Alejandra Ojeda-Beck is a Lecturer in the UC Berkeley Doctoral School Psychology Program and the Director of the Berkeley Bilingual School Psychology Certificate Program. She teaches Introduction to School Psychology, the year-long Psychological Assessment course sequence, and provides clinical supervision for practicum experiences. Dr. Ojeda-Beck is a Licensed Psychologist in the state of California, a Licensed Educational Psychologist, a Nationally Certified School Psychologist, and a credentialed School Psychologist. She works part-time for the Piedmont Unified School District and has received experience and training as a Bilingual School Psychologist with the Hayward Unified School District. Dr. Ojeda-Beck currently serves on the Leadership Team for the National Association of School Psychologists' Bilingual Interest Group.

Prior to receiving her Ph.D. in School Psychology at UC Berkeley, Dr. Ojeda-Beck received a Master’s Degree in Peace and Justice Studies, focusing on microlending in displaced communities. In 2016, she was awarded the American Education Research Association's Minority Dissertation Fellowship for her research on using graphic novels with bilingual and mono-lingual high school students to teach academic vocabulary and increase reading comprehension, reading motivation and transportation. Her research interests include how to use the graphic novel format to support student learning and reading engagement in both monolingual and (emerging) bilingual students.

Dr. Rebecca Anguiano is an Associate Professor in the Counseling Department at Saint Mary’s College of California, and the Program Director of the School Psychology specialization. She earned her PhD in School Psychology from the University of California, Berkeley and is a credentialed, bilingual (Spanish-English) school psychologist and licensed educational psychologist. As a Brown Chicana woman, Dr. Anguiano’s personal experiences have motivated her to focus her research and clinical work on lifting the voices of historically marginalized communities, especially Black and Brown children and their families, as they interface with prek-12 schools. At Saint Mary’s College she teaches Cognitive, Learning, and Development in the Social Context, Organizational Systems Consultation, and a School Psychology Seminar and Supervision. 

Dr. Anguiano’s research has explored the translating practices of immigrant families, community organizing and popular education as methods for family engagement in schools, and culturally responsive data-based decision making to inform interventions for emergent bilingual students. She has been published in outlets such as the School Community Journal, the Journal of Youth and Adolescence, and Cultural Diversity and Ethnic Minority Psychology. Dr. Anguiano has provided trainings to community agencies and schools on trauma-informed practices, strength-based psychoeducational evaluations of bilingual children and youth, socially just family engagement, and anti-racist self-care for school leaders during the COVID-19 global pandemic. 

Cathi Draper Rodríguez (she/her) is a professor in the College of Education at California State University, Monterey Bay. Since earning her Ph.D. from the University of Nevada, Las Vegas, she has focused her research on using technology with Dual language learners with and without disabilities, the diagnosis of disabilities in Dual Language learners, interventions and supports for Migrant Youth. Her previous work experience includes serving as a bilingual school psychologist in a public school setting and as an early interventionist providing services to young Latina mothers. She is a credentialed school psychologist and also a licensed educational psychologist (LEP). 

Kate Perry is the Director of UC Berkeley's School Psychology Program. She works to ensure that the curriculum and training provided meets the standards of accreditation set forth by the American Psychological Association, the program approval standards of the National Association of School Psychologists, and the standards for the school psychology credential of the California Commission on Teacher Credentialing. She also coordinates field work, practicum, and internship placements for students and providing oversight and support as needed. Finally, Dr. Perry also coordinates student recruitment, admissions and course scheduling, and contributes to the mission of the Berkeley School of Education.  

Prior to taking on this position, Dr. Perry taught courses and served as a clinical supervisor for the School Psychology program for 20 years. She also worked part-time as a school psychologist in local public schools for over 20 years. In 2002 she was awarded a National Academy of Education/Spencer Foundation postdoctoral fellowship for her research on the social context of early schooling and young children's school adjustment. Her research focused on examining whether teaching practices, and in particular how students perceive these practices, play a role in the development of academic, behavioral, and socio-emotional competencies.