Greg Hamilton

Visiting Assistant Professor
School of Education

Education

Department of Teaching and Learning

 

Contact

North University Hall
Room 109
P: 909.748.8903
E: greg_hamilton@redlands.edu

Originally from Norman, Oklahoma, Greg Hamilton completed his Bachelor of Arts degree at Lewis & Clark College in Portland, Oregon before moving to New York City to pursue a master’s degree in the Teaching of English at Columbia University. While completing his master’s degree, Greg worked under the mentorship of Lucy Calkins to whom he attributes his lifelong love of teaching reading and writing across all grade levels, K – Higher Education.

During his eighteen years as a classroom teacher and teacher educator in New York City, Greg taught all subject areas in grades 5 – 8 and worked with professors and community leaders to support the development of research-based reading and writing programs for grades 9 – 12 at The Beacon School, Heritage High School, and Baruch College Campus High School.

While in New York, Greg was Adjunct Professor for The New School for Social Research, co-coordinator of student teaching placements and Assistant Professor in the English Education program at Columbia University. Now a Californian, Greg has spent his past seven years lecturing in the School of Education at the University of California, Davis, leading workshops for Bay Area teachers through the Bay Area Writing Project at University of California, Berkeley, and supporting K – 12 literacy instruction and assessment protocols for suburban and rural public school programs in over a dozen Northern California school districts.

Greg recently moved his family to the greater Los Angeles area where he taught 6th grade math and science at the New Los Angeles Charter School before accepting a Clinical Faculty position at the University of Redlands’ School of Education.

Area(s) of Expertise

Professor of Education; Doctorate and Master's Degree Candidate Advisor; Multiple/Single Subject Teacher Education; Action Research; Writing Process and Assessment; K - 12 English/language arts curricula, instruction and assessment; professional development; integration of the arts & technology in standards based teaching and learning. Speaker on Integration of Common Core Standards into School Programming and Planning, 2012 - Future; multiculturalism, diversity training, and education for social justice.

Professional Background Highlights

Classroom teacher, 7 - 8, The Clinton School for Readers & Writers

Classroom teacher, 5 - 8, MS 243 The Center School

Full-time lecturer and MA program Coordinator, Teachers College, Columbia University

Assistant Professor of English Education, Teachers College, Columbia University

Full-time lecturer of K - 12 Teacher Research, UC Davis

Literacy Project Coordinator, Marin Teaching Network

Assistant Principal of Instructional Support & Student Services, Ross Elementary School (K - 8)

6th grade math & science teacher, New Los Angeles Charter School, Clinical Faculty and Director of Apply Valley PTC Program.

Degrees Held/Licensures

Ed.D. 1998 English Education, Teachers College, Columbia University;

M.A. 1989 English Education, Teachers College, Columbia University;

B.A. 1986 English, Lewis and Clark College, Portland, Oregon.

 

California State Preliminary Administrative Credential (Tier 1)

California State Teaching Certification, Single Subject/English;

New York State Teaching Certification, English, 7-12

Publications

Jake's Dilemma (2007) Bay Area Writing Project

The Power of Youth: How Do We Do It? (2006) English Journal, v95(4)

Reading Multicultural Literature in Relation to Ourselves (2005) English Journal

Teaching the Difficult (2004) English Journal

Linking Science and Literature Through Technology (2003) Journal of Adolescent & Adult Literacy

Mapping a History of Adolescence and Adolescent Literature (2002) ALAN Review

Mapping a Teaching and Writing Life (2002) Teaching Writing Teachers

Listening Learning and Talking It Through (2000) Becoming (Other)wise, Heinemann

Jack (1999) Rationales for Young Adult Literature; Reading Jack (1998) English Education, 30(1), pp. 24-40.

Professional Affiliations

NCTE

AERA

CCTC

Awards

NEA Grant, Teacher Research, Assessment and Staff Development (2008/2009)

Pre-tenured Faculty Research Grant, Teachers College, Columbia University (2002)

Deans Grant for Faculty Development in the Use of Technology in Teaching (1999 - 2001)

Teacher Incentive Grant, Community School District 3, NYC (1998)

New York State Council for the Arts, Teacher-Artist Grant, NYC (1993)