Overview

Shane P. Martin, an educational anthropologist by training and expert in the areas of leadership, intercultural education, cultural diversity, and the spectrum of public, charter and Catholic schools, was appointed dean of the LMU School of Education in 2005 and dean of Graduate Studies in 2012. Shane is visible in the education community as a member of the Green Dot Public Schools National Board of Directors and Teach For America Los Angeles Board, and is a former member of the Loyola High School of Los Angeles Board of Directors.

I wanted to be a part of a group that was willing to think differently and creatively about solutions to the challenges we have in educator prep.

Why did you decide to join Deans for Impact?

There are many critiques of schools of education, including that we are not preparing teachers for the schools of the future but instead for the schools that existed more than 20 years ago. While those critiques sting, we as a field have to pay attention to them, and I wanted to be a part of a group that was willing to do this work – to think differently and more creatively about solutions to some of the challenges we have in educator preparation.


What is one pivotal moment in your career in educator preparation that left a positive impact on you or others?

A very impactful moment for me was visiting CHIME Charter School in the San Fernando Valley – my first experience at a full-inclusion school. While I was visiting one of the classrooms, one of the students had a seizure. I was amazed to see that the teacher didn’t stop teaching, and that the other students continued to follow the lesson as a paraprofessional assisted the student with the seizure. The way that the school responded to this student’s particular disability normalized the situation and created a positive learning environment for all of the students.


What most excites you about the opportunity to transform the field of educator preparation in the years ahead?

I actually believe that transformation is possible. It won’t be easy, and while there are many obstacles to doing so, we know that – like medical schools learned a little over a century ago – we as a field must change in order to improve our outcomes. We need a shared vision and shared set of indicators on what effective educator preparation looks like.


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