Working in Higher Education in the United States and Abroad

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Over the course of my career as a researcher in Higher Education in the US and abroad, I have conducted research in multiple areas that engage in inquiry centered on Teacher Education, Alternative Teacher Certification, Differentiated Instruction, Clinical Practice Models, Bilingualism and Biliteracy, Bilingual Teacher Preparation.

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Research Presentations

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Amador-Lankster, C., Thorsos, N., Amber, V. and Rodriguez, S. (2022, April). Non-White Faculty Women in Leadership: Disrupting Exclusionary Practices in Academia. American Educational Research Association (AERA), International Conference, San Diego, USA.

 

Thorsos, N., Amador-Lankster, C., Amber, V. and Rodriguez, S.

(2021, April).  Testimonials of Non-White Women in Leadership: Counter -narratives in Higher Education. American Educational Research Association (AERA), International Virtual Conference, USA.

 

Amador-Lankster, C. (2021, February). How are we to prepare Bilingual Teachers in California for virtual teaching and learning in two languages? Association of Teacher Education (ATE), International Virtual Conference, USA.

 

Thorsos, N., Amador-Lankster, C., Amber, V. and Rodriguez, S. (2020, April). Cracking the Code in Higher Education: Testimonials of Women Faculty of Color Applying Critical Praxis as Collaborative Resiliency American Educational Research Association (AERA), San Francisco, USA.

 

Amador-Lankster, C. (2020, January). Making sense of Teacher Performance Assessment Data – Blackboard, Tableau and Sibme Software – in a Statewide Graduate Teacher Credential Program in California, Hawaii International Conference on Education, Honolulu, Hawaii, USA.

 

Thorsos, N., Amador-Lankster, C., Amber, V. and Rodriguez, S. (2020, April). Cracking the Code in Higher Education: Testimonials of Women Faculty of Color Applying Critical Praxis as Collaborative Resiliency American Educational Research Association (AERA), San Francisco, USA.

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Lankster, S. and Amador-Lankster, C. (2020, January). Exploratory Analysis of Mass Shootings in US Education Settings: Shooters’ Profile, Motive and Treatment by Criminal Justice System. Hawaii International Conference on Education, Honolulu, Hawaii, USA.

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Amador-Lankster, C. & Sebastian, J. (2013, March). Digitizing Clinical Practice Support: Outcomes for Candidates and Support Providers. National Association for Alternative Certification (NAAC), Marina del Rey, California, USA.

 

Amador-Watson, C. (2012, April) . Intern Teaching Performance Statewide: Analysis and Program Improvement. Effective Pathways to Teaching Conference, National Center of Education Information (NCEI), Washington, D.C., USA.

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Amador-Watson, C. (2012, March). Supporting Interns Virtually – Internship Clinical Practice and Ongoing Support.  Third Annual Internship Support Provider Workshop, School of Education, National University San Jose and Anaheim, California, USA.         

 

Amador-Watson, C. (2011, October) . Going Digital for University Intern Observations, Assessments and Ongoing Coaching Support. California Council on Teacher Education Conference, California Council on Teacher Education, San Diego, California, USA.              

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Amador-Watson, C. (2009, January). Assessment Interview as a Predictor

Of Success in Alternative Certification Program. National Association for Alternative Certification (NAAC), San Antonio, Texas, USA.

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Amador-Watson, C. (2008, February). Professional Learning of Diverse       

Interns for Urban, High-Need Schools. Association of Teacher Educators       

(ATE), New Orleans, Louisiana, USA.

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Amador-Watson, C. (2007, April) . Supporting and Challenging Interns

Within their ‘Professional Zone’ of Proximal Development .  Association on Alternative Teacher Certification (NAAC) and National Center for  

Alternative Certification Joint Conference, Washington, D.C., USA.

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Amador-Watson, C. (2006, March) . University Interns: A Self-Directed 

Process of Assessment and Reflection .  TEACHER PROFESSIONAL DEVELOPMENT US DELEGATION, Yunnan Normal University, Kunming, CHINA.

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Professional Experiences in Higher Education

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2020 – Present     NATIONAL UNIVERSITY, Los Angeles, CA

                              Sanford College of Education

                              Professor, Teacher Education Department

                              Director, Bilingual Authorization Teacher Preparation Prg

                              Board of Directors, CA Association Bilingual Teacher Ed

                             

2017 - 2019           NATIONAL UNIVERSITY, Los Angeles, CA

                             Sanford College of Education

                             Professor, Teacher Education Department

                             Director, Graduate Teacher Credentialing and M.Ed. Programs

                             Fulbright Senior Specialist, World Learning, US Secretary of State

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2011 – 2016        NATIONAL UNIVERSITY, Los Angeles, CA

                             Sanford College of Education

                             Associate Professor, Teacher Education Department

                             Director, Graduate Teacher Credentialing and M.Ed. Prg

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2004 – 2011         NATIONAL UNIVERSITY, Los Angeles, CA

                           School of Education

                           Assistant Professor, Teacher Education Department

                           State Coordinator, Teacher Education Clinical Practice (Internship)

                           Fulbright Senior Specialist, Bureau of Education and Cultural                                     Affairs of the Department of State, US Secretary of State.

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Professional Multi-Year Professional Projects

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2010 – Present       INTERNATIONAL CONSULTING ON EDUCATION EQUITY

                             Consultant on Equity, Inclusion and Language Minority Education

Program Evaluation for Equity in Education

 

Empresarios por la Education (ExE) Foundation, Bogota, Colombia

Design, Conceptualization and Revision of RECTORES LIDERES TRANSFORMADORES (RLT) Evaluation Framework for the development of Educational Leadership in public schools across Colombia 2016/2017 and 2018/2019.

 

ProAntioquia Foundation, Medellin, Colombia Design, Proposal and Implementation of the Ser + Maestro Program Evaluation Framework  for the development of Socio-Emotional Intelligence for Public School Teachers in the nation of Colombia 2015, 2016 & 2017.

 

Center of Science and Technology / Centro de Ciencia y Tecnologia (CTA), Medellin, Colombia Design, Proposal and Implementation of the Alianza Program Evaluation Framework for Mathematics, Language and Inquiry Learning in rural schooling, Medellin, Colombia 2014/2015 & 2015/2016

 

ELL/ESL/ESOL/EFL and Spanish Literacy

 

English Easy Way (Modules 1, 2 & 3)

            English Easy Way Corporation, Bucaramanga, Colombia 2011/2012 & 2012/2013

 

Spanish Literacy Learning in a 90/10 Two-Way Immersion Model

            Hanford Elementary School District, Hanford, CA // 2000/2001

 

Analisis de nuestras practicas pedagogicas para el desarrollo de la lecto-escritura

            El Paso Independent School District, El Paso, TX // 2000/2001

 

Literacy Learning for English Language Learners

            Bakersfield City School District, Bakersfield, CA // 1998/1999

 

 

Dual Language/TWI Program Implementation

 

Biliteracy Professional Development Initiative (One- and Two-Way Dual Language

             Programs) JeffCo County Schools, Denver, Colorado // 2008/2009 & 2009/2010

 

John C. Daniels School Dual Language (50/50) Program Implementation (K-8)

             New Haven Public Schools, New Haven, CT // 2006/2007, 2007/2008,                     2008/2009, 2009/2010, 2010/2011, 2011/2012, 2012/2013.

 

Richard Bard Elementary School (50/50) Program Implementation (K-3)

              Port Hueneme School District, Port Hueneme, CA // 2005/2006, 2006/2007 & 

              2007/2008.

 

Welch Annex School Dual Language (50/50) Program Implementation (K-6)

             New Haven Public Schools, New Haven, CT  // 2000/2001, 2001/2002,                   2002/2003, 2003/2004, 2004/2005 & 2005/2006.

 

Webster Dual Language (50/50) Program (Design, Implementation and Assessment)

              Long Beach Unified School District, Long Beach, CA // 2000/2001 & 2001/2002.

 

Bakersfield Dual Language (50/50) Program (Design, Implementation and Assessment) Bakersfield City School District, Bakersfield, CA // 1999/2000 & 2000/2001

 

 

NATIONAL PROFESSIONAL DEVELOPMENT PUBLICATIONS

 

Responsive Instruction for Success in English (R.I.S.E) K-5 (May 2007)

(8-unit professional development course for elementary teachers of ELLs) Harcourt Achieve, Harcourt: Austin, TX

 

Academic Content Learning for K-8 English Language Learners TESOL 2002, Southwest Academy, University of Colorado Denver, CO.

 

Reframing our Literacy Instruction for K-5 English Language Learners TESOL 2000, Northeast Academy, Boston University, Boston, MA

 

Responsive Instruction for Success in English (R.I.S.E.) K- 3

(8-unit professional development course for elementary teachers of ELLs)

Rigby Education: Crystal Lake, IL. (Co-authored with C. Knox)

 

Organization and Management of a Balanced Literacy Classroom

Rigby Education: Crystal Lake, IL (Project Reviewer)

 

Introduction to Spanish Guided Reading for Emergent and Early Reade

Introduccion a la Lectura Guiada (Niveles Emergente y Principiante)

Rigby Education:Crystal Lake, IL.

 

Introduction to Guided Reading for Emergent and Early Readers

Rigby Education: Crystal Lake, IL

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