Terms Expires: November 2021
Tine Sloan is an associate teaching professor in the Department of Education at the Gevirtz Graduate School of Education at UC Santa Barbara. She joined the school in 2000 and served twelve years as Director of the Teacher Education Program. Prior to this, she was a member of the faculty at the National Institute of Education in Singapore. It was her interest in children—how they think, learn, grow, and thrive—that led to her credential program at Cal Poly, San Luis Obispo, and later to her masters and doctoral studies at UCLA. But it was her experience with teachers and teacher educators that taught her about their profession, their practice, and their efforts to support and nurture the diversity of the school children they served. This led to many roles including service on boards and advisory committees at the state level, in the University of California, to other universities, and in her local community. She is involved in California and national initiatives on teaching performance assessments (PACT, edTPA, CalTPA). Tine also served eleven years on the CTC as the ex-officio representative for the University of California.
Tine’s research focuses on programmatic issues in teacher preparation including the study of interventions of practice and the use of data in programmatic change. This work aims to understand new teachers’ learning, teacher educators’ learning, organizational change, and leadership action. She is the lead investigator for the California Teacher Education Research and Improvement Network (CTERIN), a large research collaborative across nine University of California campuses. She also studies international contexts of teacher preparation, working closely with partners in multiple research and practice collaborations (these include colleagues from Denmark, Singapore, Switzerland, New Zealand, Taiwan, Japan, Finland, Norway and more). This led to an international student teaching exchange program for teacher candidates at UC Santa Barbara. Her doctoral courses focus on teacher education, while her teacher education courses focus on instructional design, classroom assessment, and learning and development. All of her work aims to understand how to prepare and support teachers who can meet the diverse needs of California’s students, ensuring their well-being while preparing them for success in the 21st century.