06, is the new Director of Curriculum, Instruction and Continuous Improvement for the Ventura County Office of Education.
Faculty and Alumni Publications and Accomplishments
Gayle Pinkston, Ed.D. ’06, president of the Simi Valley Chapter of the Delta Kappa Gamma Society, presented her doctoral thesis titled “Advancing Educators: Master Teachers Renewing Practices at a Professional Development School,” at the Delta Kappa Gamma Society International’s 2007 Southwest Regional Conference in Oklahoma City, Okla., on July 13. The Delta Kappa Gamma Society International promotes professional and personal growth of women educators and excellence in education.
Dr. Silva Karayan, Associate Professor and Director of the Special Education Program, presented a paper titled “Service-Learning: A Catalyst for Global Citizenship” at the 52nd World Assembly of International Council on Education for Teaching (ICET). The theme of the international conference was “Borders, Boundaries, Barriers and Frontiers: Promoting Quality in Teacher Education.” The conference was held from July 16- 19 at the University of San Diego’s School of Leadership and Education Sciences, with international representatives from 75 universities worldwide. ICET is an international association of policy and decision-makers in education, government, and business dedicated to global development through education.