Rodriguez-Mojica

Santa Clara University 1214 Alviso Street

Department of Education Santa Clara, CA 95050

500 El Camino Real (530) 321-7356

Santa Clara, CA 95053

Email: crodriguezmojica@scu.edu

EDUCATION

Ph.D. Curriculum Studies and Teacher Education, Stanford University, September 2014

MA. Linguistics, Stanford University, September 2014

SB 2042 Clear Multiple Subject Credential with BCLAD Authorization, California State University, Sacramento, May 2006

B.S. Human Development, University of California at Davis, June 2005

DISSERTATION

“From Test Scores to Language Use: What English learners do in real-time academic communication in English”

Advisor: Dr. Claude Goldenberg

Committee members: Dr. Guadalupe Valdés, Dr. Edward Haertel, Dr. Kenneth Romeo

GRANTS AND FELLOWSHIPS

Diversifying Academia, Recruiting Excellence Doctoral Fellowship, Stanford University, 2012-2014 Stanford Graduate School of Education Dissertation Support Grant, Stanford University, 2013 Diversity Dissertation Research Opportunity Grant, Stanford University, Fall 2012, Spring 2013

AWARDS

Student Recognition Award, Stanford Graduate School of Education, Spring 2014 Outstanding Graduate Mentor Award, El Centro Chicano at Stanford University, Spring 2013 Scholar in Residence, El Centro Chicano at Stanford University, 2013-2014

UNIVERSITY TEACHING EXPERIENCE

2017, 2016

(Winter)

Assistant Professor, Elementary Language Arts Methods, Santa Clara University Responsible for designing and teaching the course to students in the teaching credential and Master’s program at Santa Clara University.

CLAUDIA RODRÍGUEZ-MOJICA

2016

(Fall), 2015

(Fall & Summer)

Assistant Professor, First and Second Language Acquisition in K-12, Santa Clara University

Responsible for designing and teaching the course to students in the teaching credential and Master’s program at Santa Clara University.

2016

(Spring)

Assistant Professor, Social and Ethical Foundations in Education, Santa Clara University Responsible for designing and teaching the course to students in the teaching credential and Master’s program at Santa Clara University.

2016

(Spring)

Assistant Professor, Bilingual Methods, Santa Clara University

Responsible for designing and teaching the course in Spanish to students in the teaching credential and Master’s program at Santa Clara University.

2014

(Fall)

Teaching Assistant, Supporting English Language Learners Under the New Standards MOOC, Stanford University and Oregon State University

Collaborated to develop online instructional material, responded to student queries and provided feedback on student assignments. The class was a Massive Open Online Course with an enrollment of approximately 4,000 participants.

K-12 TEACHING EXPERIENCE

2009

(Summer)

Summer School English Teacher, Escuela Popular High School Academy, San Jose, CA Taught English and California High School Examination (CAHSEE)preparation in the 19 and over program. Students were primarily Spanish speakers and ranged in age from 17 to 45 years old.

2007-2008 3rd grade Two-Way Immersion Teacher, ADELANTE Dual Language Academy, San Jose, CA

Taught 3rd grade class and 3rd grade Saturday Academy aimed at preparing students for the

2008

(Summer)

3rd grade and 5th grade Two-Way Immersion Summer School Teacher, ADELANTE Dual Language Academy, San Jose, CA

Taught 3rd and 5th grade summer school classes aimed at preparing students for the

following academic year.

2006

(Summer)

4th grade Summer School Teacher, Beamer Park Elementary, Woodland, CA

Taught 4th grade summer school aimed at preparing students for the following academic year.

RESEARCH EXPERIENCE

2014-2015 Senior Researcher, Education Northwest, Portland, Oregon

2006-2007 1st grade Two-Way Immersion Teacher, Waggoner Elementary School, Winters, CA Taught 1st grade, created Spanish instructionalmaterials across subject areas and served on the English Language Development (ELD) curriculum adoption committee.

California Standards Tests (CST). Created school-wide English high frequency word list and benchmarks, designed and implemented a school-wide Physical Education program, served on the school district Math curriculum adoption committee and was the school Parent Teacher Association liaison.

Manage evaluation projects for the Center for Research and Evaluation and Assessment at Education Northwest. Develop evaluation designs and instruments, collect, organize and analyze data and create evaluation reports and briefs. Lead the Supporting English Language Learners Working Group in the Oregon Leadership Network research alliance for the Regional Educational Laboratory Northwest, providing technical assistance and conducting research and evaluation to support English language learners in Oregon.

2011-2013 Graduate Student Associate, Reclassifying and Not Reclassifying English Learners SRI International, Menlo Park, California and Stanford University

Analyzed and synthesized school district policy documents, conducted over 20 school site interviews at 5 schools, analyzed school site interviews and collaborated with research team to conduct cross-case syntheses. This project was funded by an Institute of Education Sciences (IES) grant.

Rodríguez-Mojica, p.4

2009-2012 Research Assistant, Refining and Validating a Measure of Classroom Quality for English Learners, Stanford University

Collaborated to refine the classroom observation protocol, develop training sessions and materials, administered teacher surveys, conducted classroom observations, administered and scored student writing assessments, maintained communication with participating teachers and school principals and collaborated in writing research grant annual report. This project was funded by a William T. Grant Foundation grant.

2010-2011 Research Assistant, Field Test of Content Rich Vocabulary, Stanford University Conducted classroom observations, teacher interviews, and refined reading passages for researcher-developed comprehension tests.

UNIVERSITY SERVICE

2015-

present

Bilingual Authorization Proposal Contributor, Department of Education, Santa Clara University

Contributed to the development of a proposal detailing the Bilingual Authorization program emphasis for Santa Clara University’s teacher education program. This proposal will be submitted in early 2016 to the California’s Commission on Teaching Credentialing.

2015-

present

Reviewed and decided on applications for admissions to the Teacher Education program.

2010-2013 Honor’s Thesis Mentor, El Centro Chicano, Stanford University

Mentored Stanford University undergraduates on their Honor’s Theses. Provided advice regarding the research process and feedback on early theses drafts.

Participated in monthly department faculty meetings and provided graduate student perspective.

2010-2012 Graduate Student Representative, El Guiding Concilio at El Centro Chicano, Stanford University

2010-2011 Chair, Undocumented Students in Higher Education Teach-In, Stanford University Coordinated a teach-in to raise awareness about undocumented students in higher education and provide resources and information to members of the larger California Bay Area community.

COMMUNITY SERVICE

2013-2016 Mentor, San Jose, CA

2013 Tutor, San Jose, CA

Tutored a 4th grade student who is struggling to meet academic expectations. We met two times a week and worked on reading and math.

Teacher Education Admissions Committee Member, Department of Education, Santa Clara University

2011-2012 Graduate Student Representative, Curriculum Studies & Teacher Education, Stanford University

2010-2012 Co-Chair, Language Equity and Education Policy Working Group, Stanford University Collaborated to coordinate guest speaker eventsand liaised with Undocumented Students in Higher Education Teach-In group.

Participated in bi-monthly advisory board meetings to discuss resource allocation, goals and expansion.

Mentoring a San José State University undergraduate student interested in applying to graduate school. She was accepted and has enrolled in aClinical Psychology graduate program at San José State University.

2011 Tutor, Boys & Girls Club of the Peninsula, East Menlo Park, CA Tutored an 8th grade student in Math and English one time a week.

PROFESSIONAL EXPERIENCE

Received Defense Language Institute training. Review and approve Spanish language

Defense Language Proficiency Test (DLPT) items.

2010

(Summer)

Consultant, Community Child Care Council of Santa Clara County (4c), San Jose, CA Developed and implemented Family Child Care Provider training plan and developed and delivered professional development workshops in Spanish and English.

PUBLICATIONS

Rodríguez-Mojica, C. (under review) From Test Scores to Language Use: Emergent Bilinguals using English to Accomplish Academic Tasks

Rodríguez-Mojica, C. (under review) Explaining and describing in English language arts: When “Scaffolds” do not Scaffold

Rodríguez-Mojica, C. (draft) I don’t get it: English learners’ seeking and receiving help from peers in English language arts

Rodríguez-Mojica, C. (draft) Teaching for English Language Proficiency: What Teachers Nominated as Effective Think, and Do.

Rodríguez-Mojica, C. (draft) In one day’s talk: The Standard English, Chicano English and Spanish language use of a fourth grade English learner

Rodríguez-Mojica, C. (draft) What Does it Take to Implement Project G.L.A.D.?

TECHNICAL REPORTS

Rodríguez-Mojica, C., & Autio, E. (2014). The Performance of Students in Hillsboro School District’s Dual Language Program. Portland, OR: Education Northwest.

Greenberg Motamedi, J. Rodríguez-Mojica, C., Gandhi, E. (2014). Building English language proficiency and content knowledge: A review of Evergreen Public Schools’ English language learner programs and practices. Portland, OR: Education Northwest.

2010-2016 Defense Language Proficiency Test Item Reviewer, Spanish Target Language Expert, Lidget Green, Inc.

Goldenberg, C., Coleman, R., Reese, L., Haertel, E., Rodríguez-Mojica, C., (2013). Classroom Qualities for English Language Learners in Language Arts Instruction: Technical Report. https://people.stanford.edu/claudeg/cqell/about

PRESENTATIONS AND POSTER SESSIONS

Rodriguez-Mojica, C. (2016). Ensuring High-Quality Education for English learners. Presented as part of an invited panel hosted by American Institutes for Research. April 6 2016. Washington, DC.

Rodriguez-Mojica, C. (2016). In one day’s talk: The Standard English, Chicano English and Spanish language use of a fourth grade English learner. Presented in a symposium session at the American Educational Research Association conference. April 7-12 2016. Washington, DC.

Rutherford-Quach, S., Thompson, K., Rodriguez-Mojica, C., & Román, D. (2016). Using a MOOC to Improve Teachers’ Understanding and Facilitation of Academic Arguments. Presented in a symposium session at the American Educational Research Association conference. April 7-12 2016. Washington, DC.

Rodriguez-Mojica, C. (2016). La Educación Bilingüe. Session at the Oregon Association of Bilingual Education 2016 Summer Conference. June 25, 2016. Portland, OR.

Rodríguez-Mojica, C. (2015). English Learners and the Common Core. Presentation at University of Oregon’s Executive Leadership Institute 2015. June 26-27, 2015. Eugene, OR.

Rodríguez-Mojica, C. (2015). De la casa a la Universidad: ¿Qué le espera a mi hija? Keynote at Oregon Association for Comprehensive Education. January 22-24, 2015. Seaside, OR.

Rodríguez-Mojica, C. (2015). Latino families and Schools: What does family involvement look like? Session at Oregon Association for Comprehensive Education. January 22-24, 2015. Seaside, OR.

Rodríguez-Mojica, C. (2015). Talk that Talk: Making the Most of Text, Speech, and Silence for Emergent Bilinguals in the Classroom. Symposium session presented at the American Educational Research Association. April 16-20 2015. Chicago, IL.

Deussen, T., Roccograndi, A., Hanita, M., Rodriguez-Mojica, C., & Autio, E. (2015). Supporting English learners through sheltered instruction: Year 2 results from a cluster-randomized trial. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.

Bautista, D., Blackburn, T., Thompson, K., Rodríguez-Mojica, C. (2014). From the District Office to the Classroom: Supporting English Learners Every Step of the Way. Presented at 2014 Fall Leadership Institute, Portland, OR.

Deussen, T., & Rodríguez-Mojica, C. (2014). Lessons learned from an experimental study of Project GLAD. Paper presented at the State English Learners Alliance Conference, Eugene, OR.

Goldenberg, C., Haertel, E., Coleman, R., Reese, L., Rodríguez-Mojica, C. (2013). Refining a Measure of Classroom Quality for English Language Learners (CQELL). Presented at the American Educational Research Association symposium session. San Francisco, CA.

Rodríguez-Mojica, C. (2012). Teaching Communicative Competence to Spanish Speaking ELLs. Presented at the National Council of Teachers of English session. Las Vegas, NV.

Rodríguez-Mojica, C. (2012). Stanford Teach-In. Presented at the American Educational Research Association symposium session. Vancouver, B.C. Canada

Rodríguez-Mojica, C. (2012). Teaching for English Language Proficiency. Presented at the American Educational Research Association poster session. Vancouver, B.C. Canada

Rodríguez-Mojica, C. (2015). Familias Latinas Navegando el camino de la casa a la Universidad. Session at the Oregon Association of Bilingual Education 2015 Summer Conference. June 13, 2015. Happy Valley, OR.

Rodríguez-Mojica, C (2014). Pragmatically Speaking: Towards understanding the English language use of young English learners. Presented at the American Educational Research Association paper session. Philadelphia, PA.

Rodríguez-Mojica, C. (2011). Teaching for English Language Proficiency. Presented at Stanford University School of Education Curriculum & Teacher EducationStudent Research Symposium. Stanford, CA

DISCUSSANT

A Conversation about Students’ Language Needs in Oregon and Beyond. Moderator for a panel conversation with Dr. Libia Gil, David Bautista, Tim Blackburn, and Dr. Karen Thompson at 2014 Fall Leadership Institute, (2014). Portland, OR.

Stanford Graduate School of Education Curriculum & Teacher Education Qualifying Paper Research Symposium, (2014). Stanford, CA

PROFESSIONAL MEMBERSHIPS

LANGUAGES

Spanish (Bilingual and Biliterate)

Rodríguez-Mojica, C. (2010). Project G.L.A.D. Implementation: Two Teachers’ Perspectives. Presented at Stanford University School of Education Student Research Conference. Stanford, CA

American Educational Research Association National Council of Teachers of English

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