I began my K - 12 teaching career at The Center School in New York City, amidst the hustle and bustle of an urban classroom setting. The Center School (https://thecenterschool.org/), a four year public middle school serving grades 5-8, is built upon the philosophy that how a child learns is as important as what a child learns. When I began my career, I was fresh out of a Masters in English Education program at Teachers College, Columbia University and eager to put into practice the ideas and values of John Dewey who wrote, "The Self is not something ready-made ... but something in continuous formation through choice of action." At The Center School, choice, community, inter-age grouping, active involvement, and a blend of progressive and traditional instruction support student achievement and social and emotional learning. With The Center School I had found my happy place!
Cut to 5 years later and you would have found me teaching social studies, algebra, literature, and writer's workshop while pursuing my doctorate in teacher education and the teaching of English. Studying at Columbia University connected me with key educators both on site and across the country. Lucy Calkins, Ruth Vinz, Stephen Thornton, Nel Noddings, Linda-Darling Hammond, and Maxine Green were a few of the educators I counted as my mentors and colleagues at Teachers College. During my doctoral studies I fell in love with young adult literature and worked with the theoretical frameworks of Bakhtin, Foucault and Habermas to deconstruct and politicize specifically my teaching of "Jack" by AM Holmes. "Jack" is the story of an adolescent boy whose father is gay and it was tricky then and fascinating to teach a novel like this to 6th, 7th and 8th graders from African American, Hispanic, and white cultures all exploring the values of their own cultures in response to a story considered by many to be inappropriate for a multi-grade public school setting.
During my stay in New York City as an Assistant Professor at Teachers College, I was given many opportunities to facilitate the design and development of curricula during the opening of new middle and high schools across the city. I worked with principals, department chairs, and teachers to embed literacy instruction across all subject areas. Heritage High School (https://www.theheritageschoolnyc.com/), Baruch College Campus High School (https://www.bcchsnyc.net/), the Beacon School (www.beaconschool.org), and a range of middle schools became working laboratories for us and opportunities to apply the pedagogical theories of scholars like John Dewey, Nel Noddings, and Maxine Greene to teaching and learning.
Through my work in Northern California and as a teacher educator at UC Berkeley and UC Davis I have gained insight and understanding of values and norms varying by degree from the work I have done in New York City. California teachers have been more accepting of progressive pedagogies and the diverse make-up of Hispanic cultures across the state have demanded multiple approaches and beliefs about the ways in which second language learners learn best. These are critical dialogues to engage all educators as we strive for school improvement, access, and equitable teaching and learning.
While teaching at the University of Redlands I have had significant experiences in the Philippines and Haiti where the study of language instruction and teacher education have been critical to my growing knowledge and understanding of how one learns English and at the same time maintains a rich cultural heritage while navigating and challenging the norms of a historically white curricula.
I am currently working on research related to the Haitian public school system and teacher education in Port-au-Prince and live in Redlands with my husband and two dogs, Indy, a Corgi, and Pippa, our dachshund. We enjoy long walks, swimming, tennis, travel, reading, writing and research.
The teaching of reading and writing
Adolescent identities and literature instruction
International teacher education
Inclusive teaching practices
For A Reason: Teacher Education in Language Arts & Social Studies Methods. Port- au-Prince, Haiti
For A Reason: Teacher Education in Math & Science Methods. Port-au-Prince, Haiti
Co-Teaching in Teacher Preparation Methods Courses: Developing Differentiated Instruction through the Lens of Critical Pedagogy. University of Redlands
For A Reason: University Partnerships and Teacher Education in Haiti. Pacific Coast Conference on PK – 12 Language and Learning. Palm Springs, CA
Evaluation of Teacher Performance in the Classroom. NETC Child Learning Center, San Antonio, Zambales, Philippines.
Teacher Inquiry as the Gateway for Student Learning and Transformative Practices. Association of Teacher Educators, San Diego, CA
Teaching Teacher Research: Traditions, Interventions, and Analysis. University of California, Berkeley
Presentation: Negotiating Meanings, Understanding Curriculum Reform in Afghanistan. AAACS, San Diego, CA
Doctor of Education, English Education Teachers College, Columbia University, NY
Masters of Education, English Education Teachers College, Columbia University, NY
Bachelor of Arts, English Literature Lewis & Clark College, OR
Urban and Rural Studies University of Mysore, India
California Administrative Services Credential, Certificate of Eligibility
California Department of Education, Permanent Single Subject Teaching Credential
New York Department of Education, Permanent Single Subject Teaching Credential
Hamilton, G. (2007) Jake’s Dilemma. Bay Area Writing Project, Institute Reader.
Hamilton, G. (Ed) (2006) The Power of Youth: How Do We Uncover It? English Journal, v95(4).
Hamilton, G. (2005) Reading Multicultural Literature in Relation to Ourselves. English, Journal, v94(6).
Hamilton, G. (2004) Teaching the Difficult. English Journal, v94(2).
Hamilton, G., Howes, E., and Zaskoda, D. (2003) Linking Science and Literature Through Technology. Journal of Adolescent & Adult Literacy.
Hamilton, G. (2002) Mapping A History of Adolescence and Adolescent Literature. ALAN Review. 29(2), pp. 57 – 62.
Hamilton, G. (2001) “Mapping A Teaching/Writing Life” In Tremmel, R. (ed.) Teaching Writing Teachers. Portsmouth, NH: Heinemann.
Hamilton, G. (2000) “Listening, Learning, and Talking It Through” in Vinz, R., et al, Becoming (Other)wise: Enhancing Critical Reading Perspectives. Portsmouth, NH: Heinemann.
Hamilton, G. (1999) “Jack” In Reid, L. (ed.) Rationales for Young Adult Literature. Portland, ME: Calendar Island Publishers.
Hamilton, G. (1998) Reading Jack. English Education, 30(1), pp. 24 – 40.
Faculty Global Impact Award, School of Education, University of Redlands
Academic Technology Users Group Award, “Learning from Exemplary K – 12 Teachers through Video Lesson Demonstrations, Video Conferencing and Collaborative Simulations” School of Education, University of Redlands
AERA Travel Grant, School of Education, University of Redlands
Research Grant, School of Education, University of Redlands
Certificate of Appreciation: Developing Effective Skills in the Management and Operation of Schools, Naval Education and Training Command Station, San Antonio, Zambales, Philippines
Certificate of Recognition, Marin Teaching Network
Recognition of Service to the Tamalpais Union High School District, Board of Trustee Honor
NEA Grant, Teacher Research, Assessment, and Staff Development, Teachers College, Columbia University
Certificate of Recognition and Appreciation for 3 Years of Service, “English in the City” Column Editor, English Journal
Pre-tenured Research Grant, Teachers College, Columbia University
Deans Grant for Faculty Development in the Use of Technology in Teaching, Teachers College, Columbia University