Dr. Lisa Sullivan brings a range of
skills and experience to her work in Teacher Education.
She worked as a classroom teacher in East Los Angeles and in
Northern California before obtaining her doctorate from UC Davis
in Learning and Mind Sciences. Sullivan has worked
extensively with both classroom teachers and higher education
faculty to improve teaching and learning. She has also
conducted over twenty program evaluations for K-12 and university
based education initiatives.
Sullivan has expertise in the area of special education, having
worked on a national implementation grant to support general
education teachers to implement best practices for students with
autism. She’s also taught both credential and Masters students at
UC Davis, Sacramento State University and Loyola Marymount
University. Her dissertation research examined the role of
attention in learning and school readiness for preschool
children. Her main area of interest is in working with
educators to translate research into practice that will improve
outcomes for all students.
Heather Ballinger has been a
lecturer and supervisor in the School of Education at Cal Poly
Humboldt since 2010, specializing in the preparation and
development of K-12 teachers in literacy and History/Social
Science. Heather completed her Ed.D at the University of
California, Davis in the CANDEL Educational Leadership program
with a focus on supports for new educators during fieldwork
supervision.
Dr. Ballinger is also a Research Associate in the School of
Education, and currently serving as co-PI on the US Department of
Education American History and Civics Grant. Dr. Ballinger as
previously served as Improvement Science Director for the CSU
Center for Transformational Educator Preparation Program. Dr.
Ballinger’s grant activities also include the New Generation of
Educator Initiatives and the Improvement Research Fellowship.
Evelyn Young is the Multiple
Subject Coordinator in the Master of Arts in Teaching and
Credential Program. She has taught master’s and undergraduate
courses and worked as a university supervisor in the School of
Education. Her teaching and research interests focus on education
policy, diversity and equity, and clinical supervision. She has
previously worked as an elementary teacher in Lawndale, CA and
St. Louis, MO as well as a Curriculum Coordinator and the
Director of Academic Affairs in private and international
schools.
Jane Kim, UCLA
Jane Kim is a Faculty Advisor and
Lecturer in STEM Teacher Education at the School of Education and
Information Studies at UCLA. She also teaches a computer science
course for the Computer Science Supplementary Authorization. She
is deeply committed to bridging theory and practice in teacher
education, emphasizing the value of field experience through
close collaboration among pre-service teachers, mentor teachers,
and field supervisors. Before joining UCLA, she dedicated 17
years to teaching mathematics in the Los Angeles Unified School
District (LAUSD).
Victoria “Tory” Harvey is the
Director of the Teacher Education Program. Harvey’s research
centers on training teacher candidates’ attention to re-vision
the problems of teaching and learning. She also has conducted
research into inclusion practices for special populations in
preservice teachers’ planning. In addition to her role as
Director, Harvey teaches several courses in Teacher Education
Program, coordinates the edTPA, and participates in various
capacities in the larger teacher education community, including
service on the Board of Institutional Review for CTC.
Prior to coming to UCSB, Tory spent over a decade in K-12
classrooms, teaching secondary English and Social Studies and
working as an instructional coach and induction mentor for a
group of charter schools. Though she loved working with energetic
middle schoolers and curious high schoolers, her work as a
cooperating teacher for Pepperdine University led her to research
and work with preservice teachers. Through watching preservice
teachers, she became curious about how the inherited problems of
teaching can take precedence over what is actually taking place
for learners in a classroom. Thus, she approaches the work of
teacher education with a learner-centered framework that seeks to
disrupt what we think we know about what it means to teach. Tory
earned her B.A. in English, M.A. in American Studies, and
secondary teaching credential from Pepperdine University, and an
M.A. and Ph.D. at UCSB.
Soleste Hilberg is an Assistant
Teaching Professor and Director of Teacher Education at
UCSC. She is most passionate about equity and social justice
in education. Prior to her current position, Dr.
Hilberg served as a research specialist and managed a
number of research projects for the Center for Research on
Education, Diversity & Excellence (CREDE) at UCSC and UC
Berkeley. At SRI International Center for Technology in Learning
she was an Institutional Partnership Manager, Program Manager and
Principal Investigator of a Bill & Melinda Gates Foundation
grant. She has three degrees from UCSC: an M.A. in Education
Research (1998), an M.S. in Computer Engineering (2005) and a
Ph.D. in Education (2012), as well as K-12 teaching and
administrative services credentials.
Johnnie Wilson teaches at the
University of California, Santa Cruz in the Education
Department. He teaches the student teaching seminar courses
and math teaching methods course for teaching candidates becoming
elementary teachers. Johnnie supervises students’ field
work alongside his teaching. He completed his master’s degree in
teacher education at Stanford University and completed a number
of years of doctoral study in mathematics education at UCSC.
Johnnie is on the advisory board for the California Mathematics
Project and a leader in the California Mathematics Council. He
has presented at the NCTM and Asilomar mathematics conferences
and at the yearly STENT conference. His current teacher
education work focuses on beginning teacher learning through
dialogic inquiry, CCI (Collaborative Case Inquiry).
Beginning teachers engage in collegial conversation to learn from
cases of teaching coming out from their fieldwork. Johnnie
taught at an elementary school serving farmworker families in
Watsonville California for a number of years. He taught and
served as a mathematics teacher leader in international schools
as well.
