Curriculum Vitae. MARTHA VILLEGAS-GUTIÉRREZ, Ph.D. Licensed Psychologist

Transcription

1 Curriculum Vitae MARTHA VILLEGAS-GUTIÉRREZ, Ph.D. Licensed Psychologist Western Oregon University Education Evaluation Center The Teaching Research Institute 345 N. Monmouth Avenue Monmouth, OR (503) (phone) (503) (fax) EDUCATION Ph.D., School Psychology The University of Iowa, Iowa City, Iowa Full APA Accreditation Dissertation Title: Acculturation and Academic Self-Concept among Mexican American Adolescents Specialist Degree in Education (Ed.S.) School Psychology The University of Iowa, Iowa City, Iowa Teaching Credential Bilingual, Crosscultural Education (Spanish Emphasis), California State University Sacramento, Sacramento, California B.A., Liberal Studies/ Bilingual Education California State University Sacramento, Sacramento, California Licensure/Certification Licensed Psychologist, Oregon, #2027 Professional Affiliations Oregon Psychological Association, professional member Oregon School Psychology Association, professional member Communication Skill

2 Martha Villegas-Gutiérrez 2 Spanish Fluency (Reading, Writing and Speaking) Work Experience August 2004-present. ASSISTANT RESEARCH PROFESSOR/MULTICULTURAL SPECIALIST/(LICENSED PSYCHOLOGIST 10/2009 to present) (SCHOOL PSYCHOLOGIST 8/2004-1/2010) The Teaching Research Institute, Education Evaluation Center, Western Oregon University. Monmouth, Oregon. Evaluating: Conducting multicultural/bilingual cognitive and mental health evaluations for school age, college students and adult individuals from different cultural and linguistic backgrounds. Teaching: Conducting local and state presentations for local education and family agencies on bilingual assessment, bilingual education, and cultural responsiveness and Latino/a academic and mental health issues. Multicultural Specialist for the Preparing Early Childhood Professionals for Inclusion (PEPI) research investigation funded by the U.S. Department of Education Special Education Office. Main activities included consulting with professionals on culturally and linguistic issues and creating enhancements to train teachers working with linguistically and diverse preschool children and families. Consulting with regular education teachers, parents, school personnel and school psychologists about theory and research based educational best practices for culturally and linguistically diverse students. Other areas of interest: Increasing professionals cultural awareness and knowledge about bilingual development and emerging acculturation patterns in culturally and linguistically diverse individuals; ethnic identity development in Latino/a adolescents; provide support and resources to Oregon s bilingual/bicultural families, children and professionals MULTICULTURAL SCHOOL PSYCHOLOGIST/SPECIALIST The University of Oregon, College of Education, Eugene, Oregon Research: Multicultural Specialist and school psychologist for the Oregon Youth Development Project, a multi-site, randomized control trial involving 14 middle schools in Oregon. An Adolescent, Family Life Demonstration Project under the U.S. Department of Health and Human Services. Main activities included presenting to families and students on issues related to Latino/a mental health and academic achievement; providing one-on-one consultations with parents and students on Latino/a mental health and community resources POSTDOCTORAL RESIDENT (Assistant Research Professor/Multicultural Specialist/School Psychologist) Education Evaluation Center, The Teaching Research Institute at Western Oregon University, Monmouth, OR

3 Martha Villegas-Gutiérrez SCHOOL PSYCHOLOGIST Portland Public Schools District, Portland, Oregon Conducting regular and multicultural psychoeducational evaluations for students from different ethnic backgrounds including Anglo-American, Korean-American, and African/American. Conducting bilingual (Spanish & English) psychoeducational evaluations for Latino/a students. Providing counseling services to elementary age students. Consulting with teachers and parents to gather developmental and current history and identify appropriate interventions for students. Participating in the Student Study Team, Building Screening Committee, and Building Support Team to identify developmental, behavioral, emotional and academic interventions to address students social and academic needs PREDOCTORAL SCHOOL PSYCHOLOGY INTERNSHIP Psychological, Social, and Diagnostic Services (PSDS) at Dallas Independent School District, Dallas, Texas Conducting regular and bilingual psychoeducational evaluations for students from different ethnic backgrounds including, Anglo, African American and Latino/a. Providing Psychotherapy services to junior high and high school students with different types of socioemotional difficulties including: low self esteem, depression, family and school related difficulties. Providing Family counseling in Spanish to Latino families whose children were enrolled in the Dallas Public School system. Participating in the Student Study Team to identify and design appropriate interventions to address students academic and emotional needs. Jan May 1997: ADVANCED PRACTICUM: SCHOOL PSYCHOLOGIST TRAINEE Davenport, Iowa Leading a support groups for a group of seven junior high, student classified as behavior disordered Collaborating with my supervisor in designing lessons to educate seven students with behavior disorders. Consulting with second grade teacher about discipline practices on a weekly basis. Designing and implement lessons based on a cognitive/behaviorist approach to model classroom disciplines in a second grade class. Providing direct counseling therapy to a thirteen, year-old, female student classified as behavior disordered.

4 Martha Villegas-Gutiérrez GRADUATE ASSISTANT The University of Iowa, Department of Spanish and Portuguese, Iowa City, Iowa Designing, Implementing and teaching Language Arts Curriculum in the Spanish Language. Incorporated aspects of Latino culture in daily educational activities. Evaluated students' academic performance through teacher-developed measures FIELD SUPERVISOR Elementary Education Department within the College of Education at The University of Iowa, Iowa City, Iowa Supervised five student teachers enrolled in the teaching preparation program at The University of Iowa College of Education. Documenting data, sharing feedback and suggestions and serving as a liaison between the elementary school settings and The University of Iowa : REGULAR EDUCATION SECOND GRADE TEACHER Iowa City School District, Iowa City, Iowa Developing and implementing curriculum in all academic areas for a group of 21 students. Collaborated and consulted with colleagues and parents on a weekly basis to provide effective educational services to the students. Consulting with the school pyschologist in the building in designing academic and behavioral interventions : LANGUAGE ARTS TEACHER VOLUNTEER: (Spanish) Latino/Native American Center, Iowa City, Iowa Developing and implementing Language Arts curriculum in Spanish to a group of eight students from different socioeconomic and ethnolinguistic backgrounds within five to eighteen age range : BILINGUAL FIRST GRADE TEACHER (English and Spanish) Washington Unified District. W. Sacramento, CA. Developing and implementing culturally responsive curriculum in all academic areas in English and Spanish for a culturally and linguistically diverse group from low socioeconomic backgrounds with emergent acculturation levels and different native and second language proficiency. Collaborated and consulted with parents to design and implement

5 Martha Villegas-Gutiérrez 5 effective educational and behavioral interventions. Assisted coordinating home-school events. Organizing and coordinating activities to recruit the participation of Latino parents in the school : BILINGUAL MASTER TEACHER (ENGLISH AND SPANISH) California State University Sacramento, Sacramento, California Modeling effective culturally responsive teaching practices for a group of three bilingual student teachers from California State University Sacramento, Bilingual Teaching Credential Program. Set up professional field experience in bilingual teaching methodology and practices for student teachers. Providing individual and group supervision on a weekly basis. Supervising student teachers implement their lessons. Providing feedback to student teachers about lesson plan development, implementation and classroom management. Meeting monthly with university supervisor to assess student teachers professional : ACADEMIC PEER MENTOR California State University Sacramento, Sacramento, California Tutoring and providing academic and personal guidance to a group of four freshmen and four sophomore Latino/a students. PUBLICATIONS Derowitsh, M., Kosko, K., & Villegas-Gutiérrez, M. E. (2007). Guidelines and Resources for the Oregon Department of Education. Special Education Assessment Process for Culturally and Linguistically Diverse Students (CLD) 2007 Revision. Villegas-Gutiérrez, M. E. (2003). Acculturation and Academic Self-Concept among Mexican American Adolescents. Dissertation. Ehly, S., Hartman, S., Robbins, R., Villegas-Gutiérrez, M. (1997). Redefining the Role of the School Psychologist. Journal of Professional Practice. Editor of the Spanish version of Partners, A National Home/School Communication Newsletter Obstacles of a Disadvantaged Student (1986), Yuba College, Campus News Paper

6 Martha Villegas-Gutiérrez 6 PRESENTATIONS Immigrant High School Students Protective Factors. WOU Cesar Chavez (2014) Latino Leadership Conference, Monmouth Oregon Second Language Learners Educational and Assessment Needs. Council of School Administrators Conference (2013). Eugene, Oregon Characteristics of Successful Latino/a High School Students. WOU Cesar Chavez (2013) Latino Leadership Conference, Monmouth Oregon ABC s in the Prereferral Process of Second Language Learners. (Fall 2012) Lane Education Service District. Eugene, OR Latino/a High School Students Academic Success. WOU Cesar Chavez (2012) Latino Leadership Conference, Monmouth Oregon: Navigating High School and Preparing for College: Guidance for Latino/a Students. WOU Cesar Chavez (2011) Latino Leadership Conference, Monmouth Oregon Assessing Culturally and Linguistically Diverse Students. Presentation to Central School District Special Education Team. Spring Western Oregon University. Monmouth, Oregon Culturally Sensitive SPED Evaluation Including EI/ECSE. Council of School Administrators Conference (2013) Asuntos y Procesos de la Educación Bilingüe y la Educación Especial. No Child Left Behind Conference. (2006). Salem, Oregon Second Language Learners Educational and Assessment Needs. Council of School Administrators Conference (2005). Eugene, Oregon Putting the Pieces Together. Assessment of Second Language Learners. Lewis and Clark College Annual Conference (2005). Portland, Oregon Insights from a Successful Graduate Assistant, The University of Iowa, Department of Spanish and Portuguese. Group of Beginning Graduate Assistants, Summer 1996 Home/School Collaboration Seminar, The University of Iowa, School Psychology Graduate Students, Summer 1996 Bilingual Education, The University of Iowa, Latinos In Estados Unidos Class, Iowa City, Iowa, September, Cinco de Mayo Presentation, Lucas Elementary School, Minority Support Group, Iowa City, Iowa, May 5, Multicultural Awareness Night Longfellow Elementary School. Parent Teacher Organization, Iowa City, Iowa, February PROFESSIONAL TRAININGS Ethical Consideration in a Multicultural World. Oregon Psychological Association 2013 Conference. Presented by Dr. Melba Vazquez.

7 Martha Villegas-Gutiérrez 7 Multicultural Supervision. Oregon Psychological Association. Presented by Drs. Debra M. Kawahara and Jeanne E. Manese. September, 24, The National Center for Cultural and Responsive Educational Systems Training for Trainers: Understanding Culture and Cultural Responsiveness May 14-16, English Language Learners/Development and Learning Disabilities: Understanding Linguistic and Cultural Acquisition, Three-Tiered Research-Based Interventions, and Eligibility for Special Education. ORBIDA (2006) Conference. Best Practices in LD and Nondiscriminatory Assessment: Use of the K-ABC-II and Academic Ability Tests with Culturally and Linguistically Diverse Students presented by Dr. Samuel Ortiz. National Association of School Psychologists. March 31, Implementation of Response to Intervention with English Language Learners (ELL). National Association of School Psychologists. April 1, Batería III Traning. Clackamas Education Service District. Presented by Julie Esparza-Brown. November 18,2005. Multicultural Assessment (Monthly Training ) presented by Dr. Criselda Alvarado and Dr. Hector, Ochoa. Dallas, Texas. PROFESSIONAL REFERENCES: Martha Buenrostro, Ph.D Education Program Specialist 2 Project Director for Oregon s State Personnel Development Grant (SPDG) Oregon Department of Education - Office of Learning Student Services Martha.Buenrostro@state.or.us 255 Capitol St. NE Salem, OR Eleanor Gil-Kashiwabara, Psy.D. Research Assistant Professor and Licensed Psychologist Portland State University Regional Research Institute for Human Services gilkashi@pdx.edu P.O. Box 751 Portland, OR Phone: (503) Kenneth Kosko, M.S School Psychologist Education Evaluation Center, Director The Teaching Research Institute Western Oregon University koskok@wou.edu 345 N. Monmouth Avenue Monmouth, OR (503)

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