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The Critical Trauma Working Group is a group of graduate and undergraduate students, community practitioners, and community members who conceptualize trauma as a symptom of exposure to structural and interpersonal oppression. We explore how systemic forms of oppression, such as colonialism, capitalism/economic racism, and patriarchy, can lead to biological, psychological, and community detrimental effects within and across marginalized populations and within and across generations. Rejecting deficit models of trauma, we acknowledge individual and community-level capacities to heal from and disrupt systems of oppression. You can contact us at ctwg.berkeley@gmail.com

Jeff Duncan-Andrade, Ph.D., is Professor of Latina/o Studies and Race and Resistance Studies at San Francisco State University. He is also a founder of the Roses in Concrete Community School, a community responsive lab school in East Oakland and the Community Responsive Education Group. As a classroom teacher and school leader in East Oakland (CA) for the past 29 years, his pedagogy has been widely studied and acclaimed for producing uncommon levels of social and academic success for students. Duncan-Andrade lectures around the world and has authored numerous journal articles and book chapters on effective practices in schools.  He has written two books and his third book with Harvard Press is due out Spring 2021. In 2015, Duncan-Andrade was tapped to be a Commissioner on the National Commission on Teaching & America’s Future (NCTAF) and in 2016 was part of the great educators invited to the White House on National Teacher Appreciation Day by President Obama. He is also the 2019 Laureate for the prestigious Brock International Prize in Education. Duncan-Andrade is also consistently ranked as one of the nation’s most influential scholars by EdWeek’s Public Influence Rankings.

Dr. Gholdy Muhammad and Dr. Curtis Acosta engaged in a virtual dialogue to discuss their work in anti-racist and liberation efforts as it relates to issues in education and teacher education. Dr. Gholdy Muhammad is author of "Cultivating Genius: An Equity Framework for Culturally and Historically Responsive Literacy". Dr. Curtis Acosta was featured in the documentaries: "Precious Knowledge", as well as "Dolores", and a leader in the Ethnic Studies movement. 

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Dr. Gholnecsar (Gholdy) Muhammad is a leader who strives to shape the national conversation for educating youth that have been underserved. Currently an associate professor of Language and Literacy at Georgia State University, she serves as the director of the Urban Literacy Collaborative and Clinic. Her career also includes having served as a school district curriculum director responsible for K-12 literacy instruction, assessments, and professional development, and as a reading, language arts, and social studies middle school teacher.

Having received her PhD in Literacy, Language and Culture at the University of Illinois at Chicago, her research interests are situated in the historical foundations of literacy development and the writing practices among Black communities. 

Additionally, she works with teachers and young people across the United States and South Africa in best practices in equity, anti-racism and culturally and historically responsive instruction. She served as a literacy coach and school board president. She has received numerous national awards and is the author of the best-selling book, Cultivating Genius: An Equity Model for Culturally and Historically Responsive Literacy.

UCI CalTeach presents: "Developing Culturally Responsive Focal Phenomena to Anchor Instruction," featuring Kathy Becerra & Annmarie Ngo, recent UCI CalTeach graduates! This event was filmed on March 1, 2021, and was part of the UCI CalTeach Spring Workshop Series: "Transforming Science Teaching: Planning for the Post-COVID 'New Normal'"

Kathy Becerra, Maria Garcia and Annmarie Ngo are all recent graduates from UC Irvine's CalTeach Program, where they obtained combined credentials in Biology, Earth System Sciences, and Chemistry. Since being pre-service teachers, Kathy, Maria and Annmarie's focus has remained on using culturally responsive focal phenomena and integrating social justice in classrooms. They have all hosted previous workshops with the UCI Teacher Academy and Emancipating Education. 

Meet UCI Science Project program director Dr. Kelley Le! Dr. Le spoke with us on the importance on teaching climate change in the classroom, as well as what we at The Aerospace Corporation can do to reach out to classrooms about these important topics. 

In the first video, we learn a little more about Dr. Le and why she decided to write her new book for teachers, all about teaching climate change in the classroom. 

Watch all 5 episodes of this mini-series. 

Part 1 (above): Why is teaching climate change important?

Part 2: How can we work on climate change to the classroom?  

Part 3: What we can do to understand and prevent misinformation?

Part 4: Why should students pursue careers in STEM?  

Part 5: How do we talk about research-based science?

Dr. Lê has been in the educational field for a decade as a high school science educator, instructional coach, consultant, and educational leader. She comes to UCISP from the UCI CalTeach Math & Science Program where she served as a coordinator, lecturer, and program designer. Her prior roles include being the CA science instructional specialist for a program authored by the Lawrence Hall of Science, curriculum consultant for the UCLA Curtis Center, and program designer and facilitator for the UCLA Science Project. She currently develops and facilitates programs in the areas of climate change education, nanoscience, next-generation science, transformative coaching, and mentoring. Kelley is also the author of the book, "Teaching Climate Change for Grades 6-12: Empowering Science Teachers to Take on the Climate Crisis Through NGSS (2021)." Dr. Le serves as an executive committee member for the UC-CSU ECCLPs initiative, board member for Ten Strands, Climate Reality Corps Leader, and was one of hundreds to support the framework development for Action for Climate Empowerment National Strategy for the United States.

When one of Liz Kleinrock's fourth-grade students said the unthinkable at the start of a class on race, she knew it was far too important a teachable moment to miss. But where to start? Learn how Kleinrock teaches kids to discuss taboo topics without fear -- because the best way to start solving social problems is to talk about them.

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Liz Kleinrock (she/her) is an antibias antiracist educator and consultant based in Washington, DC. A transracial adoptee, Liz was born in South Korea and grew up in DC before attending Washington University in St. Louis, MO. After graduating, Liz moved to Oakland, California, where she served as an AmeriCorps teacher with Girls Inc. and Super Stars Literacy for two years. Following her service, Liz moved to Los Angeles and earned her M.Ed from UCLA's Teacher Education Program. After a year student teaching a 5th grade class in Watts, Liz joined the founding faculty of a startup school in East Hollywood where she spent seven years teaching 1st through 4th grades.

In addition to classroom teaching, Liz also works as an antibias antiracist facilitator for schools, organizations, and companies across the country. Her work has gained national recognition through a documentary short produced by Fluid Film, and media outlets such as CNN, The Washington Post, NPR, and BBC. In 2018, Liz received Teaching Tolerance's 2018 Award for Excellence in Teaching, and currently serves on the Teaching Tolerance Advisory Board. Liz is proud to share her 2019 TED Talk from "Education Everywhere" on building foundations of equity with young learners, and is the author of Start Here, Start Now: A Guide to AntiBias and AntiRacist Work in Your School Community with Heinemann Publishing. 

Our lives, our cultures, are composed of many overlapping stories. Novelist Chimamanda Adichie tells the story of how she found her authentic cultural voice -- and warns that if we hear only a single story about another person or country, we risk a critical misunderstanding.

Chimamanda Ngozi Adichie was born in Enugu, Nigeria in 1977. She grew up on the campus of the University of Nigeria, Nsukka, where her father was a professor and her mother was the first female Registrar. She studied medicine for a year at Nsukka and then left for the US at the age of 19 to continue her education on a different path. She graduated summa cum laude from Eastern Connecticut State University with a degree in Communication and Political Science.

She has a Master’s Degree in Creative Writing from Johns Hopkins University and a Master of Arts degree in African History from Yale University. She was awarded a Hodder fellowship at Princeton University for the 2005-2006 academic year, and a fellowship at the Radcliffe Institute of Harvard University for the 2011-2012 academic year. In 2008, she received a MacArthur Fellowship.

UCI CalTeach presents "Ungrading as a Path to Meaningful Science Learning." Featuring Johanna Brown, Chemistry teacher, department chair, ACS-recognized teacher, Pullman School District, Washington. 

 This event was filmed in Spring 2021, and was part of the UCI CalTeach Spring Workshop Series: "Transforming Science Teaching: Planning for the Post-COVID 'New Normal'"

Johanna Brown began as a traditional grader, using points to track student work and removing points for behaviors like late work. She started her progressive grading journey in STEM by switching to standards-based grading and then quickly changed to a mastery-based system. After much reflection on the positives of those changes, she finally decided to do away with grading work all-together, hoping to free her students from "the game of school."  

This is pushing students to deeper learning, and greater ownership of their understanding. She used to believe that "ungrading" couldn't be done in STEM and that only magical unicorn teachers could pull it off. She's here from the other side to tell you that students will be MORE motivated to learn without grades! This workshop is available to help you change the grading practices of your classroom in a way that align with district requirements and your pedagogical beliefs all with non-judgmental community working to make learning the goal for all students. 

How can we use assessment to learn about who students are and what students know to inform instruction and improve student learning? Dr. Nicole Gilbertson and Dr. Doron Zinger shared a process for developing assessments in inquiry-based classrooms.

The UCI Teacher Academy presented "Assessing Student Learning," part of the Academy's 2020 Professional Development Summer Series.

Doron Zinger is our CalTeach director! His research interests focus on teacher learning, primarily through teacher preparation in science and math, and in urban contexts. He teaches methods courses in the program, working directly with future teachers. Additionally, he conducts research on teacher preparation, provides undergraduate students with opportunities to conduct their own research in education and encourages them to present their work and to pursue post-baccalaureate educational opportunities. 

Nicole Gilbertson has been the Site Director of the History Project since 2007 and works with teachers in Southern California to promote history-social science education. She received her PhD in history with an emphasis on modern Europe and world history, while at the same time earning a secondary teaching credential in history-social science. Nicole is the author of academic articles on history education research and pedagogy and a history curriculum that combines current research, historical thinking, and academic literacy.

In this podcast video, Tim and Karen are joined by Karim Ani, founder of Citizen Math (formerly known as Mathalicious) and author of,  “Dear Citizen Math: How Math Class Can Inspire a More Rational and Respectful Society”.

 Karim discusses the importance of mathematics in our world, and why we should be helping students become problem-solvers so that they develop the essential critical thinking skills needed to analyze, discuss and solve the issues facing our world.

Karim Ani is the founder of Citizen Math, where he develops instructional resources that help students use mathematics to think critically about the world around them. Before that, he was a middle school math teacher and instructional coach. Karim writes and speaks internationally about the role of math education in the 21st century, and was named by Education Week as one of the top young leaders transforming education in America.

Karim has a bachelor’s degree in economics from Stanford University and a master’s degree in secondary math education from the University of Virginia. He is a volunteer EMT and avid photographer. When not traveling, Karim can be found under the hood of a late-1970s Toyota Land Cruiser. He tweets from @karimkai.

In this presentation, Dr. Yeh busts common myths that exist around knowledge, particularly that of our students typically labeled as disabled and having learning disabilities. She speaks to cause paradigm shifts around fixing students to fixing the environment around them that will support ALL students. She provides concrete classroom practices as examples of how to support mathematical reasoning, problem solving, and sense making for all of our students. 

Cathery Yeh (she/her) is an assistant professor in the Attallah College of Educational Studies at Chapman University. She has been in education for over 20 years, beginning her tenure in dual-language classrooms in Los Angeles and abroad in China, Chile, Peru and Costa Rica. As classroom teacher, Cathery visited over 300 student homes and integrated students’ lived experiences, knowledge and identities into the curriculum. She is the co-author of the books Reimagining the Mathematics Classroom and Catalyzing Change in Early Childhood and Elementary School Mathematics, as well as numerous journal articles and book chapters. 

At Chapman, Cathery created the ethnic studies minor and interdisciplinary cluster. She also developed the Community Math Project, a space for teacher candidates, K-12 students and families to engage in community-based mathematics together. Cathery, along with Grace Chen, created #miseducAsian on Twitter to amplify justice-oriented Asian Pacific Islander Desi American (APIDA) educators to catalyze educational change. Outside of this work, she loves to read, cook and spend time with family!

This session focused on building foundations for understanding LGBTQ youth identities and the specific risk factors they face in schools including coming out, privacy, and bullying.  Participants learned language and tools to help navigate discussions about sexual orientation and gender identity. Participants learned to understand practical ways to create safe and affirming classrooms and curriculum for LGBTQ+ students. Specific focus was given to mitigating specific challenges for transgender students and LGBTQ+ youth of color. 

Joel has been mentoring and educating youth since 2005 when he started working at Chaffey High School in his hometown of Ontario.  At CHS Joel served as staff advisor for P.R.I.D.E., a Gay-Straight Alliance.  Joel has also developed and presented youth workshops on LGBTQ history and media at Models of Pride and the Western Regional LGBTQIA Conference. Additionally, Joel has partnered with the Queer Resource Center of the Claremont Colleges since 2009 to provide mentorship to LGBTQ youth.  In 2010 he graduated from Pitzer College with a degree in sociology.  Joel is excited to be a part of the Long Beach community and is committed to inspiring and empowering our youth through the many programs and services The Center provides.

Bloom Foundation believes in developing emotional resiliency and growing through what you go through. We believe in teaching middle school and high school girls the tools to process through being bullied. Our course covers the following:

• The different types and effects of bullying

• How to support students going through bullying 

• Social emotional learning activities to help build emotional resilience

Bloom provides a safe space for students to process challenges together in a supportive environment. The goal is that each participant would feel empowered with tools on how to support students experiencing bullying. Learn more about Bloom Foundation at hellobloom.org  

Andi is from Oak Park, California. She was a part of UCI Student Alumni Association and was one of the founding members of the Care-a-thon committee. After experiencing cyberbullying in 2009, Andi has since spent 10 years researching bullying. In 2017, Andi co-founded Bloom Foundation (www.hellobloom.org) – a 501(c)(3) organization that empowers and encourages girls experiencing bullying. Bloom Foundation teaches tools on how to navigate bullying before, during, and after it happens. Andi has spoken to over a thousand young girls and women and in her current role, she leads trainings and sessions to educate and empower others about handling bullying. Her favorite quote that inspired her to keep trying to make the world a better place is: "How wonderful it is that nobody need wait a single moment before starting to improve the world.”

Vanessa Cardin, M.A. is an Associate Marriage and Family Therapist in Orange County. She works with individuals, couples, families and teens in private practice. Vanessa is trained in Eye Movement Desensitization and Reprocessing Therapy (EMDR), which is the leading approach for PTSD and those suffering from traumatic events and sits on the board as a Director of Sponsorship for Orange County California Association of Marriage and Family Therapist (OC-CAMFT). Vanessa received a Masters Degree in Marriage and Family Therapy at Hope International University in 2017 and a Bachelor's Degree in Interpersonal Communication at Vanguard University in 2014.

Street data embodies an ethos and a change methodology that will transform how we analyze, diagnose, and assess everything from student learning to district improvement to policy--offering us a new way to think about, gather, and make meaning of data.   

Jamila Dugan is a leadership coach, learning facilitator, and researcher. She began her career as a teacher in Washington D.C., successfully supporting her school to implement an International Baccalaureate program. After being nominated for Teacher of the Year, she later served as a coach for new teachers in Oakland, California. As a school administrator, Jamila championed equity-centered student services, parent empowerment, and co-led the development of the first public Mandarin immersion middle school in the Bay Area. She holds a Bachelor’s Degree in Psychology from Fresno State University, a Master’s Degree in Early Childhood Education from George Mason University, and a doctorate in Education Leadership for Equity from University of California, Berkeley. 

Shane Safir has worked at every level of the education system for the past 25 years, with an unwavering commitment to racial justice and deep learning For over a decade, Shane has provided equity-centered leadership coaching, systems transformation support, and professional learning for schools, districts, and organizations across the U.S. and Canada. She writes for Edutopia, Ed Week, Educational Leadership magazine and is the author of The Listening Leader: Creating the Conditions for Equitable School Transformation (Jossey-Bass: 2017).

Have you wondered how frameworks for Culturally Responsive Education and Universal Design for Learning complement and align with one another? Wonder no more!

In partnership with OSPI, CSTP and 2021 Washington Teacher of the Year, Brooke Brown, moderated a discussion and Q&A with Dr. Adeyemi Stembridge, author and expert in Culturally Responsive Education, and Dr. Katie Novak, author and expert in Universal Design for Learning. In this webinar, Dr. Stembridge and Dr. Novak discuss the fundamental alignment of these two movements and address how to leverage practices to offer more equitable and inclusive experiences for students. They address the immediate impact of inclusive lessons, classroom support, and adjustments that can be made to structures at system levels to ensure ALL students can succeed. 

Adeyemi Stembridge is an educational consultant specializing in equity-focused school improvement. He works with districts around the country to identify root causes of achievement gaps and formulate pedagogy- and policy-based efforts to redress the under performance of vulnerable student populations. He was the Director of the Center for Strategic Solutions at the Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) in the Steinhardt School of Culture, Education, and Human Development at New York University, USA.

Katie Novak is an internationally renowned education consultant, an author, adjunct professor at UPenn, and a former Assistant Superintendent of Schools in Massachusetts. Dr. Novak has more than 19 years of experience in teaching and administration, an earned doctorate in curriculum and teaching, and is the author of 10 published books, including the best-selling education books, UDL Now!, Equity By Design, and UDL and Blended Learning. Katie designs and presents professional learning opportunities both nationally and internationally focusing on implementation of Universal Design for Learning (UDL), Multi-Tiered Systems of Support (MTSS), and universally designed leadership. Novak’s work has been highlighted in many publications including Edutopia, Language Magazine, Motherly, ADDitude Magazine, Commonwealth Magazine, AMLE Magazine, the Huffington Post, ASCD Education Update, and School Administrator.