Members of the Commission

Linda Darling-Hammond is Charles E. Ducommun Professor of Education at Stanford University where she has launched the Stanford Center for Opportunity Policy in Education and the School Redesign Network and served as faculty sponsor for the Stanford Teacher Education Program. She is a former president of the American Educational Research Association and member of the National Academy of Education. Her research, teaching, and policy work focus on issues of school reform, teacher quality and educational equity. From 1994-2001, she served as executive director of the National Commission on Teaching and America's Future, a blue-ribbon panel whose 1996 report, What Matters Most: Teaching for America's Future, led to sweeping policy changes affecting teaching in the United States. In 2006, this report was named one of the most influential affecting U.S. education and Darling-Hammond was named one of the nation's ten most influential people affecting educational policy over the last decade. In 2008-09, she headed President Barack Obama's education policy transition team.

Among Darling-Hammond's more than 300 publications are The Flat World and Education: How America's Commitment to Equity Will Determine Our Future (Teachers College Press, 2010); Powerful Teacher Education: Lessons from Exemplary Programs (Jossey-Bass, 2006); Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do (with John Bransford; Jossey-Bass, 2005), winner of the AACTE Pomeroy Award; Teaching as the Learning Profession (co-edited with Gary Sykes; Jossey-Bass, 1999), which received the National Staff Development Council's Outstanding Book Award for 2000; and The Right to Learn (Jossey-Bass,1997), recipient of the American Educational Research Association's Outstanding Book Award for 1998. Among recent recognitions, she is recipient of the 2011 Brock International Prize in Education and the 2009 McGraw Hill Prize for Innovation in Education.

A native Californian, Alicia grew up on the beaches and in the mountains of Santa Cruz. She knew she wanted to be a teacher in kindergarten when Ms. Condor, her kindergarten teacher, allowed her to eat the cheese cut into various shapes upon reciting the correct shape name. 

Alicia has been teaching elementary school for 15 years in the Cambrian School District, where she lives for the joy and excitement for learning on her students' faces. Aside from teaching full time, Alicia has spent time active in her teacher's union where she served as President for four years. She also is a representative for California Teachers Association's State Council where she serves as Chair of the Credentials and Professional Development Committee. 

Alicia has three wonderful children, ages 9, 11 and 13 who enjoy laughing, the beach and throwing big parties. In her free time Alicia can be found underwater scuba diving and taking pictures to bring back to her students. She also enjoys poetry, hiking and fine wine.

Kathy Allavie has a long history with Riverside Unified School District. Her grandmother attended Riverside’s All-Girls High School. Her father was class president at Old Poly. She herself attended Emerson, Alcott, Victoria, and Harrison Elementary Schools, Chemawa Middle School and Poly High School. Her three daughters have attended Poly High School, King High School and John W. North High School. After graduation, she attended USC, graduating with a degree in Journalism/Public Relations in 1976.

As a longtime volunteer, Kathy has chaired the City of Riverside's Youth Action Plan and sat on the RUSD Measure B Citizens Oversight Committee. She has served on over 25 community non-profit boards, and been president of the Junior League, the National Charity League and the Riverside Arts Foundation, as well as PTA President at three schools. She has been awarded the 2004 YWCA Woman of Achievement award, the 2005 Family Services Family of the Year for Volunteerism and the Junior League Silver Raincross. She has been Volunteer of the Year at Amelia Earhart Middle School (twice) and John W. North High School. She was honored by the City of Riverside with the Spirit Award for outstanding volunteerism in September 2011 and an Outstanding Leader of Riverside by the Raincross Group.

Kathy is a big believer in the fine arts, and supports music, art and theater in the community and in schools. She developed arts fundraisers like the GHOSTWALK Riverside, the Giant Orange Project, and Art Float – Riverside to name just a few. She loves Riverside history and supports the Mission Inn Foundation, the Fox Theater Foundation and the Evergreen Memorial Historic Cemetery.

Kirsten Barnes has worked for the Hanford Joint Union High School District for the past 21 years. She began her career as a teacher for the continuation high school and after obtaining her counseling credential became the counselor of the continuation high for 5 years before transferring to Hanford West High School. She has been at Hanford West for the past 13 years. Kirsten also works part time in the evenings as a teacher and counselor for Crossroads Charter School in Armona, California. 

Kirsten is the current President Elect of the California Association of School Counselors, (CASC), a State Council Representative for the California Teachers Association, Treasurer and Bargaining Chair of her local association: HSEA, and Vice Chair of the Tulare Kings Service Center Council. She is also a member of American School Counselor Association, National Education Association, Humane Society and the SPCA. She received her Masters in School Counseling from Fresno Pacific University and her Bachelors in Liberal Studies from Mount St. Mary's College. 

Kate Williams Browne is a tenured professor and Chair of the Early Childhood Education (ECE) Department at Skyline College and Coordinator of the San Mateo Region of the California Early Childhood Mentor Program. She currently serves as President of the Faculty Senate of Skyline College and Executive Secretary of the California Community College ECE Faculty Association. A native Californian and the first in her family with a college education, she holds a BA (with Academic Honors) in Psychology from Stanford University and MA (with Academic Scholarship) in Early Childhood Education from the University of Michigan. Her education credentials include Elementary Certification from Michigan, a Multiple Subjects Teaching Credential from California, a California Children's Center Permit and a California Community College Credential. 

Among Kate's professional experiences are ECE teacher and administrator (including parent co-op, child care, bilingual preschool, kindergarten/first grade and 15 years at Stanford's Bing School); textbook writing (Beginnings & Beyond: Foundations in Early Childhood Education, Beginning Essentials, To Teach Well: ECE Student Teaching Guide, and Guiding Young Children in a Diverse Society); and higher education instructor (Stanford University, Foothill, De Anza, Canada and Skyline Colleges). She also served on the Steering Committee for the ECE Competencies Integration Project at the California Department of Education. Among recent recognitions, she is the recipient of the Meyer Award for Teaching Excellence (Skyline College), ECE Professional of the Year (Peninsula Association for the Education of Young Children) and Who's Who of American Professional Women.

Michael Cooney is a partner in Investment Group of Santa Barbara and President and General Counsel of Cimarron Management Company. Mr. Cooney is also currently a member of the Santa Barbara County Planning Commission. He served on the California Student Aid Commission from 2000-2004 and was Chair of that commission for 3 years. He was on the Board of Directors at EdFund from 2006-2010 and a trustee with Montecito Union School District from 1977 to 1988. Mr. Cooney also was a partner with Price, Postel & Parma in Santa Barbara, California for 30 years.

Marysol de la Torre-Escobedo received her Bachelor's Degree from UC Berkeley and her Clear Social Science Teaching Credential and M.A. in Education from Stanford University. In 2003, she began her teaching career as a founding member of East Palo Alto Academy High School. As a founding member of EPAAHS de la Torre-Escobedo worked closely with the Stanford School Redesign Network and their efforts in meeting the needs of all students and creating a model of school reform. 

De la Torre-Escobedo has taught AVID, Economics, Spanish, US History, and World History in the Bay Area, the Dominican Republic, the Glenn County Juvenile Hall, and Chico. She has been a teacher for the Chico Unified School District since 2007. In 2010, she co-founded Chico's first in-district charter school, Inspire School of Arts & Sciences, where she currently teaches. In 2013, she was selected as a Chico Rotary Educator of the Year and she also received the Golden Apple/KHSL Teachers are Heroes Award in 2014. 

De la Torre-Escobedo is the first generation daughter of Mexican immigrants. She currently resides in Butte County with her husband and two children, ages 6 and 4.

José L. González has been an educator for 18 years. He is the current Superintendent of the Planada Elementary School District, a position he has served since November 2010. Prior to serving the Planada Learning Community, José was Superintendent/Principal of the Ballico-Cressey School District for four and a half years. Aside from his professional duties as an educator, José is the Immediate Past President of CALSA, serves on the SEAC Board of Directors, ACSA Superintendent's Council, and most recently received a gubernatorial appointment to serve on the CTC. In 2009, José was awarded the ACSA Region IX Superintendent/Principal of the Year Award. 

José is the son of Mexican and Portuguese immigrants. Growing up, he saw the challenges his mother and father faced due to a lack of formal education. As a result, José feels a deep commitment to ensuring that all children, regardless of their personal struggles or circumstances, receive the quality education that will give them opportunities in life. He is married to María González who is a Second Grade Teacher in Livingston. They have two beautiful daughters, Alexí 15 and Alía 9.

Marquita Grenot-Scheyer is a proud product of the California State University system, having completed all of her educational degrees at California State University, Los Angeles. She received a Bachelor of Arts degree in Psychology, with a minor in Child Development, a Multiple Subject credential and Special Education credential, the Administrative Services credential, a Master of Arts in Education and her Ph.D. in Special Education from the Joint Doctoral Program with the University of California, Los Angeles, UCLA. In recognition of her career, she was selected as the Distinguished Alumnus, CSULA Charter College of Education, in 2008. 

Grenot-Scheyer currently serves as Assistant Vice Chancellor, Teacher Education and Public School Programs with the CSU Office of the Chancellor. Prior to this appointment, she served as Dean of the College of Education at California State University, Long Beach, Associate Dean of Graduate Studies and Research, and Program Coordinator for both the Master's program in Special Education and the Special Education Credential program. 

She was the Chancellor's Office representative on two state-wide committees: The State Superintendent of Public Instruction's Autism Advisory Committee and the California Department of Education, State Performance and Personnel Development Plan Stakeholder Group. She is a member of the Board of Directors for the Council for the Accreditation of Education Preparation (CAEP) and served on the CAEP Commission on Standards and Performance Reporting. 

Grenot-Scheyer's current research and work is focused on collaborative teacher preparation models to support student success. She has published numerous articles and book chapters in the areas of severe disabilities, inclusive models of education, and culturally responsive teacher preparation and is co-editor of the books, At the end of the day: Lessons learned in inclusive education (Paul H. Brookes, 2001), 1998) and Making friends: The influences of culture and development, (Paul H. Brookes, 1998). 

Johanna Hartwig first became interested in education policy when serving as her high school’s school board representative in the Livermore Valley Unified School District. Johanna benefitted from 12 years of the District’s great public education. Through her early Board service, Johanna’s understanding of the challenges and opportunities faced by the California public school system deepened and expanded, as did her appreciation for the teachers, administrators and school board members who support the system. 

Johanna built on her California education by attending Yale University, where she earned an undergraduate degree in history. After working for a number of years in New York City, Johanna then earned a law degree and a public policy degree from the University of Michigan. In graduate school, Johanna took a particular interest in classes addressing education reform and equity issues. She also served as a student attorney on child welfare cases through the law school’s clinic. 

Johanna had always planned to return to the West Coast, and did so after graduate school. She worked as a practicing attorney in corporate litigation for two international law firms based in San Francisco. While practicing, she undertook extensive pro bono work. Johanna also served as a law clerk for a judge on the federal Ninth Circuit Court of Appeals and simultaneously as the judge’s ethics clerk for the federal judiciary’s ethics committee. Johanna currently serves as the Assistant Dean for Career Planning & Legal Community Engagement at the University of San Francisco School of Law, which is one of the most diverse law schools in the country. 

Bonnie Klatt currently teaches high school English and serves as English Department Chair at the Performing and Fine Arts Academy at Natomas Charter School. Prior to working at Natomas Charter School, she worked for five years as a consultant and administrator for the California Department of Education and the California State Board of Education on projects including the California High School Exit Examination, a variety of programs within the Charter Schools Division, and the implementation of new statewide assessments. Before joining the Department of Education, she taught high school English, media literacy, and AVID in the Center Unified School District and in the Grant Union High School District for a total of 15 years. At Center High School, she acted as a technology mentor, helped to implement and build a California Partnership Academy program, and co-developed districtwide writing assessment tools. 

Ms. Klatt is a lifelong resident of the state and has either attended or worked for California public education institutions since kindergarten. She earned her B.A. in English at the University of California, Los Angeles, and her M.A. and teaching credential in English at California State University, Sacramento.

Kevin Kung works as a chemistry teacher at Palisades Charter High School. He previously taught science at Lowell High School and Hoover Middle School, both in San Francisco and at Beverly Hills High School. Mr. Kung also taught summers in China for the Center for Talented Youth program for Johns Hopkins and worked several years as a staff seismic geologist at URS Corp. Mr. Kung completed his undergraduate degree from UC Berkeley and master’s degree and single subject teaching credential from San Francisco State University. He held teaching fellow positions at the Woodrow Wilson School at Princeton University; the National Science Foundation’s Research Experiences for Teachers at Stanford; and the Tribal College and Universities Program at Middle Tennessee State.

Jane Marks currently teaches at Alice Birney Waldorf Public School in Sacramento.  She helped create, implement, and sustain a model of Waldorf education in the public school sector. She has served on the Board for the Alliance of Waldorf Public Schools and served on the committee to align Waldorf curriculum goals with California Common Core Standards.  She has worked as mentor and teacher educator in a variety of programs within the public Waldorf school movement.  In this work, her focus has been in the areas of diversity, child development, and curriculum.  She has been a California public school teacher for 25 years. Prior to teaching, she worked in the field of environmental education serving inner city youth and their families as a YMCA program director.  She has served the homeless population as an employee at Loaves in Fishes in Sacramento.

Ms. Marks is a lifelong resident of the state and has either attended or worked for California public education institutions since kindergarten.  She earned a B.A. in anthropology at the University of California, Los Angeles and her Multiple Subject Teaching Credential at California State University, San Bernardino.  She has three grown children, all products of California public schools. 

Monica R. Martinez is an education strategist, author, speaker on innovation and education, including high school redesign, teaching, and college access. She is currently the Senior Strategist for the XQ Super School Project. She was a Senior Fellow for the William and Flora Hewlett Foundation and an appointee to the White House Commission on Educational Excellence for Hispanics by President Obama. Her career encompasses major programmatic, management and executive leadership roles, including hands-on experience running and supporting major foundation initiatives related to expertise of secondary reform and college success. Monica was as an independent consultant where she served in an advisory capacity to multiple organizations, including non-profits, state systems, and foundations to assist in creating, revising, or implementing their education strategies and initiatives. Prior to this role, Monica served as the President of the New Tech Network and the Vice President for Education Strategy at KnowledgeWorks. 

In Washington, DC, Monica was a senior associate at the Institute for Educational Leadership where she founded the Washington, D.C. based National High School Alliance. Her book, Deeper Learning: How Eight Innovative Public Schools Are Transforming Education in the Twenty-First Century reflects her cumulative experience and shows how we can transform public education for the 21st century. She is on the Board of Trustees for Learning Forward, a national professional association devoted exclusively to those who work in educator professional development, and Marin Humane, a local non-profit organization focused on animals. In 2016, she was name as a Distinguished Alumni of New York University where she received her doctorate degree.

Castle Redmond is a program manager at The California Endowment. Castle is currently responsible for developing policy and funding strategies to improve health outcomes for boys and young men of color in California, with an emphasis on dismantling the school-to-prison pipeline and investing in youth.

Previously, Castle worked as a program manager at Oakland Unified School District (OUSD) overseeing the Juvenile Justice Center Wraparound Strategy for the City of Oakland and the school district. There he collaborated with the county probation department on reforms to the juvenile justice system, among several other responsibilities. He also served as a discipline hearing panel case manager for OUSD, during which he coordinated services for students, worked with new teachers and administrators on strategies to address school climate, and provided outreach to families, community-based organizations, and government agencies.  During his time as case manager, Castle participated in OUSD’s first restorative justice pilot program at Cole Middle in West Oakland. 

Castle also served as a Commissioner for Alameda County’s Human Relations Commission where he co-led the Sexually Exploited Minors Task Force efforts at building community engagement and raising awareness of the issue. In addition, Castle co-drafted the official task force recommendations for the Alameda County Board of Supervisors.

Castle, an Oakland resident, earned his B.A. in History from the University of California, Berkeley, and his law degree from Georgetown University.

Haydee Rodriguez is a bilingual/bicultural National Board Certified Teacher in Social Studies who received her bachelor's (with distinction) in History from San Diego State University and earned a master's in education in 2002 from Stanford University. While a graduate student at Stanford, Rodriguez participated in the founding of East Palo Alto High School, a student-centered/teacher-led school. Additionally she has been with the Central Union High School District since 2005; during this time Rodriguez has advised the Interact Club and as coach has taken the ACADEC and Mock Trial teams to victory at the county-level and on to state competitions. Rodriguez has taught AP Spanish Literature and Language, Humanities, US History and is currently teaching US Government and Theatre at Southwest High School in El Centro, CA. 

Rodriguez has received various awards and fellowships, among them the merit-based Governor's Teaching Fellowship in 2001, NCSS Student Teacher of the Year, in 2008 she was named ACSA Imperial County Teacher of the Year and was selected by Rotary International to represent Southern California in a group study exchange in Ghana and Togo. In 2009, she served on the National Board for Professional Teaching Standards (NBPTS) Social Studies-History Standards Committee and is currently serving on the NBPTS Board of Directors. 

Rodriguez has demonstrated her commitment to equity, access and social justice by serving on various boards such at the AAUW-Imperial County, Orphanaid Africa, Literacy Volunteers of America, and ICAC. 

Rodriguez was born in Mexico and was raised in a rural border town in Southern California where she currently resides.

Tine Sloan is the Acting Director of the Teacher Education Program in the Gevirtz Graduate School of Education at UC Santa Barbara. She has taught courses in the Ph.D. and Teacher Education Programs focused on issues in human development, educational psychology, teacher education, and assessment. Her primary research interests revolve around teacher education, particularly with respect to teacher and teacher educator learning, as well as to the role that policy and context play in this learning and in program development. Related to this is her interest in understanding, developing and using valid and reliable assessments of teacher and student learning. All of her work is framed by her primary interest in understanding and advocating for the well being of children in educational contexts. Prior to coming to UCSB, she spent 3 years in Singapore and was a member of the faculty at the National Institute of Education in Nanyang Technological University. Dr. Sloan completed her teacher certification at California Polytechnic State University, San Luis Obispo in 1988, and her master's and doctoral work at the University of California, Los Angeles in 1996.