Faculty: Jalene Tamerat, EdD

Jalene Tamerat, EdD

Jalene Tamerat, EdD

Adjunct Faculty, Graduate Certificate in School Leadership

Degree Major/Emphasis Institution Year
EdD Education Leadership and Policy Studies Boston University 2018
EdM Education and Policy Management Harvard Graduate School of Education 2010
MAT N/A Emmanuael College 2004
BA Political Science and African American Studies University of Massachusetts—Amherst 1999

Courses

  • LP 707 - Shaping School Culture

Research and Practice Interests

  • Teacher Education
  • Global Competence Education
  • Multilingual and Multicultural Education
  • Critical Conscious Development
  • Funds of Knowledge Pedagogy. 

Professional Licenses and Certifications

Massachusetts Educator License

  • Superintendent/Assistant Superintendent, all levels
  • Principal/Assistant Principal, grades 5-8
  • General Science, grades 5-8
  • General Elementary, grades 1-6
  • English as a Second Language

International Baccalaureate Middle Years Programme

  • MYP Coordinator, Level 1
  • MYP Personal Project, Level 2
  • MYP Sciences, Level 2

Awards

  • Re-Imagining Migration Fellowship (2019-2020)
  • Chinese Bridge Delegation to China, Travel Fellow – Beijing, Hefei, Harbin (2014 and 2018)
  • Dean’s Fellowship, Boston University (2013-2017)
  • James Bryant Conant Fellowship, Harvard University (2008-2010)
  • Fund for Teachers / Boston Plan for Excellence, Travel Fellow - Singapore (2007 and 2013)
  • Teach-Plus, Teaching Policy Fellow (2007-2009)
  • Earth Watch Institute, Travel Fellow – Maternal and Child Healthcare in India (Summer, 2006)

Publications and Presentations

Publications

  • Sylvain, P., Tamerat, J., Cerat, M. L., (publication date: February 22, 2022). Education Across Borders:  Citizenship, Immigration, and Race in the Classroom. Boston, MA: Beacon Press. 
  • Seider S., Graves D., El-Amin A., Kelly, L., Soutter, M., Clark, S., Jennett, P., Tamerat, J. (Apr. 2021). The Development of Critical Consciousness in Adolescents of Color Attending “Opposing” Schooling Models. Journal of Adolescent Research. April 2021. doi:10.1177/07435584211006466
  • Tamerat, J. and Boatwright, N. (Jan. 2021). Three tips for schools hiring new teachers to teach remotely. Education Post. https://educationpost.org/3-tips-for-schools-hiring-new-teachers-to-teach-remotely/
  • Tamerat, J. (2020). Funds of knowledge and global competence in urban middle schools. Middle Grades Review, 6(3). https://scholarworks.uvm.edu/mgreview/vol6/iss3/5
  • Seider, S., Tamerat, J., Clark, S., and Soutter, M. (Feb., 2017). Investigating the development of critical consciousness in marginalized adolescents through a character framework. Journal of Youth and Adolescence. (volume 46)
  • El-Amin, A., Seider, S., Graves, D., Tamerat, J., Clark, S., Soutter, M., Johannsen, J., and Malhotra, S.  (Feb., 2017). Critical consciousness: A Key to student acheivement. Kappan 98(5).
  • Seider, S., Graves, D., El-Amin, A., Soutter, M., Tamerat, J., Jennett, P., Clark, S., Johannsen, J., and Malhotra, S. (Jan. 2017). Developing sociopolitical consciousness of race and class inequality in adolescents attending progressive and no excuses urban charter high schools. Applied Developmental Science. (volume 21).
  • Seider, S., Graves, D., El-Amin, A., Clark, S., Soutter, M., Tamerat, J., Jennett, P., Gramigna, K., Yung, J, Kenslea, M. and Sklarwitz, S. (2016). Preparing adolescents attending progressive and no excuses urban charter high schools to analyze, navigate, and challenge race and class inequality.  Teachers College Record, 119(2).
  • Tamerat, J. (2016). The Brain and Student Learning. In W.B. Ribas (3rd Ed.), Instructional Practices that Maximize Student Achievement. Westwood, MA: Ribas Publications.
  • Tamerat, J. (2016). Creating a Cognitive Context for Learning. In W.B. Ribas (3rd Ed.), Instructional Practices that Maximize Student Achievement. Westwood, MA: Ribas Publications.
  • Tamerat, J. (June, 2008). Striking the balance: Autonomy vs. accountability. Commonwealth Magazine.  Retrieved from http://commonwealthmagazine.org/education/reports-from-the-front-line.

Presentations

  • Tamerat, J. (2021, October). Leadership Summit Keynote: Compassionate Leadership Through Active Listening.  Hosted by Little Sprouts Early Early Education and Child Care, Lawrence, MA (virtual presentation)
  • Tamerat, J. (2021, July). What to Expect in the Post-Pandemic Classroom.  Hosted by Immigrant Learning Center, Malden, MA (virtual presentation)
  • Tamerat, J., Lacroix, J. (2021, April). The Untapped Potential of Listening Over Speaking: A Funds of Knowledge Approach. Hosted by Boston University, Boston, MA (virtual presentation)
  • Tamerat, J. (2021, April). Centering Equity and Inclusion in Global Learning. Hosted by Diversity Abroad, Berkeley, CA (virtual presentation)
  • Tamerat, J. (2020, November). Reimagining Teacher Education: Preparing Educators for a Post-COVID World (panel moderator).  Hosted by Boston University, Boston, MA.
  • Tamerat, J., (2020, July). English Language Learner Preparedness.  Hosted by Immigrant Learning Center, Malden, MA (virtual presentation)
  • Tamerat, J., Tamerat, S. (2020, July). Approaching and Navigating Antiracism Conversations in Schools.  Hosted by Harvard University Arts in Education Program, Cambridge, MA (webinar)
  • Tamerat, J. (2019, September). Practicing Hope: Continuing the Conversation (panelist). Hosted by Harvard University Arts in Education Program, Cambridge, MA
  • Tamerat, J. (2018, October). Leveraging Diverse Student Funds of Knowledge in the Pursuit of International Mindedness. Workshop session at the Guild of IB Schools Northeast Conference, Weehawken, NJ.
  • Tamerat, J., Summerville, K. (2018, May). Mastering challenging conversations: Preparing new teachers for racial equity talks concerning boys and young men of color. Workshop session at the Coalition of Schools Educating Boys of Color (COSEBOC) Gathering of Leaders, Boston, MA.
  • Seider, S., Graves, D., El-Amin, A., Soutter, M., Clark, S., Tamerat, J., Jennett, P., Gramigna, K., Malhotra, S., and Johannsen, J. (2016, April). The sociopolitical development of adolescents attending urban no excuses
  • charter high schools. Paper presented at the annual meeting of the American Educational Research Association (AERA), Washington DC.
  • Seider, S., Graves, D., El-Amin, A., Soutter, M., Clark, S., Tamerat, J., Jennett, P., Gramigna, K., Malhotra, S., and Johannsen, J. (2016, April). The sociopolitical development of Black adolescents attending urban progressive and no excuses charter high schools. Paper presented at roundtable session in the annual meeting of the American Educational Research Association (AERA), Washington DC.
  • Seider, S., Tamerat, J., Clark, S., and Malhotra, S. (2015, November). Preparing adolescents attending progressive and no excuses charter high schools to analyze, navigate, and challenge race and class inequality. Harvard Graduate School of Education Civic and Moral Education Initiative, Cambridge, MA.
  • Graves, D., Seider, S., Clark, S., Soutter, M., Tamerat, J., Sklarwitz, S., and Yung, J. (2015, April). Fostering race-based critical consciousness in Black and Latino youth at five urban high schools. Roundtable presentation at the annual meeting of the American Educational Research Association (AERA), Chicago, IL.

Concurrent Leadership, Service and Professional Activities

  • Dean, Charles Sposato Graduate School of Education

Prior Experience

  • Director of New Teacher Development, Boston Public Schools
  • Adjunct Faculty, Boston University Wheelock College of Education and Human Development
  • Educator, Boston Public Schools

Professional Affiliations

  • LeadBoston class of 2019

Community Involvement

  • GBH Community Advisory Board Member