Estella Chizhik

In the heart of my educational journey lies a fervent commitment to shatter the barriers that hinder the dreams of aspiring educators, especially those from underrepresented communities. This passion ignited when I met my first Black teacher in 7th grade, a moment that forever changed the trajectory of my life. Without her guidance, I might have never envisioned a future as a teacher educator. 

Early in my teacher-education career at San Diego State University, I took on the task of illuminating the intricate world of educational psychology for credential, masters, and doctoral students. My aim was to impart a deep understanding of how research shapes our understanding of how students learn and what drives their motivation. While delving into the realm of lesson design, I observed a common struggle among teacher candidates in implementing these concepts during their student teaching experiences. It became evident that we needed to focus on enhancing the quality of these crucial training periods. 

This realization steered my research toward the strategic design of robust support systems for teacher candidates during their student teaching journey. Collaborating with a dedicated group of faculty at SDSU, we scrutinized the support mechanisms provided by university supervisors and mentor teachers. This exploration led us to the invaluable addition of video-based coaching that amplifies the impact of supervision. Together, we reimagined the evaluation tools to better reflect the needs and growth potential of teacher candidates. 

I consider it a great honor to have guided numerous cohorts of teacher candidates through SDSU’s credential program. The courses that I taught include educational psychology, classroom management, and a specialized offering to bolster candidates in navigating the teaching performance assessment. Additionally, I led the Liberal Studies program, where I facilitated an undergraduate program that prepared students for careers in education.  In that role, I extended tailored support to the first group of bilingual and multiple-subject ITEP students. 

Additionally, because of my deep concern regarding systemic barriers that often deter individuals of color from entering the teaching profession, I co-created SDSU’s CABWARE (Center for Achieving Black Wellness and Anti-Racist Education), a safe and inclusive space to explore research focusing on Black students of all ages. Through collaboration with esteemed colleagues, we delve into research projects addressing the vital realm of Black education.

Now that I am at “The BEACH (CSULB)”, I am thrilled to be serving as chair of a department that centers anti-racist work in its teaching and scholarship.  At The Beach, I work with faculty who center issues of equity, diversity, inclusion, and multilingual education in their teaching.  My colleagues are not only committed to culturally responsive and sustaining practices, but they are also accomplished scholars in this work as well.  I am honored to partner with my new colleagues in breaking down barriers, fostering inclusivity, and empowering a new generation of educators.