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Monaliza Chian

            Doctor of Philosophy in Education: Teaching and Learning: Emphasis on Qualitative and Interpretative Research

Work History

August  2016 Present

Assistant Principal: Green Junior High School

Hueneme School District
  • Manage, supervise, and support faculty and staff
  • In charge of Grade 8 student academic performance and student affairs
  • Coordinate the administration of school-wide, district-wide and state mandated assessments {California English Language Test (CELDT), California Assessment of Student Performance and Progress (CASSP)}
  • Regulate student clubs (i.e. Associated Student Body (ASB), California Junior Scholarship Federation (CJSF), Renaissance Award Committee, etc..)
  • Coordinate the Gifted and Talented Education (GATE) Program
  • Facilitate the site's English Language Development (ELD) Program
  • Communicate to families, stakeholders,  and communities regrading school business
January 2015June 2016

English Learner Support Teacher

Hueneme School District
  • Assist school site administrators in the development and implementation of quality English Language Development program for the school based on the California English Language Development Standards.
  • Provide supplemental instructional support to EL students, focusing on Long Term English Learners (LTELS) and  Newcomer EL students.
  • Collaborate with administrators and staff to support professional development related to the teaching and learning of EL students.
  • Facilitate and/or demonstrate both designated and integrated ELD through  modeling, teacher coaching, constructing  curricular units of study grounded in research-based pedagogical practices and theories.
  • Collaborate with teachers to design interdisciplinary lesson plans that integrate Common Cores State Standards and/or Next Generation Science Standards  with the California English Language Development Standards.
  • Confer and consult with teachers and administrators  analyzing  students' data to monitor EL students' progress and to guide instructions and curriculum.
  • Develop district-wide assessment for EL students to assess students' progress and evaluate instructions and curriculum
  • Monitor  EL students' English proficiency levels and communicate with the students, teachers, families, and administrators the progress of all EL students in ELD proficiency levels and ways to achieving reclassification.
  • Conduct informational meetings to communities and for families in order  to facilitate the dissemination of knowledge regarding the EL program options, reclassification process and other EL related issues in our school district.

Aug 1998Dec 2015

Teacher

Hueneme School District
  • Taught diverse and multicultural students in multiple classroom configurations
  • Sixth Grade Teacher  for GATE, AVID, ELL, and English Only Classrooms
  • Fifth Grade  Teacher English Only
  • Second Grade Teacher  English Only
Oct 2014Jan 2015

Junior Specialist

University of California,  Santa Barbara
  • Lead Ethnographer of  a team of Graduate Student Researchers to conduct an ethnographic research study of the Long Term and Futures Thinking Project Initiative with California State University of East Bay
Apr 2014Sep 2014

Graduate Student Researcher

University of California, Santa Barbara

Lead Ethnographer of  a team of Graduate Student Researchers to conduct an ethnographic research study of the Long Term and Futures Thinking Project Initiative with California State University of East Bay

Sep 2003Jun 2010

Adjunct Faculty

Azusa Pacific University
  • Taught in the Curriculum and Instruction in Multicultural Contexts Program in Advanced Studies, Education Department in a face-to-face and hybrid courses.
  • Assessment and Evaluation (EDUC 508)
  • Instructional Principles and Practices  (EDUC 554)
  • Research for Educators (EDUC 589A&589B)
  • Special Topics in Education (EDUC 509)
  • Advise and mentor  Graduate Students


Jan 1998Jul 1998

Substitute Teacher K-8 English Only and Bilingual Classes

Hueneme School District

Provided instructions in place of the resident classroom teacher from K-8th Grade Classrooms

Sep 1995Dec 1997

Teacher Assistant

Los Angeles School District

Provided instructional assistance and support to Grade 2, Grade 4, Grade 5 EO, Grade 5 GATE

Education

Sep 2008Dec 2015

Doctor of Philosophy in Education: Teaching and Learning with Emphasis in Qualitative  and Interpretive Research

University of California, Santa Barbara

Dissertation Title:  A Reflexive Approach in Coming to Know: Uncovering the Logic-of-Inquiry in Ethnographic Research

Sep 2008Sep 2013

Master of Arts in Education: Teaching and Learning

University of California, Santa Barbara

Thesis:  "What Counts as Mathematics?" A Curriculum Analysis of the Common Core Standards in Mathematics from K-8th Grade

Sep 2000Jun 2002

Master of Arts in Education: Curriculum and Instruction in Multicultural Contexts

Azusa Pacific University

Thesis: "Dialoging Through Student-to-Student Journals": Developing Writing Practices

Sep 1998Jun 2000

Multiple Subject Credential

California State University, Northridge

Emphasis: Cross-cultural, Language and Academic Development (CLAD)

Sep 1996Dec 1997

Bachelor of Arts: Liberal Studies

California State University, Dominguez Hills

Minor: Spanish

Professional Training

Coaches Cohort Program

A series of workshops designed to explore research, collaboration tools, and application strategies in order  to provide support to teacher leaders and coaches to improve professional practice within the schools and across the school district.

English Learner Institute for Teaching Excellence (ELITE) Training

A series of workshops designed for school site administrators, district management, and teacher leaders to ground school leadership in the theoretical foundation s and effective practices highlighted in the California Department of Education publication, Improving Education of English Learners: Research-Based Approaches in order to implement a compliant, high quality English Language Development (ELD) program.

Project GLAD (Guided Language Acquisition Design)

Instructional models  that incorporate differentiated instructional strategies designed to support to teachers in order for all learners, English Learner (EL) and native English speakers, in order  to integrate instruction in English and grade-level content in a heterogeneous, mainstream classroom. 

Sheltered Instruction Observation Protocol (SIOP) Model

A research-based and validated model of sheltered instruction that has been widely and successfully used across the U.S. for over 15 years that helps teachers design and deliver instructions that enable English Learners (EL) to acquire academic knowledge as they develop English language proficiency.

Kagan Structures

Series of instructional strategies designed to promote cooperative and interactive learning in the classroom.

Advancement Via Individual Determination (AVID)

AVID provides professional development to teachers instructional strategies and best practices that are incorporated in the classroom (e.g. note-taking, organizations, collaboration skills, etc..) across the grade level in order to improve college readiness for all students, particularly the underrepresented groups in higher education.

School Site Services

  • Gifted and Talented Education Coordinator (2016)
  • California English Language Development Test (CELDT) Coordinator (2014-Present)
  • Language Assessment Team (LAT) Leader (2014-Present)
  • School Site Council Member (1999-2001)
  • School Leadership Team Member (2001-2004)
  • Department Chairperson (2002-2004)
  • Buddy/Mentor Teacher (1999-2015)
  • Supervising Teacher for University Student Teachers (2003-2005)
  • School Site Representative for Hueneme Education Association (2013-2015)
  • English Language Arts Committee (1998-2014)

School District Services 

  • Curriculum Adoption Committee (1999-2000; 2008-2010)
  • Member of Common Core State Standards Writing Team for 6th Grade- ELA (2012-2015)

County Schools Services

Beginning Teacher Support and Assessment (BTSA) Support Provider (2003-2005)

Member of the  English Learner Leadership Network (2014-Present)

Community Services

  • Community Based English Tutoring Parents and Adults -Teacher
  • Hueneme School District Annual Memorial Golf Tournament Coordinator
  • NCTEAR Historian
  • Children Ministry Teacher in Home Church

Graduate School Activities

  • Graduate Student Liaison for AERA Division G (Social Context)
  • Senior Member of LINC Center-UCSB
  • Teacher Assistant for Judith Green
  • Reviewer for AERA Paper Submissions
  • Reviewer for NCTEAR Paper Submissions
  • Presentations of Research in Conferences and Workshops
  • Coordinator of LINC  Center- UCSB events

Undergraduate School Activities

  • President of Futures Teachers of America-California State University, Dominguez Hills Chapter (1996-1997)

Research Interest

  • Qualitative Research Principles and Practices
  • Language and Literacy Practices
  • Curriculum Development and Design
  • Higher Education
  • Mathematics Education
  • Alternative Pedagogical Practices for Diverse Learners
  • Benefits and Challenges of Bicultural/Multicultural Students


Professional Organizations

  • American Education Research Association (AERA)
  • Literacy Research Association (LRA)
  • National Council of Teachers of English Assembly for Research (NCTEAR)
  • National Council of Teachers of English (NCTE)
  • National Council of Teachers of  Mathematics (NCTM)
  • California Association of Bilingual Education (CABE)
  • National Education Association (NEA)
  • California Teacher Association (CTA)
  • Hueneme Educators Association (HEA)

Presentations

  • Chian, M (April, 2016) "What Counts as Mastery of an Integrated Curriculum in Higher Education: Contrastive Analysis of Students' Differential Performance."  Language and Social Processes Mentoring Workshop and Roundtable Conversation: Creating Dialogue Across "Generations" of Scholars. AERA, 2016. Washington, D.C.
  • Chian, M.; Stewart, E; Stewart, A.; Green. J. (April, 2016). "Conducting Interview-Conversations with Computer Mediated Communication in Virtual Space: Gaining Emic Perspectives. Roundtable Session entitled: VISUALizing Qualitative Methods. AERA, 2016. Washington, D.C.
  • Arya, D.; Balos, N.,  Chian, M. Green, J. (February, 2016). "The Transdisciplinary Nature of Educational Ethnography". Alternative Session-NCTEAR 2016: Midwinter Conference. Eastern Michigan  University, Ypsilanti, MI.
  • Green, J. & Chian, M. (July, 2015) An Interactional Ethnographic Perspective: Making Visible the Developing Process of Design, Instruction, and Student Learning. Presentation: Teaching for Long Term and Futures Thinking: LTFT in Education and Context Conference. San Francisco, California. (http://www.longtermandfuturesthinking.org/wp-content/uploads/2015/08/Green_ChianInteractional-Ethnography-LTFT-2.pptx)
  • Chian. M. (May, 2015). What Counts as Mastery: Contrastive Analysis of Students' Differential Performance in an Emerging Area of Study in Higher Education. Working Discussion Session: 10th Annual Discourse Analysis in Educational Research Conference at the University of Wisconsin, Madison.
  • Chian, M.; Hellman, F.; Brooks, L.; Couch, S.; Yeager, B, & Saveri, A. (April 2015). Challenges in Seeking the Emic Perspective: Processes and Principles of Designing for the Unknown in Higher Education.  Structured Poster Session: AERA, Chicago. Illinois.
  • Green, J. with Chian, M. ; Yun D.; Joo, J.; Stewart, E. (April 2015). What is Happening Here? Ethnographic Eyes on Analyzing Video. Interactive Sessions with Undergraduate Scholars: AERA,  Chicago. Illinois.
  • Chian, M. (May, 2014). Math in Practice: Developing Disciplinary Literacies by Talking  and Thinking  Like Mathematicians in a 5th Grade Bilingual Classroom. Working Discussion Group: 9th Annual Discourse Analysis in Education Research Conference, Ohio State University.

Published Reports


  • Green, J.;  Chian, M.; Stewart, E.;  Stewart, A.; Yun, D. (April, 2015).  Final Research/Evaluation Report: Pilot Instructional Project of The Long-Term and Futures Project at California State University, East Bay (2012-2014). http://www.longtermandfuturesthinking.org
  • Green, J.;  Chian, M.; Stewart, E.;  Stewart, A.; Yun, D. (April, 2015).  Executive Summary: Final Research/Evaluation Report: Pilot Instructional Project of The Long-Term and Futures Project at California State University, East Bay (2012-2014). http://www.longtermandfuturesthinking.org


Publications

Green, J.; Joo, J.; Dai, Y.; Hirsch, T.; Chian, M.; David B.P. (2016).  Challenges in understanding different epistemologies for studying learning: A telling case of constructing a new research agenda. International Journal of Education Research.

 Language Proficiency

  • Ilocano-Native Speaker
  • Tagalog-Fluent Proficiency
  • English-Fluent Proficiency
  • Spanish-Intermediate Proficiency

Awards and Nominations

  • Philip and Helen Green Research Fellowship: 2013-2014
  • Nominated for Sallie Mae First Year Teacher Award: 1998-1999