Department of Teaching and Learning
North University Hall
Two statements have guided me through my life as teacher, counselor, administrator, and minister. The first is from the first century educator, Quintillion, who wrote: "The work of a teacher is to arrange victories for students." The second is from Micah: "Act justly, love tenderly, and walk humbly with your God." Thus, my pursuit is journeying with others to end human hatred manifested in racism, classism, ableism, sexism, heterosexism, ageism, and religious intolerance. Social justice, to me, means creating a "reality" or environment that impacts identity: intellectually, socially, emotionally, and ethically.
Ethics; Family Systems; Political Environments of Educational Institutions; Literacy and Theories of Learning; Adult Transformative Learning; Human Development; Organizational Systems; Brain-Based Learning
I have served as Director of Student and Family Advocacy for the San Bernardino County Superintendent of Schools; Director of Secondary School Reform for the San Bernardino County Superintendent of Schools; an Associate Superintendent, Curriculum and Instruction; Coordinator of State and Federal Programs; District Staff Developer K-12; Principal; Assistant Principal; Secondary Teacher; and Elementary Teacher. All of these experiences, including doctoral studies in family systems, have focused my research on the ethical responsibility of educators to create environments conducive to healthy identity development.
Doctor of Philosophy, Claremont Graduate University
Master of Arts in Theology, St. Patrick's Seminary
Master of Arts in Counseling, University of Redlands
Master of Arts in Education, California State University, San Bernardino
Bachelor of Arts in Drama, California State University, San Bernardino
Language Development Specialist for Teaching English Language Learners
Pupil Personnel - Counseling
Life Teaching Credential
Mirci, P. S., Loomis, C. C., & Hensley, P. A. (2011). Social Justice, Self-Systems, and Engagement in Learning: What Students Labeled as “At-Risk” Can Teach Us. Educational Leadership and Administration: Teaching and Program Development, 23, 38-56.
Mirci, P. S. & Hensley, P. A. (2011). Transformational Adult Learning in a Doctoral Program for Educational Justice. National Council of Professors of Education – Educational Leadership Review, 12(1), 1-11.
Mirci, P. S. & Hensley, P. A. (2010). Leading for Innovative Practice: Melding Theories of Organizational Change, Adult Learning, and Conditions of Learning. . Educational Leadership and Administration: Teaching and Program Development, 22, 38-56.
Mirci, P. S. (2008). In Pursuit of Educational Justice and Liberated Hearts. Educational Leadership and Administration: Teaching and Program Development, 20, 9-18.
Mirci, P. S. (2007). Changing the Way Adults View Learning for Themselves and Students: A Resource for the Professional Development of Teachers and Administrators. San Bernardino, CA: San Bernardino County Superintendent of Schools.
Mirci, P. S. (2006). Resource Guide: Walk-Through Protocols for Observing Teaching and Learning in Schools. San Bernardino, CA: San Bernardino County Superintendent of Schools.
Mirci, P. S. & Sayeed, Y. (2005). Results-Oriented Actions to End Generational Poverty. California Curriculum News Report, 30(4), 1-2.
Mirci, P. S. (2000). Teaching Who We Are: Reecting on Creativity, Identity, and Literacy. In Philip Dreyer, (Ed.). Literacy and Creativity: Unlocking Fundamentals. Claremont Reading Conference 64th Yearbook. Claremont, CA: The Claremont Reading Conference Institute for Developmental Studies Claremont Graduate University, 97-109.
California State Professor of the Year Award, Association of California School Administrators (ACSA), 2011
Professor of Education Award, Region 12, Association of California School Administrators (ACSA), 2010
Outstanding Teaching Award, The 2009-2010 Faculty Review Committee University of Redlands, 2010