Director: Magaly Lavadenz, Ph.D.   
Magaly Lavadenz is currently a professor in the Language and Culture in Education Department and Director of Bilingual/Bicultural Education and TESOL at Loyola Marymount University. She is also the Founding Director of LMU’s Center for Equity English Learners (CEEL).

Dr. Lavadenz has held leadership positions in numerous education related associations. She is a past president of the California Association for Bilingual Education (CABE), founding president of the California Association of Bilingual Teacher Educators (CABTE) and is currently President-Elect for the California Council on Teacher Education. 
 
Born in Cuba, she is a former bilingual classroom teacher and ESL Teacher Specialist at the K-12 levels. Her research interests include the education of Latino and bilingual teachers, the experiences of the Central American immigrant community, public policy affecting language use and education, and biliteracy development.
   
Dr. Lavadenz completed her B.S. in Elementary Education from Oakland University in Michigan, an M.A. in Educational Psychology and Counseling from California State University, Northridge and a Ph.D. in Education, specializing in Language, Literacy and Learning from the University of Southern California.

Associate Director: Elvira G. Armas, Ed.D.
Elvira G. Armas joined the staff at LMU in 2006 as the Associate Director of the Center for Equity for English Learners (CEEL).  Concurrently, Dr. Armas works with the Los Angeles County of Education (LACOE), Multilingual Academic Support Unit as an English Learner Consultant providing professional development for school teams, school districts, and educational leaders.

In her career as an educator Dr. Armas has served as a bilingual classroom teacher, mentor, trainer, district advisor, staff developer and curriculum materials developer.  She has also taught reading, writing and second language learning methods as well as language foundation courses for schools of education at the university level.  She was a key trainer and program coordinator for the Language Minority Beginning Teacher Support and Assessment Project at the University of Southern California, working closely with new and experienced teachers. 

The youngest of four siblings, Dr. Armas was born and raised in East Los Angeles.  She earned an Ed.D. from the University of Southern California in Educational Leadership with an emphasis in Language Literacy, and Learning. Dr. Armas also received her Master’s and Bachelor’s degrees at U.S.C.  and holds a California Bilingual Teaching Credential and an Administrative Services Credential.


Dean of the School of Education:  Dr. Shane Martin
Shane P. Martin, an educational anthropologist by training and an expert in the areas of intercultural education, cultural diversity, and Catholic schools, was appointed the second Dean of the LMU School of Education on February 28, 2005.
Dr. Martin served as Acting Dean since June 2004 and was named the School’s first Associate Dean in 2002.

In addition to his new leadership role within the School, Dean Martin makes time to continue scholarly research and teach courses in his area of expertise—educational anthropology and culture. An energetic and emerging leader in many areas, he serves as chair of LMU’s Academic Technology Committee, is a member of the President’s Task Force on Racial Bias, and co-chairs the University Assessment and Data Committee.

Beyond LMU’s walls Dr. Martin is visible in the education community as a board member of Green Dot Public Schools and Teach For America, Los Angeles. He is a speaker in a variety of arenas—civic, business, and education—and keynotes conferences in the US and nationally. Professional activities include serving as vice president of the AJCU Education Council and being invited as a regular article and manuscript reviewer. In addition to honors in “Who’s Who in the World and in America,” Martin received the President Award from LMU for Outstanding Leadership, and this year will receive the NCEA’s Michael J. Guerra Leadership Award. He is a member of the National Council for Accreditation of Teacher Education (NCATE) Board of Examiners and a member of the California Committee on Accreditation, Board of Institutional Reviewers. He also was accreditation coordinator for the NCATE and CCTC joint accreditation at LMU’s School of Education in 2001-2003. Martin is past chair of the Council on Anthropology and Education Committee on Schools and Society and has conducted numerous workshops in professional development in local public and Catholic schools. He is also a former member of Loyola High School Board of Trustees.

Dr. Martin’s published books are: Equity, Advocacy and Diversity: New Directions for Catholic Schools (National Catholic Education Association, 2004), with E.F. Litton, and Cultural Diversity in Catholic Schools: Challenges and Opportunities for Catholic Educators (National Catholic Education Association, 1996). He has contributed to many peer-reviewed publications on the topics of cultural diversity in Catholic schools, technology and learning, social justice in education, and multicultural education. He also has presented numerous scholarly papers, including those at the American Anthropological Association, the National Catholic Education Association, and the American Educational Research Association.

Dean Martin earned his Ph.D. in International and Intercultural Education at the University of Southern California, a Master of Theology degree at the Jesuit School of Theology in Berkeley, California, with a specialization in Hispanic Ministry, and his Master of Divinity degree also from JSTB. A LMU alumnus, he graduated with a Bachelor of Arts in History in 1980 and holds his California State Clear Secondary Teaching Credential. Before returning to LMU as a faculty member, Dr. Martin’s classroom teaching experience included six years in middle and secondary school settings and work in 17 Latin American countries.

Dr. Martin believes the key to school success is the network of relationships that support the whole child. “Students will succeed when parents, teachers, administrators, and community and business leaders work together to ensure that schools provide a safe and supportive environment, a highly engaging curriculum, and role models who help students dream of future possibilities.”