Meet Brooke Soles, Assistant Professor for Educational Administration in the School of Education

Brooke SolesBrooke Soles, Ed.D.
Assistant Professor, School of Education

I grew up gay and poor in rural Wisconsin. I was the second in my family to earn a bachelor’s degree, my mother graduated with her B.A. only four years before I did. Wisconsin is where I became passionate about equity and access to education. My mother instilled in me that education was the key to economic freedom. I took her advice and have been in schools ever since.

I desire my students to examine their own identity, beliefs, and values to better understand how to lead schools that create equity and access for all. CSUSM values of intellectual engagement, community, integrity, innovation, and inclusiveness attracted me to work here. I am a new Assistant Professor of Educational Leadership for 2017-18 who began in fall 2016 as a lecturer and subsequent consultant for the School of Education Preliminary Credential Program Review for the California Commission on Teacher Credentialing.

I hold a B.A. in Spanish and Education from the University of Wisconsin, Platteville, a M.Ed. in Educational Leadership from the University of California, Los Angeles, and an Ed.D. in Educational Leadership from the University of California, Berkeley.

Prior to coming to CSUSM, I served for 15 years as K-12 bilingual teacher and administrator in the San Francisco and Los Angeles Unified School Districts in both traditional public and charter schools and well as a charter school monitor with the Los Angeles County Office of Education.

I also served as a Peace Corps Volunteer in Honduras and Board Member of the Los Angeles Neighborhood City Council and the Gay and Lesbian Administrators and Allies of the Los Angeles Unified School District. When I am not working, I enjoy singing in a competitive women’s chorus.

My current scholarship interests include school reculturing, moral leadership, professional development on inclusive practices, high impact strategies for inclusive school culture addressing teachers’ norms, beliefs, and values, anti-racist and diversity initiatives, school policies into practice, constructive problem talk, design-based school improvement, and online education.

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