Vita Kelly M. Estrada, Ph.D. Sonoma State University Curriculum Studies & Secondary Education Telephone: (707)

Vita Kelly M. Estrada, Ph.D. Sonoma State University Curriculum Studies & Secondary Education Telephone: (707)664-2042 Email: Kelly.Estrada@sonoma.edu Education 1997 Ph.D., University of California, Los Angeles Education: Administration, Curriculum, and Teaching Studies 1991 M.A., University of California, Los Angeles Anthropology 1988 B.A., University of California, San Diego Linguistics Teaching & Professional Activity Teaching Experience Associate Professor of Education, Sonoma State University Rohnert Park, CA August 2005 Present Full-time faculty member in the Curriculum Studies & Secondary Education Department. Responsible for teaching language acquisition and literacy development and instructional technology courses for the single subjects credential and MA degree programs. Additional responsibilities include technology-based curriculum and program development, teacher performance assessment system design and implementation, student teacher field supervision and academic advisement for students at both the undergraduate and graduate levels. Additionally serves as one of 10 faculty teaching in the Freshman Year Experience (FYE) program beginning in fall of 2008. Serves as the Faculty-In-Residence for the FYE Program. Associate Professor of Education, Empire State College, SUNY Westchester, NY August 2005 - January 2006 Full-time faculty member in the Department of Education, responsible for designing and teaching language arts and social studies methods courses and education theory courses for a distance learning Master of Arts in Teaching program newly implemented by the college. Additionally responsible for creating partnerships with schools in high need areas of New York City and for conducting field observations of credential candidates in these schools. Assistant Professor of Education, Cheyney University of Pennsylvania Cheyney, PA January 2000 May 2004 Full-time faculty member in the Department of Education, responsible for teaching language arts and social studies methods courses, and education theory courses for

the graduate and undergraduate degrees. Served as an academic advisor and as a field supervisor for student interns. Project Director for the U.S. Department of Education funded English Language Learner Curriculum and Instructional Design (ELLCID) Project. Co-developer with the UCLA Computing Technologies Research Lab (CTRL) of the Professional Development Exchange (http://pdx.ctrl.ucla.edu), a webbased learning environment for delivering sustained teacher professional development experiences. Assistant Professor of Education, Pennsylvania State University Media, PA August 1996 - January 2000 One of three full-time faculty members of the Urban Early and Middle Childhood Education Program at Penn State, Delaware County Campus. Responsible for teaching introductory courses in teacher education, as well as upper division courses within the major, with a particular emphasis on issues relating to teaching in an urban and multicultural setting. Responsible for developing the literacy and social studies method courses for the program. Served as a field supervisor for student interns placed in the urban school setting in Philadelphia. Worked closely with cooperating teachers to facilitate mentorship experiences with students in the field. Conducted field observations of students in various urban classroom settings. Served as an academic advisor to 35 undergraduate students within the education major field. Adjunct Professor, Antioch College Marina del Rey, CA September - December 1995 Graduate level instructor for qualitative and quantitative research methods course. Advised students, conducted observations of research sites, developed original coursework dealing with research projects in the business setting. Teacher, (Long-term Bilingual Substitute) Lennox, California January 1991-1994 Long-term bilingual substitute for the Lennox and Lawndale school districts. Responsible for teaching all subjects at the elementary and middle school levels under both short- and long-term placements. Duties included conducting full-time instruction in all subjects in Spanish for classrooms in which native-language instruction was required. Research Positions Researcher and Fellow, Southwest Regional Education Laboratory Los Alamitos, CA September 1995-1996 Worked as lead project assistant on research examining the academic outcomes of Limited English Proficient students educated within the charter school setting. Conducted background research, classroom observations, and teacher and student interviews. In addition, assisted in the creation and administration of various surveys

connected to the project, and participated in the synthesis and reporting of project data. Other duties included editing and updating Internet postings produced in conjunction with the dissemination of project results. Researcher, Center for the Study of Evaluation, UCLA Los Angeles, CA September 1994-1995 Worked as a lead project assistant on research dealing with mathematical conceptual ability and Limited English Proficient students. Responsible for designing observational protocols and math assessment instruments, carrying out classroom observations and teacher and student interviews, administering test instruments to students, and synthesizing, analyzing, and reporting project data. Additional duties included the recording and editing of videotaped data, conducting quantitative data analysis, and updating and editing Internet postings and a computerized database published by the center. Graduate Student Researcher, Graduate School of Education, UCLA Los Angeles, CA September 1990-1993 Worked as lead research assistant on a four-year project examining the acquisition of written language fluency by Limited English Proficient students. Conducted qualitative data collection consisting of classroom observation, videotaping, and teacher and student interviews. Conducted qualitative data analysis consisting of the transcription, coding, and structural analysis of discourse. Additional duties included coordinating field staff, producing summary analyses, and handling administrative duties connected with the research project including budget proposals and travel arrangements. Consultations Reading Institute for Academic Preparedness, Co-Director/Presenter Rohnert Park, CA October 2005 March 2007 Co-Director (with Katheryn Horton) for the Sonoma State University Reading Institute for Academic Preparedness (RIAP) Program implemented during the 2007-08 project period. Works in all aspects of program development and implementation, including curriculum development, institute presentations, participant interface for ongoing professional development, distance learning support and facilitation, data management, and program evaluation. Curriculum Advisory Council Consultant Morton, PA January 2004 August, 2005 Served as consultant to the Curriculum Advisory Council (CAC) under the supervision of the Assistant Executive Director. Facilitated the re-design and alignment of the Delaware County Intermediate Unit (DCIU) with respect to special

services curriculum. Worked with council members, program directors, department heads, and teachers to align the special needs curriculum to state academic learning standards. Services included the design and implementation of district-wide staff development activities integrating the use of face-to-face and distance learning systems. English as a Second Language (ESL) Compliance Officer Chester, PA September 2003 June 2005 Provided oversight for the Chester Upland School District (CUSD) with respect to English Language Learner (ELL) programs. Duties included monitoring and evaluating implementation of the District s English Language Learner (ELL) Program. Further duties included program-based grant writing and administration (Title III), and the design and implementation of district-wide staff development activities associated with the delivery of ELL Program services. U. S. Department of Education, Office for Civil Rights, Philadelphia, PA May 2002 January 2006 Provides ongoing support to the department with respect to cases involving English Language Learner (ELL) curriculum, instruction, assessment, and program compliance. English as a Second Language (ESL) Program Consultant Morton, PA July 2002 March, 2006 Provided oversight for the Delaware County Intermediate Unit (DCIU) with respect to English Language Learner (ELL) programs under the supervision of the Hearing, Language, and ESL Supervisor. Services included the development and implementation of the Intermediate Unit s English as a Second Language (ESL) curriculum, program-based grant writing and administration (Title III), and the design and implementation of district-wide staff development activities associated with the delivery of ELL Program services, integrating the use of face-to-face and distance learning systems. Interim ELL Supervisor, Chester Upland School District Chester, PA May 2000 - June 2003 Served as central office administrator in the role of Program Supervisor for the district s English Language Learner (ELL) Program. Duties include supervision of district-wide ELL Program faculty, staff, budget, program implementation, and program evaluation. Supervisory Positions Clinical Consultant, Graduate School of Education, UCLA Los Angeles, CA September 1993-1994

Supervised graduate student teachers placed in various classrooms in the West Los Angeles area. Duties included providing teaching assistance in graduate level seminars, coordinating mentoring experiences with cooperating teachers, observing and providing feedback to student teachers, videotaping and analyzing student teaching performance, and performing various duties associated with the administration of the program. Scholarly & Creative Activities Publications Estrada, K. (2006). Chapter 9 Advocacy: What are some key elements in advocating for ELL education programs? In Hamayan, Else and Freeman, Rebecca (Eds.), English language learners at school: A guide for administrators. Philadelphia, PA: Caslon Publishing. Estrada, K. & Hamilton, R. (2006). Chapter 7 Professional Development: How can administrators support their teachers to sustain and extend the teachers professional development regarding English language learners? In Hamayan, Else and Freeman, Rebecca (Eds.), English language learners at school: A guide for administrators. Philadelphia, PA: Caslon Publishing. Estrada, K. & Hamilton, R. (2006). Chapter 7 Professional Development: What types of professional development have you found to be effective for your staff? In Hamayan, Else and Freeman, Rebecca (Eds.), English language learners at school: A guide for administrators. Philadelphia, PA: Caslon Publishing. Delaware County Intermediate Unit. (2004). The English as a Second Language (ESL) Curriculum Guide. Morton, PA: Delaware County Intermediate Unit. Estrada, K. (2001). The English Language Learner (ELL) Curriculum Framework. Chester, PA: Chester Upland School District. Estrada, K. & McLaren, P. (1993). A Dialogue on Multiculturalism and Democratic Culture. Educational Researcher, 22 (3), 27-33. Estrada, K. (1992). Pedagogy and Praxis: Envisioning Democratic Education. Voices, 1(1), 3-8. Larson, J. & Estrada, K. (1992). The Ins and Outs of Conducting Qualitative Research. Voices, 2(1), 9-12. Conference Presentations Grady, K., Estrada, K., Grady, K. (2009). The Discursive Construction of Literate and Professional Identities in Secondary Teacher Education: Content Area Literacy as Contested Space. Paper accepted for presentation at the Annual Meeting of the National Reading Conference in Albuquerque, New Mexico. Estrada, K., & Ruddell, M. R. (March, 2008). The Discursive Construction of Professional Identities in Secondary Teacher Education: Content Literacy as Contested Space. Paper presented at the Annual Meeting of the American Educational Research Association, New York, NY.

Ruddell, M. R., Estrada, K., Grady, K. (November, 2007). Professional Discourse Embodiment in the Content Literacy Teacher Preparation Class. Paper presented at the Annual Meeting of the National Reading Council, San Antonio, TX. Ruddell, M. R., Estrada, K., Grady, K. (December, 2006). Student Resistance in Adolescent Literacy and Teacher Preparation Classes. Paper accepted for presentation at the Annual Meeting of the National Reading Council, Los Angeles, CA. Estrada, K. & Coburn, C. (2004). Frames of interpretation: The co-construction of knowledge among teachers engaged in computer-mediated small group discussion. Paper presented at the Annual Meeting of the American Association of Applied Linguistics, Portland, OR. Estrada, K. (2002). Beyond Time and Place: Developing Effective Models of Internet-based Teacher Professional Development. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Estrada, K. (2001). The English Language Learner Curriculum and Instructional Design (ELLCID) Project. Paper presented at the PENN TESOL East Fall Conference, Philadelphia, PA. Estrada, K. (2000). Teachers in the Technology Zone: New Approaches in Professional Development. Paper presented at the Technology in Education International Conference and Exposition, Palm Springs, CA Estrada, K. (1998). Language ideologies and language policies: Transforming beliefs about the language styles of learners from diverse backgrounds. Invited address given at the Annual Meeting of the American Anthropological Association, Philadelphia, PA. Estrada, K. (1998). Multilingual means multiliterate: Developing multiple styles of expression in English-language oral and written narratives. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego CA. Cureton Stanford, G., Estrada, K., Asher, N., & Van Leuvan, P. (1998). Teacher Preparation: Addressing the Needs of Diverse Urban Learners. Paper presented at the Annual Meeting of the Association for Supervision and Curriculum Development, San Antonio, TX. Estrada, K. (1996). Don t write it like you say it: Ideologies of style in Mexicano students oral and written personal narratives. Paper presented at the Annual Meeting of the American Anthropological Association, San Francisco, CA. Estrada, K. (1995). Making assessment equitable for language minority students. Paper presented at the annual meeting of the National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. Estrada, K. (1994). The art of the storyteller: Assuming and asserting authorship in a multicultural elementary classroom setting. Paper presented at the Annual Meeting of the American Anthropological Association, Atlanta, GA. Estrada, K. (1993). Negotiating meaning through oral narratives in the elementary school classroom: Implications for the production of text. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA.

Estrada, K. (1993). Teachers systems of meaning: Negotiating the boundaries of cultural identity. Paper presented at the Annual Meeting of the American Educational Research Association, Atlanta, GA. Estrada, K. (1993). Visions and revisions: Defining school-based literacies through oral narrative performance in the non-mainstream elementary school classroom. Paper Presented at the Annual Meeting of the American Anthropological Association, Washington, D. C. Estrada, K. (1992). Evidencing home culture through oral narrative in the elementary school Latino classroom. Paper Presented at the Annual Meeting of the National Council Teachers of English, Louisville, KY. Funded Grants 2007. The California State University. Reading Institute for Academic Preparation (RIAP) Project. Funds support the development and implementation of an RIAP Institute for secondary content teachers in grades 9-11 in the Sonoma, Lake, Napa, Marin, and Mendocino counties. Role(s): proposal author, project codirector. 2006. The California State University. Reading Institute for Academic Preparation (RIAP) Project. Funds will support the development and implementation of an RIAP Institute for secondary content teachers in grades 9-11 in the Sonoma, Lake, and Mendocino counties. Amount: $34,000. Role(s): proposal author, project codirector. 2005. The California State University. Reading Institute for Academic Preparation (RIAP) Project. Funds will support the development and implementation of an RIAP Institute for secondary content teachers in grades 9-11 in the Sonoma, Lake, and Mendocino counties. Role(s): proposal author, project co-director. 2000, U. S. Department of Education, Training for All Teacher (Bilingual Education). The English Language Learner Curriculum and Instructional Design (ELLCID) Project. Grant proposal to utilize an Internet-based virtual workspace to engage educational personnel who deliver services to English Language Learner students in long-term, technology based professional development activities Amount: $334,634. Role: proposal author, principal investigator. 2000, Pennsylvania State System of Higher Education, Performance Enhancement grant, The English Language Learner Curriculum and Instructional Design (ELLCID) Project. Funds support expansion of ELLCID Project to include a focus on students who are Standard English dialect learners ($50,000). 1999, Pennsylvania Department of Education, Professional Development for the Pennsylvania Academic Standards. The Professional Development Virtual Workspace (PDVW) Project. Grant proposal to create a virtual workspace for the Internet to assist teachers in the implementation of state standards in the language arts Amount: $67,000. Role(s): proposal author, project co-director. Professional Development Presentations Estrada, K. Reading Institute for Academic Preparedness Institute Workshops. Reading Institute for Academic Preparedness Program, Sonoma State University, September, 2007 - May 2008.

Estrada, K. Reading Institute for Academic Preparedness Institute Workshops. Reading Institute for Academic Preparedness Program, Sonoma State University, April 1 November 18, 2006. Estrada, K. Teaching to Diversity in the Elementary Setting: Strategies and Techniques to Promote Learning. Teacher Induction Training, William Penn SD, Landsdowne, PA, November 11, 2004. Estrada, K. Teaching to Diversity in the Secondary Setting: Strategies and Techniques to Promote Learning. Teacher Induction Training, William Penn SD, Landsdowne, PA, November 8, 2004. Estrada, K. Teaching in the 21 st Century: Standards-Based Instruction for All Students. Delaware County Intermediate Unit Teacher Inservice, Morton, PA, November 2, 2004. Estrada, K. Integrating Technology and Instruction: Multimedia and Web-Based Applications for Interactive Teaching & Learning. Delaware County Intermediate Unit Teacher Inservice, Morton, PA, November 4, 2003. Estrada, K. Cultural Awareness and Sensitivity Training, District Administrative Retreat, William Penn School District, Media, PA, July 31, 2003. Estrada, K. Cultural Awareness and Sensitivity Training, Elementary & Secondary Levels, Chester Upland School District, Chester, PA, April-June, 2003. Estrada, K. & Smallwood, B. Sheltered Content Instructional Techniques, Elementary & Secondary Levels, Chester Upland School District, Chester, PA, April-May, 2003. Estrada, K. Language Acquisition: Strategies for Instruction. Elementary Levels, Chester Upland School District, Chester, PA, April, 2003. Estrada, K. Oral Language Development, Elementary & Secondary Levels, Chester Upland School District, Chester, PA, April-May, 2003. Estrada, K. & Smallwood, B. The English Language Learner Curriculum & Instructional Design (ELLCID) Project Phase II Follow-Up to Phase I of the English Language Learner Professional Development Experience, Philadelphia, PA, October 28, 2002. Estrada, K. English Language Learner (ELL) Program Teacher Professional Development, Overview to Program Design & Implementation, Elementary & Secondary Levels, Chester Upland School District, Chester, PA, October 8, 2002. Estrada, K. The English Language Learner Curriculum & Instructional Design (ELLCID) Project, Phase I The English Language Learner Professional Development Experience (Seminar in Innovative Teaching), Philadelphia, PA, January-May, 2002. Estrada, K. The English Language Arts: A Workshop for Elementary and Secondary Levels, Chester Upland School District, Chester, PA, March 14 & 21, 2001. Estrada, K. School District Empowerment Parent Workshop, Chester Upland School District, Chester, PA, January 24, 2001. Estrada, K. Language Arts Professional Development Seminar, Chester Upland School District, Chester, PA, January 9, 2001. Estrada, K. Language Arts & Effective Practice: A Teacher Professional Development Workshop, Chester Upland School District, Chester, PA, October 21 & November 7, 2000.

Estrada, K. English Language Learner (ELL) Program Implementation Workshop, Elementary Level, Chester Upland School District, Chester, PA, December 14, 1999. Estrada, K. English Language Learner (ELL) Program Implementation Workshop, District-wide, Chester Upland School District, Chester, PA, August 24, 25, & 26, 1999. Editorial Experience International Journal of Applied Linguistics, (IJAL), Manuscript reviewer (2010- pressent) Research in the Teaching of English (RTE), Manuscript Reviewer (2001 present). U. S. Department of Education, Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA), Proposal Reviewer (2005 present) Professional Memberships American Educational Research Association National Reading Conference (NRC) Teachers of English to Speakers of Other Languages (TESOL)