Winter 2008 Issue

    Get Involved with the School of Education

    "If it is to be, why not me?"

    YOU are integral to the continued growth and success of the School of Education. Here are a few of the different ways that you can help the School continue its tradition of academic excellence:

    • Encourage people to pursue an exciting and noble career in education as a teacher, counselor or school administrator
    • Refer colleagues and friends to School of Education programs
    • Give back your time and talent by volunteering for the School, mentoring a student, or serving as a guest speaker
    • Support a graduate student scholarship or fund much needed equipment or new programs
    • Serve as a School of Education Advocate - (See this article)
    For more information, please contact Graduate Student Services at (805) 493-3335 or Kristine Calara, Director of Development at (805) 493-3837.

    Launch of a New Program

    School of Education Advocates Program
    Advocates are alumni, students, and community leaders who move forward the goals of the School of Education.

    Call to Action

    • Advocates will promote the School and communicate its vision and mission to the academic and civic community.
    • They will build the School of Education's community beyond the boundaries of campus.
    • Advocates will connect the School to new partners and funding agencies.

    If you are interested in serving as an advocate, please contact Kristine Calara at (805) 493-3837 or kcalara@callutheran.edu

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    Alumni Spotlight: Karen Bornemann Spies '70

    Embodying CLU Spirit
    by Kristine Calara, Director of Development

    Karen Bornemann Spies is truly one stellar alumna. She’s been a teacher and school principal, and is author of 23 children’s books (both fiction and non-fiction), religious reference materials and curriculum projects.

    Her portfolio encompasses more than 100 articles and stories for Highlights Magazine, Children’s Digest and Today’s Christian Parent. Her columns have been syndicated in the San Diego Family Press, All Kids Considered and The L.A. Parent. She received a Notable Social Studies Book Award for 2000 for her biographies of Franklin D. Roosevelt and John F. Kennedy.

    Now, CLU alumna, educator, writer and Denver resident Karen Spies is leading the effort to find a new president for CLU. As a member of the Board of Regents and chair of the Presidential Selection Committee, she expects to have excellent candidates to review in February.

    “I’d like to invite the CLU community to participate in the forums that will be held so that everyone will have the opportunity to meet each of the presidential candidates,” Spies said. She anticipates the selection of a new president by the end of the spring term.

    Spies and her husband, Allan, also a CLU graduate, reconnected with the University when they returned to campus for Allan’s 30th reunion in 1999. They were excited by the energy of the University that went beyond just the physical changes on campus such as the newly built Soiland Humanities Center.

    “I found that CLU had a very clear vision for itself and a forward-thinking attitude that was very energizing. I decided to get re-involved with CLU through the capital campaign. Al and I decided that the first area we would support was education,” she said.

    Their timing couldn’t have been more perfect. School of Education faculty and staff were bursting at the seams in the Benson House on Faculty Drive. Fifteen people shared the little house, and every possible space—including shower stalls—was utilized. The Now is the Time Campaign held the promise of a new home for the school. The Spies and Bornemann families’ commitment to the campaign helped turn that promise into reality. Thus the new building was named the Spies-Bornemann Center for Education and Technology in their honor.

    Spies met her husband, a fellow member of CLU’s cheerleading squad, as a freshman at CLU. It’s no wonder then that their first date was spent searching for a purple and gold tie for him to wear as part of his cheerleading uniform.

    “There weren’t many places in Thousand Oaks at the time that carried purple and gold ties. Thousand Oaks didn’t have the malls and stores that it has today,” said Spies.

    Spies obtained her Bachelor of Arts degree summa cum laude in three years, majoring in German and minoring in elementary education. She went on to earn her master’s in education in curriculum and instruction and an administrative credential from the University of Washington. Teaching for a number of years, she eventually found it too difficult to continue given the job relocations of her husband’s career as an executive with the Bell system, so she turned to writing as an alternative.

    Today, Spies spends most of her time giving back to her community.

    “I enjoy giving of my time, treasure and talent. And I am honored to serve on CLU’s Board of Regents. I have met and enjoy working with so many terrific CLU alumni, students and staff through my involvement with CLU,” said Spies.

    When not serving as a Regent or chairing the Presidential Selection and Academic and Student Affairs committees, she serves as an advisory board member for the Ronald McDonald House Charities in Denver and is on the board of Parent Pathways, a high school for pregnant teens and young moms. Spies’ active board involvement, leadership and philanthropy have been vital to CLU’s success and progress.

    Like the many other causes to which she gives her time, CLU is very fortunate to have Spies on its team.

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    Superintendents Travel to England:

    Global Search for Great Schools

    From left to right: Dean Terry Cannings, Dr. Roger Rice, Dr. David Gomez, Dr. Trudy Arriaga, Dr. Nancy Carroll, Dr. Mario Contini.

    I n November 2007, six local superintendents along with Dean Terry Cannings participated in a study abroad tour as part of a collaborative partnership between CLU and USC Schools of Education, the Ventura County Office of Education and England’s National College for School Leadership (NCSL). These superintendents were given the unique opportunity to visit English schools and learn about their approach to educational reform.

    “Most superintendents do not get the opportunity to pursue their own professional development so this study tour provided these local educational leaders the chance to ensure their own continued career growth and development as well as develop their relationships with their fellow local superintendents,” said Dean Cannings.

    The six superintendents who participated in the study tour were Dr. Trudy Arriaga, Ventura Unified School District Superintendent; Dr. Nancy Carroll, Ocean View District Superintendent; Mario Contini, Conejo Valley Unified School District Superintendent; Dr. David Gomez, Santa Paula Union High School Superintendent; Ellen Smith, Moorpark Unified School District Superintendent; and Dr. Roger Rice, Oxnard Union High School District Assistant Superintendent.

    At a follow-up meeting to discuss what was learned from the trip, the superintendents shared the following observations and recommendations:

    Observations:

    • England’s version of No Child Left Behind (NCLB) is Every Child Matters (ECM), which emphasizes school improvement and social services for students and their families.
    • England’s educational reform involved a system redesign for personalized learning. ECM focuses on a student-focused approach which emphasizes development of student voice and leadership as the key to personalized learning. Students, parents, and other stakeholders are empowered to get involved and serve as teachers and mentors.
    • It is interesting that diverse ethnic backgrounds, languages and cultures are viewed as assets rather than challenges.
    • England is planning to rebuild and renew every secondary school and half of all primary schools over the next 15 years with the intention of integrating and expanding technology use within its building program and designing spaces for 21st century teach- ing and learning. They will involve communities, busi- nesses and local government in planning and design- ing school facilities and will incorporate ECM goals.
    • Leadership development and succession have never been more important in the English education system. With the impending retirement of school leaders and the acknowledgement that they cannot do it all, there is a major focus on developing school leaders at the site level (e.g., teachers, department chairs, assistant principals) to help share leadership roles and eventually fill open positions. Leading from the Middle program goals are to increase middle leader’s ability to lead innovation and change in the context of their school and national or state agenda, deepen their knowledge and under standing of their role in leading learning and teaching, and build their self-confidence and competence as team leaders.
    • The trend toward distributed leadership has resulted in more involvement of teachers in the leadership process in schools.
    • Despite the impression that administrative leadership positions carry an overwhelming workload and level of responsibility, research indicates that those who have opportunities to try out leadership roles become more interested in pursuing such roles.
    • The NCSL has developed a Fast Track program that gives potential leaders access to mentoring, tailored professional development and self assess- ment on their problem-solving, communication, team working and relationship building skills.
    • iNET, International Networking for Educational Transformation, is an online network of schools across the globe that provides school links, confer- ences and research publications and study tours. It also provides worldwide networking with world class experts and practitioners pursuing innovation and system redesign. Currently, 4,000 schools in 20 countries subscribe to iNET.

    Recommendations for Ventura County schools:

    • Ensure support systems are systematically provided (e.g., Response to Intervention for academic support and newly launched “Creating Asset Rich Environments for Children and Youth,” a call to action that addresses social emotional support and relationships).
    • Create venues for students to voice their views and feedback about substantive aspects of their educa- tional experience to improve school programs.
    • Involve and empower students to participate in assessment, goal setting and progress monitoring.
    • Establish county-wide support for school building projects and facilities directors; provide technical assistance to districts applying for state building funds and preparing for the bid process; share best practices for developing site designs, selecting architects and contractors; provide training oppor- tunities regarding DSA, OPSC, and SAB standards and regulations.
    • Establish Ventura County Schools Middle Leadership Academy that provides leadership training opportunities to middle leaders.
    • Be proactive about recruiting leadership talent rather than waiting for it to emerge.
    • Create more opportunities for teachers and middle level administrators to try out leadership roles at higher levels.
    • Ensure that underrepresented minorities are purposefully included in leadership development.
    • Systematically prepare for the retirement of baby boomer school leaders through coordinated efforts to develop the next generation of educational leaders.
    • Consider membership in iNET at $275/school and attendance at iNET international conference in November in Birmingham, England.

    For more information on this and future study abroad tours, please e-mail Dean Terry Cannings at cannings@callutheran.edu or (805) 493-3419.

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    Martindale Screens Athletes’ Hearing at Special Olympics in China

    Dr. Maura Martindale, director of CLU’s new Deaf and Hard of Hearing program, participated as a volunteer at the International Special Olympics in Shanghai,China, this past fall. Special Olympics, founded in 1968 by Eunice Kennedy Shriver, is an international organization whose mission is to empower people with intellectual disabilities to be physically fit and to become respected and productive members of society through sports training. Mrs. Shriver attended the opening ceremonies along with her son-in-law Gov. Arnold Schwarzenegger.

    As part of the Healthy Athletes Program, Martindale joined an international team of more than 25 audiologists, ENTs, and other professionals screening the athletes’ hearing. Volunteers from other medical and education disciplines also provided free dental, vision, physical and health screenings in a special venue set aside for this purpose.

    The Healthy Hearing team was joined by dozens of Chinese professionals and students who worked together with the athletes’ coaches and parents for a comprehensive evaluation. Free hearing aids were available to athletes who needed them.

    “This was the first time the games were held in Asia and the people of Shanghai rolled out the red carpet for everyone,” says Martindale.

    More than 7,000 athletes with intellectual disabilities from 160 countries came together to compete in events that parallel the summer games. The Opening Ceremonies, attended by the Chinese president, rivaled any Olympic opening held anywhere in the world. The colorful pageant included a parade of athletes with the most representing Team USA and Team China, nearly 500 and more than 1,000 respectively.

    Martindale is happy to share photos and talk to groups at CLU about her experience. She can be reached at (805) 493-3072 or mmartindd@callutheran.edu.

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    CLU Starts Fast-Track Teacher Program

    Students can earn degree and credential in four years

    California Lutheran University started a new program that enables students to earn their degree and preliminary teaching credential in four years instead of the traditional five.

    The 11 students in the first Integrated Liberal Studies cohort began classes in the fall. The aspiring educators will be able to complete their coursework in three years and their student teaching in the fourth year.

    California is experiencing a teacher shortage that is expected to get worse over the next 10 years. One of the ways the California Department of Education has suggested addressing this problem is to expand alternative programs that allow teachers to obtain a four-year degree while obtaining a credential.

    This fast-track program is not for everyone, though, said Michael McCambridge, Ed.D., a professor in the School of Education. Students must have high grade point averages and SAT scores to qualify.

    “You need to have a real motivated student,” McCambridge explained. “This is for people who have always known that they wanted to be a teacher. They are the ones who taught their animals and organized a school for the kids in their neighborhood when they were young.”

    For more information, contact Dr. Michael McCambridge at (805) 493-3093 or mdmcamb@callutheran.edu.

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    Faculty Spotlight

    Dr. Deborah Erickson: From Practitioner to Professor

    Dr. Deborah Erickson, Ph.D.

    Since 2002, Dr. Deborah Erickson has been an active member of the School of Education faculty as an assistant professor and director of the educational leadership master’s program. Her hard work and commitment to the School was recognized with her recent appointment to the position of Assistant Dean and Interim chair of the Teacher Education Department. Her approachable leadership style and strong management skills have distinguished her as a go-to person for CLU faculty, students and colleagues.
    “She is a competent and committed leader. Her leadership has and will continue to be critical to preparing the School of Education for its NCATE reaccreditation process and review in 2009,” says Dean Terry Cannings.

    Having served as a mentor for over 20 doctoral candidates and numerous educational leaders and new teachers, Erickson strongly believes in the importance of mentoring as a means for creating a community of learning.

    “Within the School of Education’s conceptual framework, included are expectations of our graduates: serving as mentors and models and empowering others for educational growth and change. These are very powerful statements about our beliefs – we, as faculty and K-12 practitioners, have the responsibility of mentoring others in the profession. I enjoy working with students in the capacity of mentor and helping them understand how to facilitate growth in others; in turn, I learn much from my students. Building trusting relationships is key,” says Erickson.

    Her impact has gone beyond CLU’s School of Education as she has also developed strong partnerships with local school districts including Conejo Valley, Moorpark, Hueneme and Pleasant Valley for the development of school leadership training centers.

    Erickson has presented her work in educational leadership and teacher development in numerous state and national conferences and has served in leadership positions for several professional associations and community service organizations throughout her career. As the current president of the California Association of Professors of Educational Administration, her recent collaborative research with other educators on “The Transition from Practitioner to Professor: The Struggle of New Faculty to Find Their Place in the World of Academia” was
    accepted for publication in the summer issue of Educational Leadership Review. She is also a board member for Lutheran Schools of Southern California and Hawaii. She recently coordinated and led a professional development workshop for local Lutheran school principals at CLU.

    Erickson taught for six years before becoming vice principal and principal at Oakwood and Heather elementary schools in Lodi and San Carlos school districts, respectively. After nine years as principal, she served as Director of Curriculum and Student Services for San Carlos School District, directing all aspects of the special education program and developing and planning all district professional growth activities. Her background and experience include the implementation of a professional development school, direction of curricular reform efforts, induction of teachers, development of professional growth activities, and leadership for state and federal reviews.

    An alumna of Pacific Lutheran University, Erickson began her career in education as a reading specialist for a Christian elementary school. She advanced her career by obtaining her master’s of arts in education from Cal State, San Bernardino, her administrative services credential and her doctorate from the University of the Pacific.

    The School of Education is fortunate to have her leadership.

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    Survival Pedagogy Institute Helps Teacher Candidates Endure First Weeks in the Classroom

    CLU’s Special Education Program’s Survival Pedagogy Institute provides teacher candidates with a concentrated dose of pedagogy to help them literally survive their first weeks in the classroom. Faculty provide the supplemental program since a majority of teacher candidates enter the special education program with minimal preparation as they begin teaching in their own classrooms. The program is successful in meeting the immediate practical needs of teacher candidates by first conducting a needs assessment of the students through surveys, group interviews, evaluations and observations. Based on the results of the needs assessment surveys, the program faculty plans and provides specific modules that bring teacher candidates up to speed on essential tools and practices that allow them to keep their heads above water during their challenging first year of teaching.

    For each module covered teacher candidates receive a specially prepared handbook as a resource to be used throughout their first year of teaching. Currently there are four handbooks available to all teacher candidates:

    1. Classroom and behavior management rules and procedures
    2. Planning for all students;
    3. IEP’s and Goal Writing and Assessments;
    4. The Diverse Learners: The Children We Serve and How We Do It.

    For more information on the Institute, please contact Dr. Silva Karayan at (805) 493-3687 or Karayan@callutheran.

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    CLU and Ventura Unified School District Partnership:

    A Model for Closing the Achievement Gap

    CLU professor Diana Stephens and Ventura Unified School District (VUSD) superintendent Dr. Trudy Arriaga, an adjunct faculty member in CLU’s doctoral program in educational leadership, have established a unique collaboration between CLU and the Ventura Unified School District. The collaboration serves as a model of university/school district partnerships in the state providing best practices in helping to close the achievement gap. The partnership is focused on expanding the implementation of a systems-wide social-emotional curriculum called Lesson One.

    Developed by noted Boston educator and author Jon Oliver, Lesson One is a whole-school evidence-based program that teaches life skills in elementary and middle school. The curriculum positively influences academic performance by increasing time on task teaching and decreasing behavioral distractions. The program emphasizes a pledge for success, self-control, self-confidence, responsibility, problem solving, and cooperation.

    By integrating the principles of Lesson One into the curriculum, VUSD’s E.P. Foster elementary school has been able to effect major changes in the school environment. Student behavior and standardized test scores improved dramatically, a significant achievement for the school’s students. Because of this early success, the VUSD and CLU partnership committed to expanding and recently obtained funding to implement the Lesson One curriculum in three additional elementary schools and one middle school. Lesson One training is expected to begin in the four expansion schools, Sunset, Sheridan Way, Will Rogers and DeAnza, this spring term.

    Stephens presented the work of the partnership in a workshop titled “A Collaborative Model in Closing the Gap: Best Practices that are Making a Difference” at the California Department of Education Achievement Gap Summit in Sacramento this past November. She presented a similar workshop at the Ventura County Office of Education Response to Intervention (RtI) Symposium, “Beyond the Pyramids,” in January. The workshop discussed the link between RtI Behavioral Interventions and the Lesson One program. In July, Stephens will present at the American School Counselor Association’s National Conference, “Setting NEW Standards,” in Atlanta. This workshop will highlight the CLU/VUSD partnership in “creating a culture of equity and caring” in public schools.

    For more information on this partnership, please contact Diana Stephens at (805) 493-3041 or dstephen@callutheran.edu.

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    AB 1802 Explained

    By Lisa Buono, Senior Lecturer and Fieldwork Coordinator for the Counseling and Guidance Program

    After much lobbying by the California Association of School Counselors (CASC), in mid 2006 Assembly Bill 1802 (the Middle and High School Supplementary Counseling Program) was passed by the legislature. AB 1802 was established to provide additional counseling services to ALL students in the 7th through 12th grades.

    AB 1802 funding was meant to supplement existing school counseling programs; not to supplant existing counseling programs. With AB 1802 funding, districts were able to add at least one counselor to most middle and high schools throughout the state of California.

    Under AB 1802 counselors are to provide students with educational and vocational options, specified services to students who have failed or are at risk of failing the California High School Exit Exam (CAHSEE), and specified services to students who are at risk of not graduating due to insufficient credits.

    Though many think of this legislation as focusing on “students at-risk,” AB 1802 is actually inclusive, targeting all 7th to 12th grade students. Essentially the implementation of AB 1802 can be broken down in two ways, meeting with students in the general population and meeting with students in the at-risk population.

    General Population

    In terms of the general student population, counselors are to hold individual meetings with students to review their academic and behavior records, discuss educational options (i.e., assuming services are available talk about college prep programs, vocational programs, and any other alternative programs available in the district), review coursework and academic progress needed for satisfactory completion of middle and high school requirements, and explain the necessity of passing the CAHSEE and the availability of career technical education.

    Best efforts are to be made by counselors to have a parent/guardian present in the individual meeting or to meet with the parent/guardian before or after the meeting with the student. (If the parent/guardian chooses not to participate, counselors need to document that effort was made to include the parent/guardian in the conference.)

    The individual student meeting needs to be documented, with a copy of what was discussed given to the student, the parent/guardian, and a copy put into the student’s cumulative file (sample meeting forms can be found at the “AB1802 Clearinghouse” http://www.ab1802clearinghouse.com/).

    Though the language of the law is a bit vague about when counselors are to meet with students in the general population, the consensus is one meeting with students between the 7th and 8th grades, and one meeting with students between the 9th and 12th grades.

    At-risk Population

    The at-risk student population is identified as students who are at risk of not graduating with the rest of their class, not earning credits at a rate that will enable them to pass the CAHSEE, and/or not having sufficient training to allow them to fully engage in their chosen career.

    In the 7th grade, students must be identified as at-risk if they have tested “far below basic” in English, language arts, or math on the California Standards Test administered during the 6th grade. In middle school, identified at-risk students must meet with a counselor at least once before January of their 7th grade year.

    At-risk students must meet with a high school counselor at least twice, once in the 10th grade and once in the 12th grade. Counselors are to meet with 10th grade students between the spring of their 10th grade year and the fall of their 11th grade year, and once during 12th grade (before March of the 12th grade year).

    As with the general population, counselors are to meet with at-risk students (and a parent/guardian) to discuss the students’ status, with a focus on identifying possible solutions to the barriers the student faces (counselors must make their best effort to include the parent/guardian in this meeting).

    If an at-risk student has an IEP, 504, or SST, the AB 1802 conference can happen in conjunction with the IEP, 504, or SST meeting. These conferences (with intervention/remediation plan) must be documented with a copy of the plan going to the student, the parent/guardian, and a copy being placed in the student’s cumulative file.

    When counselors meet with at-risk students (and parent/guardian), they must discuss the consequences of not passing the CAHSEE; programs, courses, and career technical education options available for students needed for satisfactory completion of middle or high school; the cumulative records and transcripts of the students; and performance on standardized and diagnostic assessments of students, remediation strategies, high school courses, and alternative education options available to students.

    Reporting Requirements

    Each school district must submit an annual report about AB 1802 activities to the state; the superintendent for each district must decide what and how to report the data collected. The annual report should describe the number of students served, the number of school counselors involved in the conferences, the number and percentage of students who participated in conferences and who successfully pass the CAHSEE, the number and percentage of students who participated in conferences and who fail to pass one or both sections of the CAHSEE, and a summary of the most prevalent results for students based on graduation plans developed.

    Budget Crisis

    CASC is closely monitoring the state budget crisis and what this means for school counselors, including those hired under AB 1802. In a press release dated January 31, 2008, while CASC officials have not seen budget bill language yet, they anticipate AB 1802 funding will decrease about $10 million (from $78 per student to $70 per student). CASC will continue to lobby for support of AB 1802 and will continue to keep members informed with the latest information.

    Resources

    California Association of School Counselors

    AB 1802 Clearinghouse

    Program Questions: Joshua Brady
    E-mail: jbrady@cde.ca.gov
    Tel: (916) 319-0206

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    Student Spotlight

    Harvey Laidman: From Stars to Students
    by Karin Grennan

    Harvey Laidman of Woodland Hills had a long successful career directing television shows, including “The Waltons,” “Magnum P.I.” and ”7th Heaven.” But after he hit 60, he found himself frustrated by changes in the industry. Too full of energy to retire, Laidman considered teaching film but discovered there was little demand.

    Then his thoughts turned to science. He had traveled throughout the world in search of astronomical wonders. He had seen Halley’s Comet in Australia, winter solstice in Machu Picchu, Peru, and eclipses in Mazatlan and the Greek Islands.

    “Teaching would be a chance to be involved with science every day,” explains Laidman, 65.

    Attracted to the small class sizes and accessibility of faculty, Laidman enrolled in CLU’s Graduate Teacher Preparation/Master’s Degree program. His greatest revelation came while observing a science class for children with special needs.

    “I really empathized with those kids,” says Laidman, who has a 28-year-old son. “After all those years of working with difficult actors, bullies and ego monsters, reaching these kids would be a reward and a pleasure.”

    Many second-career students go into special education, says Michael McCambridge, Ed.D., an assistant professor in the School of Education. “They fall in love with it. This is a place where they can really serve.”

    Laidman started student teaching in science and math classes at Los Cerritos Middle School in Thousand Oaks this past fall. He is hoping that some of the skills he honed as a director, such as thinking on his feet, will come in handy. He also sees a connection between the way he used language and finesse to extract performances from actors and getting students to put forth their best efforts.

    “I will need to be much more attuned to the needs of my students,” Laidman surmises. “After all, they’re not going to be there to help me achieve my artistic vision. I’ll be there to help them see the light.”

    Excerpted from “Changing Places,” CLU Magazine, Fall 2007. Karin Grennan is Media Relations Coordinator at CLU.

    Editor’s Note: Shortly after completing the program, Harvey Laidman landed an assignment teaching geosciences to ninth graders at Granada Hills Charter High School, the largest charter school in the United States.

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    Class Notes

    Rachael Carver ’01, MS ’04, was the Pacific View League Coach of the Year for girls’ soccer in 2007. She is currently in her sixth year teaching at Pacifica High School and is in her fourth year as Girls Varsity Soccer Coach.

    David Cooper ’84, MA ’00, is Principal at Oaks Christian High School in Westlake Village and Kathryn (Havemann) Cooper ’84, is a second-grade teacher at Pleasant Valley Christian in Camarillo.

    Heather Hagan ’05, TC ’06, married Andrew Christopher in October. She is a first-grade teacher at Manzanita Elementary School in Palmdale.

    Joanne Lopez Hayden ’84, MS ’94, is a program administrator in the Counseling/Psychology Department of Pacifica Graduate Institute in Carpinteria.

    Lynne Near, TC ’97, is a Spanish teacher at Scotts Valley High School in Santa Cruz.

    LTC(R) J. Patrick O’Doul, MS ’90, is the Southern California state coordinator for the United States Military Academy, West Point, New York, responsible for 30 congressional districts. He also teaches science for the Simi Valley Unified School District.

    Wendy Peters, MS ’96, received tenure as a full-time faculty member and academic counselor for Santa Barbara City College.

    Gayle Pinkston, Ed.D. ’06, recently published her doctoral dissertation on professional development schools titled “Advancing Educators: Master Teachers Renewing Practices at a Professional Development School” in the fall issue of School-University Partnerships, The Journal of the National Association for Professional Development Schools.

    Jennifer L. Smith, TC ’05, MS ’07, is a teacher at Pacific Continuation High School in Ventura.

    Julie Watson, TC ’00, married Shane Wight in 2006 and gave birth to a daughter, Sophie Nicole, on June 25, 2007.

    Michele R. Dean,'78, MA '90, Ed.D. '06, has been selected to receive a Latino Leadership Award by El Concilio del Condado de Ventura at their 19th Annual Latino Leadership Awards on Saturday, March 15. Dean is being recognized for her work in bilingual education, including an effort that allows parents to be trained as Parent Expectation Student Achievement facilitators, where they gain the skills they need in English- and Spanish-language workshops to help their children succeed.

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    Faculty News

    Maria Larios-Horton, a teacher leader with CLU’s California Reading and Literature Project and an administrator in Lompoc, will present a paper titled “Having Trouble Focusing and Assessing Your ELD Instruction? CRLP’s ADEPT: A Developmental English Proficiency Test Instrument for Assessing Oral Language is the Answer!” at the California Association of Bilingual Educators conference.

    Drs. Randall B. Lindsey and Cynthia L. Jew with co-writers Stephanie M. Graham and R. Chris Westphal, Jr., recently published their book titled Culturally Proficient Inquiry: A Lens for Identifying and Examining Educational Gaps. This is the 5th book in the Cultural Proficiency series for Corwin Press. All preceding titles are now best sellers for Corwin Press and are being used across the U.S. and Canada.

    Dr. Maura Martindale’s article on reading and deafness titled “Children with significant hearing loss: Learning to listen, talk and read. Evidence-based best practices” was published in the Fall 2007 issue of Communication Disorders Quarterly.

    Drs. Michael McCambridge and Julia Sieger presented a paper titled “How Teachers Raise Good Citizens” at the Association of Moral Education
    conference this past November in New York City.

    Dr. Michael McCambridge in association with Pastor Melissa Maxwell-Doherty has started a drama ministry with interested undergraduate students. Their plan is to support worship with improvisations and scenes developed by the students.

    Dr. Michael McCambridge in concert with Jena James, Flory Academy of Science and Technology fifth grade teacher and GATE coordinator, directed the musical production The 13 Colonies performed by fourth- and fifth-grade students in the GATE program this past December. As part of his Take One Project, Dr. McCambridge offers three arts classes in Flory’s after school program, Success Express. CLU Teacher Education
    graduate students teach classes in singing, dancing and cartoon art.

    Diana Stephens completed training in January and has been appointed as a Board Institutional Reviewer (BIR) for the California Commission on Teacher Credentialing.

    The CLU School of Education faculty was well represented at the Sixth Annual Hawaii International Conference on Education held January 5-8 in Honolulu.

    Dr. Judith Crowe presented her work titled “Frontloading Language for English Learners: A study in progress on the effect of teacher professional development on student success in reading.”

    Drs. Deb Erickson and Cecelia Travick-Jackson presented two workshops titled “Learning to Lead: Utilizing Standards and a Conceptual Framework to Develop the Knowledge, Skills, and Dispositions of an Educational Leader” and “Peer Mentoring: The Emerging Search for Practicality in a Doctoral Program.”

    Dr. Deb Erickson and doctoral student Hanns Botz presented their work titled “The Use of Consultancy Protocol in Supporting Doctoral Student Work.”

    Drs. Paul Gathercoal and Cecelia Travick-Jackson presented their work titled “Webfolios: Past, Present and Future.”

    Dr. Paul Gathercoal presented his work titled “Engaging Students in Peace Education Through Democratic Classroom Management.”

    Dr. Cecelia Travick-Jackson presented her work titled “Classroom Action Research: Does it Work?”



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    Save the Date! Upcoming Events

    Special Education Program Recognition and Appreciation Dinner
    Monday, April 28

    Educational Leadership Alumni and Student Networking Reception
    Friday, May 9

    Master’s in Education Colloquium
    Friday, May 9

    Doctoral Program Celebration
    Thursday, May 15

    Teacher Credential Celebration
    Friday, May 16

    Special Education Program’s Joint Intern/Paraprofessional Training Workshop
    Monday, May 19
    For more information, please contact Dr. Silva Karayan at 805 493-3687.

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    Information Sessions

    Take the next step in your career by attending an information session or refer a friend.

    Reserve your spot today at www.callutheran.edu/gradquest or call Graduate Student Services at (805) 493-3335 for more information.

    Date Program Location Time

    February 19

    Doctoral Program Main campus - Nelson Room 7 p.m
    Counseling & Guidance Woodland Hills - Room 3 6 p.m.

    February 20

    Special Education Main campus - Humanities 108 3:30 p.m.
    Curriculum & Instruction Main campus - Humanities 108 4 p.m.
    Educational Leadership Main campus - Humanities 108 4:30p.m.

    February 26

    Teacher Preparation Oxnard campus - Room 101 6 p.m.
    Counseling & Guidance Oxnard campus - Room 103A 6 p.m.
    March 27 Doctoral Main campus - Nelson Room 7 p.m.
    April 23 Doctoral Main campus - Nelson Room 7 p.m.

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