Saúl Isaac Maldonado

Department of Education University of California, Santa Cruz

1156 High Street, Santa Cruz, CA 95054 (626) 358-0246

simaldon@ucsc.edu

Research & Teaching Scope

Social equity: curriculum & instruction, evaluation & assessment, teacher preparation

Education

University of California, Santa Cruz. Santa Cruz, CA. Ph.D. Education 2016 Dissertation: Success en inglés: How language and literacy mediate the mathematics achievement of high school Latina/os

University of California, Santa Cruz, Division of Social Sciences. Santa Cruz, CA. M.Ed. 2014 Social and Cultural Contexts of Education.

Loyola Marymount University, School of Education. Los Angeles, CA. M.A. 2006 Secondary Education.

Single-Subject Teaching Credential (English). California Commission on Teacher Credentialing.

California State University, Los Angeles. Los Angeles, CA. B.A. 2003 English. Single Subject Teaching Option.

Print Publications

Mosqueda, E., Lyon, E. G., Buck, Z., Maldonado, S. I. (2016). Gateway to language minorities’ secondary science achievement: The interplay of rigorous coursework and English language proficiency. Manuscript submitted for publication.

Mosqueda, E., Bravo, M., Solís, J. A., Maldonado, S. I., & De La Rosa, J. (2016). Preparing middle school students for the transition to high school mathematics: Assessing Latina/os’ mathematical understanding, academic language and English-language proficiency. Bilingual Review / La Revista Bilingüe.

Mosqueda, E., Maldonado, S. I., Capraro, R., Capraro, M. M. (2015). Mathematics

policy implications for urban language minority students’ opportunity to learn. Manuscript submitted for publication.

Mosqueda, E. & Maldonado, S. I. (2013). The effects of English language proficiency

and curricular pathways: Latina/o secondary students’ mathematics achievement. Equity & Excellence in Education, 46 (2), 202-219.

Mosqueda, E. & Maldonado, S. I. (2013). Racial and linguistic achievement disparities: Mathematics course-taking in urban school contexts. In Capraro M. M., & Capraro, R.

(Eds.) Improving Urban Schools: Equity and Access in K-16 STEM Education for ALL Students. Charlotte, NC: Information Age Publishing.

Martin, D., Maldonado, S. I., Schneider, J., Smith, M. (2011). A report on the state of history education: State policies and national programs. Fairfax, VA: Center for History and New Media.

Teaching

Academic Year Adjunct Lecturer, School of Education & Counseling Psychology 2014-2015

Santa Clara University

Fixed-term appointment, responsible for teaching five or more courses during the academic year, participating in faculty meetings and speaking engagements at school/department information and orientation sessions. Courses taught: First and Second Language Acquisition, Teaching in Secondary Schools, Adolescent Literacy, Nonconventional Youth.

Facilitate all components of a graduate-level course required for 29 multiple and single-subject candidates in the Master of Arts and Teaching Credential Program; course designed to provide the knowledge of how politics, culture and language interact with the policies and practices of education in a democratic and diverse society.

Teaching Associate, Teaching and Learning in Secondary Schools Summer 2013

Education Department – University of California, Santa Cruz

Conduct the development, delivery, and evaluation of curriculum for graduate-level course required for the Master of Arts in Teaching Program; facilitate course lectures for all teacher credential candidates in English/language arts and social studies; evaluate practicum exercises and teacher candidates’ papers and projects.

Lecturer, First and Second Language Acquisition Summer 2013

School of Education & Counseling Psychology – Santa Clara University

Design, enact and assess graduate-level course intended to provide the knowledge of the structural and cultural aspects of the language acquisition process as well as the cognitive development of bilingual learners for 27 single-subject teacher candidates; evaluate practicum exercises as well as teacher candidates’ paper and projects.

Teaching Associate, Portfolio Development Summer 2013

Education Department – University of California, Santa Cruz

Conduct the development, delivery, and evaluation of curriculum for graduate-level capstone course required for the Master of Arts in Teaching Program; facilitate course lectures and activities for 25 multiple subject teacher candidates; assess candidates’ summative and comprehensive compositions.

Teaching Associate, Teaching and Learning in Secondary Schools Summer 2012

Education Department – University of California, Santa Cruz

Responsible for conducting the development, delivery, and evaluation of curriculum for graduate-level course required for the Master of Arts in Teaching Program; facilitate course lectures for 37 teacher credential candidates in science, mathematics, English/language arts and social studies; evaluate practicum exercises and teacher candidates’ papers and projects.

Lecturer, Teaching and Learning in Secondary Schools (ELA) Summer 2011

Education Department – University of California, Santa Cruz

In collaboration with Dr. Trish Stoddart, develop, implement, and evaluate curriculum for graduate-level course required for the Master of Arts in Teaching Program; facilitate course lectures to 50 students; evaluate papers and projects for 14 students in the English/Language Arts cohort.

Co-Instructor, Digital Media After-School Mentoring Spring 2011 & 2012

Education Department — University of California, Santa Cruz

Design and develop curriculum, facilitate course lectures and practicum, evaluate papers and projects for an upper division literacy development course of 20+ students; prepare, observe, support, and supervise undergraduates’ digital media after-school teaching/mentoring at Bay View Elementary and at Mission Hill Middle School (Santa Cruz City Schools); serve as university liaison to school district personnel.

Teaching Assistant, Introduction to Teaching Fall 2010-Winter 2012

Education Department — University of California, Santa Cruz

Contribute toward the planning, implementation, and assessment of all coursework objectives and instructional activities for 280+ students; attend all course lectures and lead weekly discussion sections; hold regular office hours; compose narrative evaluations and letters of recommendation.

Reader, Teaching Math/Science to Culturally and Linguistically Diverse Students 2011-2013

Education Department — University of California, Santa Cruz

Appraise research papers and curriculum units for 90+ students; hold office hours; assess and provide substantive feedback to final papers and projects; serve as guest lecturer.

Research

Research Associate I Fall 2013—

JBS International, Inc. Aguirre Division/San Francisco

Conduct technical reviews and develop technical assistance materials to support evaluation development and monitoring for national and state agencies; carry out quality control on consultant reviews. Conduct data analyses and reporting for quasi-experimental evaluation using propensity score matching. Conduct implementation evaluation of bilingual education services, including literature review, analyses of existing data, classroom observations and reporting.

Graduate Student Researcher 2012-2014

Principal Investigator: Trish Stoddart. U.S. Dept. of Ed. Award #: T365Z110154-12 Collect, code and analyze longitudinal survey and observational data for ELLISA (English Language and Literacy Integration in Subject Areas), a pre-service teacher professional development research project that integrates the teaching of language and literacy into science, mathematics, and social studies instruction; facilitate professional development experiences of university teacher supervisors and cooperating/master teachers. The ELLISA consortium includes three California universities (UC Santa Cruz; San Francisco State; San Jose State) and ten partner school districts serving high percentages of English Learners.

Research Assistant II 2012-2013

JBS International, Inc. Aguirre Division / San Francisco

Assist research and evaluation firm in the management of research studies and program evaluations for government, business, and nonprofit clients via quality control, technical assistance, and editing/reporting duties. Responsibilities include: monitor and synthesize data on evaluation review processes; contribute to the development of complex evaluation reports; ensure that evaluation reviews are technically accurate and complete; conduct data reviews and aggregation; carry out preliminary and secondary reviews of evaluation plans and provide clients with written and verbal feedback; contribute to the development of technical assistance materials to support evaluation development and monitoring; as well as assist with production of monthly and quarterly reports as needed. Conduct interviews and focus groups as well as contribute to the design, implementation and presentation of evaluation activities for clientele across education, social work and public health fields.

Research Associate, National History Education Clearinghouse 2010-2012

Roy Rosenzweig Center for History and New Media — George Mason University Principal Investigator: Daisy Martin

Research associate for federally-funded project (ED-07-CO-0088) focused on K-12 history education content and teaching strategies; investigate and report on state standards, teacher licensure requirements, and mandated assessments. Responsibilities: collect, code, and submit national data (N=51) to P.I.; certify validity and reliability of data with curriculum and assessment specialists at state departments of education, professors of history education, and members of professional communities; generate data tables and figures for publications.

Graduate Student Researcher Summer 2012

Principal Investigator: Trish Stoddart. National Science Foundation DR-K-12: 0822402 Assist P.I. in coding and analyzing longitudinal survey and observational data for ESTELL (Effective Science Teaching for English Language Learners), a pre-service teacher professional development research project across four California universities (UC Santa Cruz; San Diego State; San Francisco State; San Jose State).

Graduate Research Assistant, Committee on Research (SRG) Winter 2011-Summer 2012

University of California, Santa Cruz

Principal Investigator: George Bunch CO-P.I.: Eduardo Mosqueda

Contribute to research design, literature review, data collection and coding on learning cohorts of language minority community college students; manage recording equipment for focus groups; conduct fieldwork; document weekly meeting notes; produce memorandums; conduct administrative tasks as needed.

Graduate Student Researcher, University-Community Links Spring 2011 & 2012 Principal Investigator: Kip Téllez University of California, Office of the President (SAPEP) Assist P.I. in the planning, conduction, and analysis of instructional intervention on digital media projects created by English Learners (grades 4-8) at two school sites; negotiate access to site; design guided experiential learning opportunities; conduct fieldwork; assemble and organize observation notes.

Graduate Student Researcher Spring-Summer 2012, Spring 2014 Principal Investigator: Judit N. Moschkovich University of California, Santa Cruz Assist P.I. in fieldwork; design and manage digital media portfolio; conduct administrative tasks.

K-12 Experience

Program Director, Upward Bound North Hollywood 2007-2010 Volunteers of America Los Angeles U.S. Department of Education Award: P047A070880 Grant Amount: $1,000,000.00 Grant Period: 2007-2011

Instructional and administrative leader of an Upward Bound TRIO Program, serving fifty students annually from North Hollywood High School and Francis Polytechnic (LAUSD). Designed, implemented, evaluated, and accounted for all project objectives and activities; hired, trained, assessed, and supervised project staff; ensured compliance with federal, state, and school district requirements; collected, organized, and analyzed data to report program outcomes and secure additional funding; managed grants and budgets. Developed and directed Summer Residential Programs at Chapman University; organized and operationalized a staff of two coordinators, four educational advisors, sixteen teachers, sixteen tutors, and 150 students from the following eight high schools: Crenshaw, Washington Preparatory, North Hollywood, Francis Polytechnic, Westminster, Roosevelt, Discovery Preparatory, and San Fernando.

Presentations

Hernandez, A. E., Aponte-Soto, L., Casillas, W., Maldonado, S. I., Neubauer, L. (2015, November). How do we attend to evaluation with a Latina/o cultural lens? American Evaluation Association. Chicago, IL.

Maldonado, S. I., Aponte-Soto, L., Robles-Schrader, G. M., & Neubauer, L. C. (2014, October).

Visionary evaluation for building sustainable CRE practices for Latina/o communities. American Evaluation Association. Denver, CO.

Maldonado, S. I., Jackson, A. M. & LaVelle, J. (2014, September). Instilling cultural competency in evaluation training, thinking and practice. Center for Culturally Responsive Evaluation and Assessment. Oak Brook, IL.

Maldonado, S. I., Aponte-Soto, L. & Soto, I. (2014, September). Interdisciplinary culturally responsive evaluation practices in Latina/o communities. Center for Culturally Responsive Evaluation and Assessment. Oak Brook, IL.

Bravo, M. A. & Maldonado, S. I. (2014, May). Capitalizing on science to give English language learners access to language arts. International Reading Association. New Orleans, LA.

Mosqueda, E. & Maldonado, S. I. (2014, April). The effects of English-language proficiency and academic tracking on Latina/os’ high school mathematics achievement. American Educational Research Association. Philadelphia, PA.

Maldonado, S. I. (2013, April). Latina/os’ mathematical understanding: Culturally responsive formative assessment. Center for Culturally Responsive Evaluation and Assessment.

Chicago, IL.

Neubauer, L. C., Juarez, G., Aponte-Soto, L., Jimenez, M., & Maldonado, S. I. (2013, April). Where are all of the Latinos at? Exploring and identifying future directions for Latinos in evaluation. Center for Culturally Responsive Evaluation and Assessment. Chicago, IL.

Stoddart, T., Shaw, J., Chee, J. & Maldonado, S. I. (2013, February). Teacher Education for English Learners (TEEL) Research. Education Department Colloquium. Santa Cruz, CA.

Mosqueda, E. & Maldonado, S. I. (2012, April). Linguistic Minority Students’ Opportunities to Learn High School Mathematics. American Educational Research Association. Vancouver, Canada.

Buck, Z. E., Maldonado, S. I., Lyon, E. G. & Mosqueda, E., (2012, March). Estimating the Influence of Course-Taking Patterns and English-Language Proficiency on Science Achievement. National Association of Research on Science Teaching. Indianapolis, IN.

Consulting

Driscoll’s Philanthropy Department Spring 2015

UCSC Education Department, Teaching Assistant Trainer Fall 2012 National Center for Youth Law (Foster Youth EducationInitiative) 2011-2012 Effective Science Teaching for English Language Learners (ESTELL) 2011-2012 Assessment as Vehicle for Science Learning and Equity Summer 2011