Higher Education Teaching & Curriculum Design
Assistant Professor, Education Department, Colorado College
Visiting Professor, Education Department, Colorado College (2014-15)
Affiliate Faculty, University of Colorado, Denver in partnership with Teacher Institute at La Academia, Colorado Alternative Teacher Licensure Program
Instructor of Record and Course Designer, Adams State University, Alamosa in partnership with teacher Institute at La Academia
Program Designer, Goddard College, Plainfield, Vermont
Seminar Instructor, Teacher Institute at La Academia, Denver, Colorado
Affiliate Faculty, Adams State University, Rural Education Access Program, Teacher Licensure Program
Instructor of Record, Chapman University, Orange, California
Literacy Coach, Denver Public Schools
Classroom & Intervention Teacher, Aurora Public Schools
Reading Clinician, University of Northern Colorado, Greeley, Colorado
Activities & Interests
Current Research Interests
- Teacher Thrival
- Inclusive Dispositions for Literacy
- Dispositions for Culturally Responsive Pedagogy (CRP)
Whitaker, M. & Valtierra, K. (2019). Schooling Multicultural Teachers: A Guide for Program Assessment and Professional Development. United Kingdom: Emerald Points.
Valtierra, K. (2016). Teach & Thrive: Wisdom from an Urban Teacher’s Career Narrative in Book Series Issues in the Research, Theory, Policy, and Practice of Urban Education. Charlotte, NC: Information Age Publishing.
Valtierra, K. (2016). Beyond Survival to Thrival: Connecting Urban Teacher Narrative to the Moral Imperative. Curriculum and Teaching Dialogue, 18 (1-2). 55-69.
Winner of the 2017 American Association for Teaching & Curriculum Hunkins Distinguished Article Award
Valtierra, K & Michalec, P. (2017). Deep Curriculum: Guiding the Inner Lives of Early Career Teachers. Curriculum and Teaching Dialogue, 19 (1-2), 19-33.
Whitaker, M. & Valtierra, K. (in press). The Development and Validation of the Dispositions for Culturally Responsive Pedagogy Scale (DCRPS). The Journal of Multicultural Education.
Siegel, L & Valtierra, K. (2017). Expanding Dispositions for Literacy: General Educators as Literacy Gatekeepers. The Clearing House: A journal of educational strategies, issues and ideas.
ED 478 Advanced Methods: Inclusive Pedagogies in Literacy, Curriculum & Instruction
ED 477 Culturally Responsive Teaching and Disciplinary Literacy Methods
ED 235 From Multicultural Education to Critical Pedagogy: Civil Rights in US Public Education
ED 211 Framework for U.S. Education
New Course in 2018
ED 250/SO 290 Youth Empowerment in the Neoliberal Age with Dr. Eric Popkin, Professor of Sociology
The course engages CC students in partnership with Mitchell High School, a highly diverse school in Colorado Springs. The course initially examines the issue of youth and politics inclusive of notions of citizenship and democratic engagement, with specific concentration on youth social justice activism in the US. CC students will then be introduced to the Public Achievement Program, a nationally recognized youth civic organizing model in which college students are trained to coach 6-12th grade students to engage in the process of public work. The coaching process includes researching a community challenge identified by the Mitchell high school students. Through coaching students using a community-based action research process, a collective solution to the identified challenge is developed and presented to community stakeholders for implementation and assessment.
Ph.D., University of Denver, Curriculum Studies & Teaching; Urban Education Leadership
M.A., University of Northern Colorado, Elementary Reading
B.A. (honors), Metropolitan State College of Denver, Sociology
Licenses / Certifications
K-12 Colorado Principal License, University of Denver
K-6 Colorado Reading Teacher Endorsement, University of Northern Colorado
K-6 Colorado Teaching Certification, Metropolitan State University of Denver
Requesting a Letter of Recommendation
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