Danielle Centeno is the clinical practice coordinator and an adjunct professor in CGU’s Department of Teacher Education. Her research and teaching interests include serving historically marginalized populations and implementing equitable K-12 teaching practices that foster multilingualism and celebrate the cultural backgrounds and funds of knowledge that students bring to the classroom. Centeno actively promotes critical social justice practices at the K-12, higher education, and community settings. As the clinical practice coordinator, Centeno creates and nurtures partnerships with local school districts and charter organizations to provide rigorous and authentic clinical experiences for CGU’s General Education and Special Education teacher candidates. Centeno also leads advisory council meetings that connect CGU to the greater K-12 community, and conducts professional development for all of the department’s clinical support personnel including mentor teachers, mentor teacher leads, site support providers, and clinical faculty advisors.
Centeno has led initiatives to augment social-emotional learning and restorative justice practices in teacher education. She has implemented healing circles for teacher candidates to nurture their well-being in the process of developing their teacher identities. Centeno teaches department faculty, students, and district partners the techniques needed for open and constructive conversations necessary to create antiracist classrooms and spaces. In 2018, she was part of a CGU research team that studied the degree to which California induction programs were preparing teachers to teach emergent bilinguals. As a result of this research, she co-authored an article to inform induction policy both at the state and program levels.
Prior to her current role, Centeno was a bilingual elementary teacher, grade-level chair, and mentor teacher. She organized a parent volunteer program that facilitated regular one-on-one reading support for young students. She taught Spanish enrichment classes for the Claremont Unified School District and for the Claremont Education Foundation. She has also served as an academic and clinical faculty advisor in the department. In addition, Centeno was a coordinator for the Teaching Excellence and Achievement (TEA) program that brings professional educators to CGU from all over the world to develop teaching expertise through a global perspective.
Centeno holds a bachelor’s degree in Spanish from California State University, Fullerton. She holds a master’s degree in teaching, and a multiple subject teaching credential with BCLAD certification and supplemental authorization to teach Spanish, from Chapman University. She is currently a doctoral student in the School of Educational Studies at CGU where she holds an Allies of Dreamers Certificate.
Co-authored with L. Santibañez, et al. “Missed opportunity: How induction policy fails to explicitly address emergent bilinguals.” Journal of Teacher Education, (Forthcoming).
Teaching and Learning Process I, II, III for Elementary and Secondary (Spanish)
Elementary and Secondary (Spanish) Internship and Residency Teaching
Differentiated Instruction to Meet the Academic Needs of ELs and Students with Special Needs
K-12 ELD: Rigor and Relevance
Advanced Pedagogy Multiple Subject: Integrating Literacy and ELD across Content Areas
Clinical Practice for General Education and Special Education K-12 Teacher Candidates
Culturally and Linguistically Responsive Teaching and Learning for Emergent Bilinguals