Yvonne Inguanzo Murray Ph.D.
PRIMARY AREAS OF INTEREST/RESEARCH
• Bilingual/ESL Education • Literacy Education
• Teacher Education
Doctor of Philosophy University of Texas at Austin
Department of Curriculum and Instruction
Specialization: Bilingual Education; English Language Literacy
Master of Education University of Texas at Austin
Department of Curriculum and Instruction
Specialization: Bilingual Education
Bachelor of Arts Washburn University of Kansas at Topeka
College of Liberal Arts
Specialization: English; Philosophy
Certification: School of Education English/Language Arts
Kansas Secondary Teaching Certification, English/Language Arts
Texas Secondary Teaching Certification, English/Language Arts, Life Certificate for Grades 6-12
California Professional Clear Secondary English/Arts Certificate for Grades 6-12
California Bilingual Certification
California Language Development Specialist, ESL Certification
Department of Defense, 30 Jan 2012-Present
ESL Instructor (Civil Service GS-11): Develop and teach classroom instruction of English as a Second/Foreign Language (ESL/EFL) and for Specific Purposes (ESP)> Train teachers to be ESL Instructors. Evaluate Student performance, provide constructive feedback and keep supervisor informed on the training and language needs of students. Administer and/or develop assessments of students for criterion referenced and proficiency based requirements. Adapt and develop instructional materials based on student needs, learning styles and learning strategies. Incorporate the latest software, technology and web-based learning sites. Develop unique non-traditional instructional materials and assessment rubrics. Teach to meet the needs of military students across all ages, ranks and career fields.
Trofholz Technology, DLIELC 12 Aug 2011-30 Jan 2012
ESL Instructor (Contractor): Prepare and conduct classroom instruction of English as a Second/Foreign Language (ESL/EFL) and for Specific Purposes (ESP). Train teachers to be ESL Instructors. Evaluate student performance and keep supervisor informed on the training and language needs of students. Perform assessments of students. Adapt and develop instructional materials. Incorporate the latest software, technology and web-based learning sites.
Columbia University, Teacher’s College Tokyo campus Aug. 2006-Aug. 2007
Professor: Teach graduate courses in the area of linguistics and methodological research methods at the Tokyo campus. Pedagogical English Grammar was a basic linguistic course required for entry level students. Served as advisor and editor for the Master’s Project and Thesis level students reviewing work, maintaining research integrity and consistency, visiting data collection classrooms and providing input and evaluation.
Pedagogical English Grammar
Seminar: Practical Classroom Reading Solutions
Our Lady of the Lake University, Department of Education Aug. 2003-May 2005
Assistant Professor: Teach undergraduate and graduate courses in the area of general education. Serve as the contact person for the bilingual education program advisees. Work as sponsor of the Education Club, maintain a full load of advisees and lead or participate in numerous university committees.
Classroom Organization and Management
Instruction and Assessment
Reading in the Schools
Field Experience for Pre-service bilingual/ESLTeachers
Field Experience for bilingual/ESL alternative certification teachers
Education Specialist Education Service Center Region 20 Oct. 2000-Jun. 2003
Facilitate district and campus teams in making better decisions for increased student achievement for all students. Provide services to Region 20 districts for staff development and training for federal program areas such as Title I School Wide and Targeted Assistance; the education of migratory children and the education of bilingual and ESL students. Broker research, training or assistance needed by client school districts. Conduct Federal Program Directors’ Meetings to bring necessary updates to include both state and federal information. Responsible for Region 20 initiatives regarding the education of migratory children. Develop and conduct delivery of services to include the seven areas of migrant education services to children ages 3-21. Selected examples include a Migrant Student Leadership Academy, a Counselors’ Series and Latino Children’s Literature Lecture Series. Provide assistance to school districts for state level program audit visits such a DEC (District Effectiveness & Compliance) review. Participate in the state level Texas Reading Initiative as an area Lead Trainer for the Second Grade Reading Academies and the Third Grade Reading Academies. Participate with a team of educators to provide training for alternative certification education candidates in the area of reading, bilingual education, poverty and second language acquisition.
Areas of Primary Responsibility
Federal Programs: Migrant/Bilingual/ESL/Title I School Wide & Targeted Assistance
Second Grade Reading Academies Lead Trainer; Texas Other Professional Proficiency (TOPP) Trainer
Manager, Performance Assessment Scoring Center Jan. 1999- Sept. 2000
Supervise a staff of six supervisors, six specialists and approximately 400-1200 reader scorers to perform all aspects of large scale holistic assessment of writing. Interact directly with state level assessment directors to ensure inter-rater reliability and integrity of Field Tests or live census scoring. Maintain high quality of scoring, training and materials. Assure timely completion of all contract and catalog scoring projects. Interact with other HBEM departments and represent HBEM in interactions with state Departments of Education. Produce a description of scoring procedures and submit costs for holistic and analytic scoring required by Requests for Proposal. Remain current in all developments in the field of writing instruction by attending professional meetings.
Areas of Primary Responsibility
Large scale assessment protocols in composition, grammar and language arts
Maintain reader/scorer training and calibration
Schedule and guide test scoring deadlines; interact with state level assessment teams for product review
Advocate for language minority students with state administration and reader/scorer training
Lecturer I, University of Texas at San Antonio Fall 1998
Teach classes as assigned at the freshman through senior level for the departments of Bicultural/Bilingual Studies and Interdisciplinary Studies. Courses focused on the intersection of language, culture and society.
San Antonio Independent School District, San Antonio, TX 1992-1993
Maintain a secondary English/Language Arts & Reading teacher schedule for grade 8. Serve on an interdisciplinary team for inner-city at-risk students at Mark Twain Middle School. Develop reading and Language Arts curriculum for ESL students. This classroom served as a district level observation classroom of best practices for Trinity University’s education department.
Riverside Unified School District, Riverside, CA 1991-1992
Serve as a secondary teacher and bilingual department coordinator. Teach eighth grade English, Reading, ESL as well as several bilingual content area classes. Supervise the implementation of a bilingual and ESL curriculum at Central Middle School. Supervise ESL and bilingual teachers and appointed to a district middle school curriculum committee tasked to write district middle school bilingual curriculum to comply with state guidelines. Represent Riverside USD at the state level, California Curriculum Initiatives Leadership School. Teach classes in Spanish.
San Bernardino California Archdiocese, Riverside, CA 1989-1991
Teach a self-contained sixth grade classroom and serve as chairperson of the Religion Committee at St. Catherine’s of Alexandria School, an affluent suburban school. Model innovative teaching approaches i.e. business partnership learning, portfolio assessments, thematic teaching of literature, interdisciplinary literature and science and math and cooperative learning. Supervise eight teachers in the implementation of religion department objectives.
Richmond Virginia Archdiocese, Newport News, VA 1987-1989
Serve as the English and Language Arts teacher for grades seven and eight, as the teacher of a self-contained fourth grade classroom and as the reading coordinator at Our Lady of Mount Carmel School. Coordinate grade level participation in liturgical and academic activities, drama presentations and science fairs. Supervise the selection of reading and Language Arts materials. Supervise the development of comprehensive learning and achievement goals for grades four through eight.
Hampton University Laboratory School, Hampton, VA 1986-1987
Perform duties of a fifth grade self-contained teacher in a university demonstration school at a southern, historically Black university. Serve as the classroom teacher liaison with education department faculty and as clinical faculty for education undergraduates. Supervise undergraduate students assigned to student teaching. Participate in daily observation by education faculty and their classes through one-way mirrors designed as part of the laboratory school.
San Antonio Archdiocese, San Antonio, TX 1983-1985
Implement the English and reading curriculum for grades six, seven and eight at Mount Sacred Heart School, Boys Division. Serve as English department chair at the middle school. Supervise two teachers.
St. Mary’s County Independent School District, Leonardtown, MD 1974-1975
Serve as the English teacher for grades six, seven and eight at Spring Valley Middle School, a federal demonstration project school with close proximity to Washington, D. C. Participate in federal research data gathering on the Open Classroom. Demonstrate teaching methodology to administrators and teachers from across the United States.
University of Texas at Austin Graduate Teaching Assistantship 1972
Supervise student teachers in the area of secondary English and Language Arts. Conduct seminars on diverse teaching methodologies. Provide resources and guidance on student performance evaluations. Serve as liaison between school district personnel and university professors.
Manor Independent School District, Manor, TX 1970-1972 & 1973-1974
Teach English and Language Arts for grades six, seven and eight at Manor Middle School, a rural school with a large minority representation of Black and Hispanic students. Developed a bi-weekly newsletter and established the first student council group for the school.
Project Development Lead: Orientation Week Curriculum, Department of Defense English Language Institute
Curriculum Division 3-6 month appointment 2011-2012
Testing Division 3-6 month appointment 2013-2014
Vietnam Mobility Team selectee August 2014-February 2015.
Civilian Acculturation and Leadership Fellowship (CALT) Maxwell AFB, March 2015.
La Llamada Faculty Fellowship recipient, Our Lady of the Lake University, May 2004
University Doctoral Fellowship, U.S. Department of Education, Title VII, University of Texas at Austin
1997 Department of Multicultural Studies’ nominee for Holmes Award, University of Texas at Austin
Phi Kappa Phi, All University Honor Society, University of Texas at Austin
Kappa Delta Phi, School of Education Honor Society, University of Texas at Austin
Mentor Teacher and Trinity University Clinical Faculty Appointee, Trinity University Internship Participation with San Antonio Independent School District, 1993
Curriculum Leadership & Reform Fellowship, California State Department of Education, San Diego State University, 1992
Outstanding Bilingual Educator Award for 1991-1992, Riverside Unified School District
How Mexican American Bilingual Children Use Spanish to Construct Meaning for Second Language Text Comprehension. Fall/Spring, 1997-1998
Pilot Study: How Mexican American Bilingual Children Use Their First Language to Construct Meaning for Second Language Text Comprehension. Quantitative field research conducted to establish the validity and reliability of the Survey of Reading Strategies. Spring, 1997
Pilot Study: Ethnography of the Strategic Reading Behaviors of Mexican American Bilinguals as Described by Bilingual Teachers. Qualitative research based on interviews with teachers of varying experience that describe the purposeful reading behaviors of bilingual students. Spring, 1997
The Strategic Reading Behaviors of Mexican American Bilingual Students: Development of a Survey of Inventory Instrument. Quantitative research which established the need for the inventory, presents a review of the literature, establishes the theoretical support for each inventory question and concludes with a description of the sample, data collection, and data analysis procedures. Fall, 1996
The Effect of Parental Involvement and Student Achievement and Aspirations Qualitative and quantitative analyses of student interviews, teacher interviews and school documentation to illustrate the relationship between student achievement and aspirations and the degree of parental involvement.
Guide to Latino Literature K-12. This is a compilation of examples of Latino literature for students in K-12. A synopsis of relevant historical selections, a chronology of the development of Latino Children’s literature and examples of multiple uses across grades levels and within interdisciplinary approaches.
Success Factors and Migrant Student Academic Resiliency: The Role of Culture and Language (In progress). This study examines the current state of Texas migrant student academic success and failure. Additionally, it gathers anecdotal and qualitative data on factors contributing to migrant student success.
PROFESSIONAL PRESENTATIONS – NATIONAL LEVEL
National Reading Council (NRC) Conference presenter, Austin, TX Dec., 1998
Texas Association of Bilingual Educators (TABE) Conference presenter: Reading Strategies San Antonio, TX Oct., 1998
Teacher’s College Columbia University, Tokyo, Japan. Reading workshop presenter: Practical Solutions – Reading Strategies for Second Language Learners Aug. 2007
Hispanic Leadership Conference, Our Lady of the Lake University, Presenter: Minority Ph.D. Feb. 2005.
CAMP (College Assistance Migrant Program) Retreat Our Lady of the Lake University, Presenter: Teaching as a Vocation 2005.
Northwest Regional Educational Lab (NWREL) Conference presenter: Latino Children’s Literature Portland, OR Oct., 2004
PROFESSIONAL PRESENTATIONS – STATE LEVEL
Multicultural Literature: TEKS & TAKS Requirements Educational Service Center, Region 20, Nov., 2004
Multicultural Literature: What Teachers Need to Know Pre-service teachers, Our Lady of the Lake University 2003
Latino Children’s Literature Bilingual Conference, Education Service Center Region 20, Feb., 2002
Migrant Youth Leadership Training, TEA, Region 20, Apr., 2002
“No Child Left Behind” Title I Reauthorization Bill Implications for Migrant Education and for Reading Education Pleasanton ISD, TX; Uvalde ISD, TX; Bexar County Title I Consortium Districts Feb. 2002
Third Grade Teacher Reading Academies Lead Teacher Presenter, 2002 Northeast ISD, Harlandale ISD, San Antonio ISD, Edgewood ISD, etc…
Second Grade Teacher Reading Academies Lead Teacher Presenter, 2001 Eagle Pass ISD, TX ; San Antonio Districts include San Antonio ISD; Northeast ISD; Northside ISD; Judson ISD; Edgewood ISD etc…Sequin ISD, TX
New TAKS Requirements for Reading at Grades 3-5-6-8 Uvalde ISD; Floresville ISD, TX; Bexar County Title I Consortium Districts Nov., 2001
Multicultural Perspectives and Latino Children’s Literature K-12 Eagle Pass ISD, TX; Region 20 Consortium of Districts Aug – Dec scheduled presentation school districts representation: SAISD, NEISD; NSISD; Ft.SAM ISD etc…; TOPP Candidates
Enhancing Instruction for Second Language Learners Leakey ISD, TX; Northside ISD, San Antonio, TX
Parental Involvement: Promise and Process Carrizo Springs ISD, TX; La Pryor ISD, TX; Southside ISD, San Antonio, TX
Migrant Home Educators Training: Latino Children’s Literature Selection and Use Uvalde ISD, TX; Eagle Pass ISD, TX; South San ISD, TX
District Effectiveness and Compliance Presentation: DEC Overview- Bilingual/ESL Requirements Dilley ISD, TX; Fort Sam Houston ISD, San Antonio, TX; Utopia ISD, TX
Teacher’s College Columbia University, Tokyo Campus
Master’s Project coordinator: Assist student development of research topics approved by Columbia, New York. Review development of thesis chapters, research protocols and data collection. 2007
Our Lady of the Lake University
Bilingual/ESL Program Coordinator: Serve as course advisor to students and conducted seminars to prepare students for positions in education. 2005
Scoring Center Manager: Supervise training and calibration of qualitative scoring procedures for large-scale contracts among scoring supervisors and readers.
SERVICE TO THE COMMUNITY
Executive Board Secretary, Board of Directors, Divine Mercy Ministries, Oblate Grotto, San Antonio, TX 2010-present
Board of Directors, Mount Sacred Heart School, San Antonio, TX 2009-2012
Board of Directors, Mount Sacred Heart School, San Antonio, TX 2004-2005
SERVICE TO THE UNIVERSITY
Faculty Sponsor, Education Club, Our Lady of the Lake University 2004-2005
Research and Professional Development Committee, Fall 2004-2005
Chair: Search committee for Director of Early Childhood Center St. Martin’s Hall 2005.
Board Member Presentation: Minority Ph.D. Achievement sponsored by La Llamada, Our Lady of the Lake University 2005
Faculty Advisory Board Member for the Migrant Campus Assistance Program, Our Lady of the Lake University, 2004
National Reading Association Reviewer, 1999
Dr. Sylvia Celedon-Pattichis, Associate Professor & Co-PI, Center for Mathematics Education of Latinas/os (CEMLA) University of New Mexico, email@example.com 505-***-****
Dr. Consuelo Bossey, Associate Professor, Special Education, Texas A&M University, firstname.lastname@example.org formerly at Our Lady of the Lake University
Mrs. Sylvia Herrera, former principal, retired. San Antonio, TX 210-***-**** email@example.com
Ms. Lisa Rogers, Director, Educating Diverse Learners, former coordinator/supervisor at Education Service Center, Region 20 3614 Hunters Circle San Antonio, Texas 78230 210-***-**** firstname.lastname@example.org