flame logo graphic
  • Email
    rebecca.hatkoff@cgu.edu
  • Phone
    909-621-8763
  • Degrees
    PhD, Education, Claremont Graduate University
    MA, Education, Claremont Graduate University
    BA, English, University of Pennsylvania (cum laude)
  • Research Interests
    Critical Social Justice Teaching Competencies; Classroom and School Ecology; Effective and Empowering Pedagogy for all Students, Teacher Candidates, and Teachers; Strength-Based Views of Schools, Teachers, Students, Households, and Communities

Rebecca Hatkoff is a clinical assistant professor who also serves as the Claremont Fellows Project Coordinator. Uniquely and intentionally situated at the intersection of K-12 schools and higher education, her experiences have accrued into informed and nuanced views of the challenges and especially the opportunities in K-16 education. Whether teaching, researching, or supporting teachers in the field, Hatkoff remains invested in facilitating humanizing, supportive, and generative relationships between students, households, schools, and communities. As a Los Angeles native, Hatkoff prioritized developing a nuanced view of the local educational landscape; to that end, she has studied, observed, and learned from teachers and students in more than 100 classrooms across more than 80 K-12 schools in the greater Los Angeles area. Her research interests include culturally responsive K-16+ practices and policies, critical social justice teaching competencies, classroom and school ecology, effective and mutually empowering pedagogy, and strength-based views of schools, teachers, students, households, and communities.

Hatkoff was instrumental in designing and securing a $3.3 million Teacher Quality Partnership grant from the U.S. Department of Education, which supported a high-quality residency pathway to teaching for candidates committed to supporting students and households in the greater Los Angeles area.

Previously, Hatkoff served as the program associate for the Bill and Melinda Gates Foundation funded Digital Fellows Program, run by the Association of Chief Academic Officers. In that position, Hatkoff provided provosts and chief academic officers with critical information, resources, and support to help their faculty understand and adopt high quality digital courseware to enhance undergraduate experiences, persistence, and success. She also worked with a research team in LAUSD to study the implementation of all elementary dual language immersion programs in the district. For the past decade, she has also worked as an academic and college counselor for a non-profit organization mostly supporting recent Chinese immigrants as they navigate American school systems.

“Challenging class: How highly effective teachers mitigate social class reproduction in working-class communities.” In Highly Effective Teachers of Vulnerable Students, edited by M. Poplin and C. Bermúdez, 205-28. Peter Lang. 2019.

Co-authored with C. Bermúdez. “‘Believe you have something to say’: Successful community college teachers of developmental English courses.” In Highly Effective Teachers of Vulnerable Students, edited by M. Poplin and C. Bermúdez, 191-204. Peter Lang. 2019.

Co-authored with C. Green. “Exploring the CAO role in digital learning.” Educause Review, (2019).

Introduction to Public School Teaching
Teaching and Learning Process for Equity & Social Justice
Teaching and Learning Process for Dismantling Deep Structures of Schooling