Portrait of Delacy Ganley

DeLacy Ganley is the dean of the School of Educational Studies. Prior to being appointed dean, she was the director of Claremont Graduate University’s Teacher Education Department from 2003-2017. As director, Ganley oversaw the school’s teaching credential programs, helped to ensure that the School of Educational Studies was at the national forefront of teacher preparation, and expanded discussions around teacher quality to include global and intercultural competencies.

The school relies upon Ganley’s background as a K–20 educator, her experience working with linguistically and culturally diverse populations, and her administrative creativity. With teaching experience at the elementary, high school, undergraduate, and graduate levels, Ganley possesses a fundamental understanding of programming needs across the education spectrum. 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 one of the university’s most successful procurers of external funding. Since 2007, she has helped secure nearly $21 million in grants. Most of these grants relate to the preparation of teachers (particularly STEM educators), the promotion of civil society, and international exchange. In October 2019, Ganley and CGU’s Department of Teacher Education were awarded a $3.2 million grant from the U.S. Department of Education that provides living stipends to teacher candidates completing CGU’s MA/credentialing program while working as “teaching residents” at an Alliance (charter) school.

Co-authored with S. Kula and D. Kallemeyn. “How U.S. students’ geo-cultural knowledge and intercultural receptiveness is impacted through contact with international teachers.” Journal of Research in International Education (Pending final review. Submitted September 2018).

Co-authored with S. Saufo‘a. “Including Samir. The challenges of creating an integrated school culture.” In Case Studies for Inclusive Educators and Leaders, edited by Darrin Griffiths and James Ryan. Burlington, Ontario, Canada: Word & Deed Publishers, 2018. Available here.

Co-authored with Susan R. Warren, James T. Noftle, and Anita P. Quintanar. “Preparing Urban Teachers to Partner with Families and Communities.” The School Community Journal 21, no. 1 (2011): 95-112. Available here.

Co-authored with Barbara DeHart. “A Descriptive Case Study of Discord & Dissent: The Story of A School Board’s Act of Non-Compliance To State And Federal Law.” In The Future of School Board Governance: Relevancy and Revelation, edited by Thomas L. Alsbury. Lanham, MD: Rowman & Littlefield Education, 2008.

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): 2-11. Available here.

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