Rebecca Hatkoff

Rebecca Hatkoff is the Director of CGU’s Teacher Education Program as well as a Clinical Assistant Professor. Uniquely and intentionally situated at the intersection of TK-12 schools and higher education, her experiences have accrued into informed and nuanced views of the challenges and especially the opportunities in TK-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. Born and raised in Los Angeles, 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.

Since joining the Teacher Ed scholarfamila, Hatkoff has helped the Program secure:

Almost $2 million to fund teacher residency programs in partnership with local partner districts from the CA Commission for Teacher Credentialing.

$1 million grant from The Gates Foundation to fund strategic staffing partnerships with local partners.

$300,000 California Education Preparation Innovative Collaborative Grant from The Gates Foundation to fund an equity grounded data management system.

$3.3 million Teacher Quality Partnership Grant from the Department of Education to design and support a teacher residency pathway in the greater Los Angeles area.

Previously, Hatkoff worked as the Claremont Fellows Coordinator, an English Language Arts Methods Instructor, and a Clinical Faculty Advisor in CGU’s Teacher Ed Program. She also 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, and as an academic and college counselor supporting recent Chinese immigrants as they navigated American school systems.