Candace Kelly-Hodge

Candace Hodge, Ph.D. Education, Leadership and Organization (University of California Santa Barbara), MA Bilingual/Multicultural Education (California State University Chico), BA Spanish-Linguistics (Sonoma State).

Dr. Hodge designs curricula in professional development for teachers of English language learners. She recently participated in data collection for Classroom Quality for English Learners (CQELL) as part of the research by Claude Goldenberg at Stanford University and by the Senior Researcher, Rhoda Coleman, at the Center for Language Minority Education and Research (CLMER) at California State University Long Beach. She is an Advisory Board member for the California Reading and Literacy Project, Los Angeles Region, and was selected as an expert panelist for the California’s SB 472, to design criteria for providers of the English Learner Professional Development. Her service in public schools includes: Professional Developer in the English Learner Program, Riverside Unified School District; a Teacher on Special Assignment in the English Learner, Immigrant Education, and the Gifted and Talented Education Programs at Charter Oak Unified School District; and the Principal Investigator for the Hmong Biliteracy program funded by Migrant Child Education at Thermalito Unified School District in northern California.

Outside of teaching on-line, her most rewarding role is in the area of grant writing. As Assistant Professor, and funded by Title VII grants, she started and ran the new ESOL and Bilingual ESOL Endorsement Programs for five years at Southern Oregon University. In 2011 she served as a Peer Reviewer for the U.S. Department of Education in the Race to the Top grant competition and currently she is a Program Evaluator for a National Science Foundation Grant at Occidental College. Recent articles are: Writing to Learn for English Learners in the Secondary Mathematics Classroom, The Diminishing Returns of High School Exit Exams and English Learners, and No Assessment Fits All.