Bilingual Educator & Dual Immersion Program Leader
Resume:
Dr. Joan Marie Feltes
**** **** *****, **** **** Beach, Florida 33407
*************@*****.***
Education
PhD in Education
Research Focus: Intercultural Education
Universidad Iberoamericana, México, DF
Dissertation Director: Sylvia Irene Schmelkes del Valle, President of the National Institute for Educational Evaluation (INEE), México
January, 2010-September 2014
Master of Arts in Social and Multicultural Foundations of Education
Thesis Director: Dr. Leslie Jones Reese
California Clear Multiple Subject Teaching Credential and B.C.L.A.D
California State University, Long Beach
January, 2005-January, 2009
Bachelor of Science in Education
Loyola University, Chicago
August, 1993-May, 1997
Teaching Credentials
California Multiple Subject Clear Elementary Education Teaching Credential, Grades K-8
Bilingual, Crosscultural, Language and Academic Development Certificate (State of California)
Illinois Elementary Education Professional Education License (PEL), Grades K-9
In process: Florida State Educator s License
Academic Documents
Doctoral Dissertation: Feltes, J. (2014). Ambientes de Aprendizaje Intercultural Bilingüe de Calidad: Cuatro Estudios de Caso/High Quality Intercultural Bilingual Learning Environments: Four Case Studies. Universidad Iberoamericana, México, Distrito Federal.
Masters Thesis: Carlson, J. (2009). Language Attitudes and Language Use in Bilingual, Bicultural Learning Environments: A Comparative Study of Schools in Long Beach, California and Ahuatepec, Puebla. California State University Press: JSTOR
Publications
Feltes, J. (2026, en prensa). Panoramas de la Inequidad de Aprendizajes en América Latina. México: UNESCO.
Feltes, J. (coord..), García Vásquez, E., Alarcón Manrique, A., et al (2021). La Doble Inmersión en Dos Lenguas Nacionales: Una Metodología Pedagógica para el Desarrollo de las Habilidades de la Biliteracidad Crítica y el Diálogo Intercultural en Estudiantes de las Escuelas Primarias Indígenas de México. México: Universidad Iberoamericana.
Feltes, J. M. (2017) Metodologías pedagógicas para el desarrollo de las habilidades del bilingüismo, la biliteracidad y la comprensión intercultural en dos o más lenguas nacionales. México: INEE.
Feltes, J. (2016). Estrategias Didácticas: Guía para Docentes de Educación Indígena. México: UNESCO.
Feltes, J. & Sánchez Aviña, J. (2015). Semillas de Esperanza: Gestión, Investigación-Acción y la Revitalización de la Lengua y Cultura Náhuatl: El Caso de la Supervisión Escolar 108 de Atlixco, Puebla/Seeds of Hope: Program Development, Action Research and the Revitalization of the Nahua Language and Culture: The case of the District 108 School Superintendent of Atlixco Puebla. In Cervantes, I. y Miranda, F. (Eds.) Buenas Practicas en la Supervisión Escolar: Una Perspectiva Reveladora de la Educación Básica. Secretaría de Educación, Puebla.
Feltes, J. & Reese, L. (2014). La implementación de programas de doble inmersión en escuelas multigrados rurales indígenas/The implementation of dual immersion programs in multi-grade rural indigenous schools. Revista Electrónica Sinéctica (43) julio-diciembre. Guadalajara: ITESO http://www.sinectica.iteso.mx
Feltes, J. (2011). Ambientes de Aprendizaje Intercultural Bilingüe de Calidad: Cuatro Estudios de Caso/High Quality Intercultural Bilingual Learning Environments: Four Case Studies. http://lab.iiiepe.net/congresonacional/docs/area_12/0887.pdf
Professional Experience
Crystal Lake School District 47, Crystal Lake, Illinois
Taught first grade dual immersion
September 2022-June 2023
Taught 6th grade Social Studies and Language Arts in Spanish as part of a Dual Immersion Middle School Program
January 2024-June 2026
McKinley/PACS, Petaluma City Schools
August 2018-December 2021
Taught Spanish to more than 500 students, Grades 1-8
Research Institute for the Development of Education (INIDE), Universidad Iberoamericana, México City, México
September, 2012-Present
Researcher and Chair, Cátedra Sylvia Schmelkes para la Justicia Educativa (August-December 2024), currently participating with an international committee researching and documenting educational practices that can provide solutions to inequities present in Latin America and the Caribbean for marginalized student groups: indigenous children, children living in rural poverty, immigrant children, and children with disabilities.
Researcher and Academic Advisor, Project 50-50, Guerrero: Towards a Pedagogical Methodology for the Development of Biliteracy Skills and Intercultural Dialogue in the Public Schools of the Amuzgo Region, Xochistlahuaca, Guerrero, Financed with Grants from the National Institute for Indigenous Languages (INALI) and Sertull
State Coordinator, Guerrero Teacher Training Course: School and Community, Financed with Grants from INALI y Metlife
Intercultural Superior Institute Ayuuk (ISIA), Jaltepec, Oaxaca
September 2014-2021
University Professor in Education, Course: Language Teaching Methodology
Collaborator in action-research project entitled: Language in Community: a methodological proposal to strengthen the language Ayuuk and empower the Mixe society of the State of Oaxaca, Project Financed with a grant from FICSAC.
UNESCO, Mexico City
Educational Researcher
Author of a teaching guidebook for teachers who attend indigenous children in Mexican public schools
Secretary of Education, Puebla (SEP)
September 2012-May 2014
Academic Coordinator, Rural Indigenous Teacher Credentialing Project, State of Puebla, Financed with Grants from Quality Schools Puebla (PEC)
Researcher and Collaborator in a project entitled: Puebla Values High Quality Education: Best Practices of School District Superintendents. Financed with grants from Quality Schools Puebla (PEC) and FLACSO.
Loma Vista Immersion Academy, Petaluma, California
August, 2009-June, 2010
Founding Kindergarten Teacher of Dual Immersion Program (Spanish-English)
Translator (English-Spanish) at Parent Meetings
Translator of Monthly Newsletter and Other School-Home Communications
New City School, Long Beach, California
June, 2007-June 2009
Founding K-2 Teacher at a new dual immersion school
Mentor for first year Dual Immersion teachers
Coordinator of School Gardening Program
Esperanza Elementary School, Los Angeles, California
June, 2006-June, 2007
Transitional Bilingual Teacher (Spanish-English), Fourth and Fifth Grades
122nd Street School, Los Angeles, California
June, 2003-June, 2006
Transitional Bilingual Teacher (Spanish-English), Fourth and Fifth Grades
Coordinator of Math and Science Night
Coordinator of the After School Gardening Program
Faculty Advisor for Teach for America
Cobden Elementary School, Cobden, Illinois
August, 2002-May, 2003
Teacher, Grades K-3 Dual Immersion Program for Children of Migrant Farm Workers of Southern Illinois
Coordinator of After School Program “Después de Clases”
Translator (Spanish-English) for Parent-Teacher Conferences
Glen Crest Middle School, Glen Ellyn, Illinois
February, 2002-June, 2002
Seventh Grade Spanish Teacher
Translator (English-Spanish) for Special Education Meetings
Summer Program Director
Eli Whitney Elementary School, Chicago, Illinois
December, 1999-February, 2002
Sixth Grade Transitional Bilingual Teacher (Spanish-English)
Second Grade Dual Immersion Teacher (Spanish-English)
Rosario Castellanos School, Chicago, Illinois
January, 1997-December, 1999
Student Teaching: Fifth Grade Transitional Bilingual Program (Spanish-English)
Seventh Grade Teacher (Algebra and Language Arts in Spanish)
7th-8th Grade Girls Basketball Coach
Doctoral Dissertation Field Work
Manzanita SEED Elementary and Melrose Leadership Academy, Oakland, California
August, 2010-June, 2011
Conducted daily classroom observations of teachers and students
Interviewed teachers, parents, and students about their experiences in bilingual, intercultural learning environments
Provided weekly professional development for teachers, with a specific focus on language acquisition and literacy in highly effective dual immersion programs
Accompanied Dual Immersion teachers on visits to the homes of their students
Fostered a collaborative relationship between the two schools
Assisted Teachers with reading assessment in English and Spanish (DRA and EDL)
Provided on-going feedback about classroom observations to school principals
Escuela Primaria Intercultural Bilingüe Escudo Nacional and Centro de Educación Preescolar Indígena Diego Rivera, Ahuatepec, Ajalpan, Sierra Negra, Puebla
August, 2011-June, 2012
Conducted daily classroom observations of teachers and students
Interviewed teachers, parents, and students about their experiences in bilingual, intercultural learning environments
Provided weekly professional development for teachers focused on language acquisition and literacy in highly effective language maintenance schools
Fostered a collaborative relationship between the two schools
Assisted teachers with writer s workshop and planning of integrated thematic units
Provided on-going feedback about classroom observations to school principals
School District #16, Xochistlahuaca, Guerrero
January, 2011-Present
Currently providing Dual Immersion professional development to over 200 elementary school teachers in 25 indigenous schools. Over the course of the past fourteen years, these teachers have founded and implemented a district-wide dual immersion program (Ñomndaa-Spanish)
Regularly visited Xochistlahuaca s dual immersion schools, accompanied by the district superintendent and school principals, conducting observations in dual immersion classrooms and providing feedback for teachers
Applied for and received grants from Instituto Nacional de Lenguas Indígenas (INALI) and Fundación Sertull annually during 14 years to support further development of the district wide dual immersion program in Xochistlahuaca, Guerrero, with a focus on literacy development in Ñomndaa and Spanish
Offered (annually) two-week summer professional development workshops on Best Practices in Dual Immersion in Xochistlahuaca, Guerrero from July 2011-July 2026, with the participation of dual immersion experts from local schools in Xochistlahuaca and schools in the United States.
Conferences and Professional Development Workshops for Teachers
Foro Internacional de Infraestructura Física Educativa, UNESCO-INIFED
June 13 and 14, 2017
Presentation: Infraestructura Escolar y las Directrices para Mejorar la Atención Educativa de Niñas, Niños y Adolescentes Indígenas/School Infrastructure and Guiding Principles for Improving Education for Indigenous Children
Two-Week Dual Immersion Teaching Workshops: Towards a Pedagogical Methodology for the Development of Biliteracy Skills and Intercultural Dialogue in the Public Schools of the Amuzgo Region of Guerrero.
Summer 2011-2026
Xochistlahuaca, Guerrero
Best Practices in Dual Immersion Programs
Consejo de Lectura, Guatemala, Tenth International Literacy Conference (IRA)
Quetzaltenango, Guatemala
February 18, 19, and 20, 2015
Presentation: Compartiendo Experiencias en la Educación Intercultural Bilingüe/Sharing Experiences in Intercultural, Bilingual Education
XI Congreso Nacional de Investigación Educativa (COMIE), UNAM, México City
October 7, 2011
Presentation: Ambientes de Aprendizaje Intercultural Bilingüe de Calidad: Cuatro Estudios de Caso/High-Quality Intercultural Bilingual Learning Environments: Four Case Studies
Summer Workshop Normal Intercultural Bilingüe, Nebaj Guatemala: Estrategias para la Enseñanza del Español como Segunda Lengua/Strategies for the teaching of Spanish as a second language
Summer, 2009
Workshop: Literacy Practices for Language Acquisition and Cognitive Development
Consejo de Lectura, Guatemala, Seventh International Literacy Conference (IRA)
February 18, 19, and 20, 2009, Guatemala City
Presentation: Actitudes y el Uso de Lenguas en Ambientes de Aprendizaje Intercultural Bilingüe: Un Estudio Comparativo de Escuelas en Long Beach, California y Ahuatepec, Puebla/Language Attitudes and Language Use in Intercultural Bilingual Learning Environments: A Comparative Study of Schools in Long Beach, California and Ahuatepec, Puebla
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