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Teresa Márquez-López, EdD - Fielding Graduate University. Riverside, CA, US

Teresa Márquez-López, EdD Teresa Márquez-López, EdD

Master's Program Lead - School of Leadership Studies | Fielding Graduate University


Preparing educational leaders



Teresa Márquez-López, EdD, designed the dual language concentration for Fielding’s Doctor of Education and Master of Arts in Collaborative Educational Leadership programs. She is the founding director of the Two-Way Immersion Biliteracy Specialist Institute at the University of California, Riverside (2002-2008), and principal investigator for the TWIBSI Research Project funded by the U.S. Department of Education. She has prepared teachers, administrators, and school psychologists to serve as leaders in the field of dual language education.

In 2005-06, Dr. Márquez-López was appointed by the California Commission on Teacher Credentialing to serve on the Bilingual Certification Design Team. In 2006-08, she was appointed to the Bilingual Certification Advisory Work Group. The design team and advisory group reviewed and made recommendations for California’s bilingual teacher certification.

Dr. Márquez-López earned her doctorate at Teachers College, Columbia University, New York, NY. She has taught at Teachers College, Columbia University, University of California, Riverside, California State University, Long Beach and Pepperdine University in Educational Administration and Teacher Education. Her academic preparation is grounded in the schools of the New York City Board of Education and California’s diverse K-22 public and charter schools.

Industry Expertise (4)

Education/Learning Program Development Research Training and Development

Areas of Expertise (6)

Dual Language Education Teacher Leadership Administrator Leadership in School Organizations Parent, Teacher and Community Collaboration Teacher Induction and Retention Charter School Education

Accomplishments (3)

Program in Bilingual / Bicultural Education Teaching Fellowship (professional)

(1996) Awarded by the Teachers College of Columbia University.

Title VII Fellowship (professional)

(1994) Awarded by the U.S. Department of Education.

Educational Administration Academic Scholarship (professional)

(1993) Awarded by the Teachers College of Columbia University, Department of Organization and Leadership.

Education (5)

Teachers College of Columbia University: EdD, Educational Administration 1998

Teachers College of Columbia University: EdM, Education 1998

Teachers College of Columbia University: MA, Graduate Studies 1997

United States International University: MA, Graduate Studies 1989

California State University: Credential, Multiple Subjects 1976

Affiliations (9)

  • American Education Research Association : Member
  • Association for Supervision and Curriculum Development : Member
  • California Association of Bilingual / Bicultural Education : Member
  • California Association of Bilingual Teacher Educators : Founding Member
  • California Council on Teacher Education : Member
  • Phi Delta Kappa International : Member
  • National Association of Bilingual / Bicultural Education : Member
  • The National Society for the Study of Education : Member
  • National Council for Teachers of English : Member

Event Appearances (5)

Classroom Teachers Creating New Instructional Practice through Action Research

2011 California Association for Bilingual Education Conference  Long Beach, CA


Historical Perspective of Underrepresented Women in Higher Education

2010 Student Leadership Summit, Santa Ana College and Region VIII California Community Colleges  Santa Ana, CA


Teacher Leadership in Dual Language Education: Engaging Parents and Community

2010 California Association for Bilingual Education Conference  San Jose, CA


Dual Language Education: Opportunity for Building Teacher Leaders, Parental Support and Student Success

Coachella Valley Unified School District, Board of Trustees Meeting  Thermal, CA


Two Way Immersion Biliteracy Specialist Institute: Teachers, Administrators, and School Psychologists Seek Advanced English Learner Preparation

2009 American Educational Research Association Conference  Riverside, CA


Articles (2)

Beginning Teacher Support and Assessment (BTSA) Progression: A Retrospective Account of BTSA's Response to English Learners Journal of Latinos and Education

(2010) A retrospective account of the evolution of the Beginning Teacher Support and Assessment (BTSA) program shows how English learners and students of diverse cultural backgrounds were marginally considered throughout the development of the California Standards for the Teaching Profession and BTSA induction development, implementation, and evaluation...

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Dual-Language Student Teachers' Classroom-Entry Issues: Stages Toward Gaining Acceptance Bilingual Research Journal

(2006) This case study examines how three dual-language student teachers gain entry in their student-teaching experience. They confront the challenges of meeting the expectations of their cooperating teachers and field supervisors, become familiar with their students' academic strengths and weaknesses, and deliver effective classroom instruction...

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