DeLacy Ganley has been involved in the leadership of Claremont Graduate University’s Teacher Education Department since 2003 and has served as its director since 2012. In that role, Ganley oversees the school’s teaching credential programs and helps to ensure that the School of Educational Sciences remains at the national forefront of teacher education. She is also a member of the leadership team that has been overseeing CGU’s Teacher Education Internship Program since 2004.
The department relies upon Ganley’s background as a K–16 English teacher, her experience working with linguistically and culturally diverse populations, and her ability to synthesize and articulate the program’s vision and its components. Since 2005, Ganley has helped the department secure more than $9.6 million in private and government grants. She is working on a $3 million National Science Foundation grant related to preparing STEM educators.
Ganley is centrally concerned with what it means to be a quality teacher. Recently, she has expanded the conversations around this issue to include discussions related to global competencies. Ganley has helped to create a vision for CGU’s Teacher Education program that is committed to framing teacher quality in terms of social justice and civil rights.
With teaching experience at the elementary, high school, undergraduate, and graduate levels, Ganley possesses a fundamental understanding of programming needs across the education spectrum. Since 2002, she has helped to prepare approximately 1,000 K–12 teachers in elementary, science, math, social studies, Spanish, mild/moderate special education, and moderate/severe special education. She has worked in and partnered with a variety of traditional and non-traditional educational organizations, including comprehensive public schools and districts, charter schools, Montessori schools, juvenile centers and court schools for adjudicated youth, boarding schools, Waldorf schools, homeschooling associations, and international schools.
Ganley is a member of several professional educational societies, including the American Educational Research Association, Pi Lambda Theta, the National Association for Bilingual Educators, the Council for Exceptional Children, the Association for Supervision and Curriculum Development, and the Association of Independent California Colleges and Universities.
Co-authored with S. Warren, J. Noftle, and A. Quintanar. “Preparing Urban Teachers to Partner with Families and Communities.” The School Community Journal 21 no. 1(2011). Available here.
Co-authored with DeHart, Barbara. (2008). “A Case Study of Discord & Dissent: The Story of a School Board’s Act of Non-Compliance to State and Federal Law.” (Ed.) In Relevancy and Revelation: The Future of School Board Governance, T.L. Alsbury. Lanham, MD: Rowman & Littlefield Education, 2008.
Ganley, DeLacy. (pending final review). “Getting Back in touch: How a Return to the Local High School Classroom Impacted a Teacher Educator and Her Credential Program.”
Co-authored with Anita Quintanar, and Lisa Loop. “Raising the Bar of Teacher Quality: Accountability, Collaboration, and Social Justice.” College Quarterly 10 no. 3 (2007). Available here.
“What matters? How participation in school-based extracurricular activities and social capital relate to high school academic success.” PhD diss., Claremont Graduate University, 2003.
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Exploring Alternative Teaching/Learning Environments
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