Professional Development Academies in Education

Professional Development Programs in Information Studies

UCLA’s School of Education & Information Studies is home to two departments. Each is a leader in their field, helping to pioneer what's next in the Education and Information worlds.

UCLA Ed&IS faculty are at the forefront of their fields, addressing issues of equality, access and social justice in the fields of education and information. Their scholarship has an international reputation for excellence and commitment to addressing the most critical issues facing our society.

An ecosystem of K-12 teaching schools where UCLA partners to develop, study, share, and advance innovative best practices.

The work at UCLA Ed&IS is guided by the principles of individual responsibility and social justice, an ethic of caring, and commitment to the communities we serve. Learn more about our mission and values, our commitment to diversity, equity and inclusion in our faculty and students, our history and more.

Justice, Equity, Diversity, and Inclusion

Justice, Equity, Diversity, and Inclusion are defining features of UCLA Ed&IS and we embrace them as a source of strength.

Department of Education 2023 Information Sessions

Department of Information Studies Programs

Department of Information Studies 2023 Information Sessions

Learn more about the undergraduate and graduate academic programs we offer, when program information sessions are being offered and how to apply.

405 Hilgard Avenue
Los Angeles , CA 90095-1521

My teaching and research interests focus on teaching and learning math for equity, deep sense-making, community, and relevance.

Center X

Department of Education

Equity

Mathematics Education

Secondary Education

STEM

Math

Secondary Mathematics and Literacy Methods

Teaching in Urban Schools Seminar

Jaime Park

Teacher Education Program

B.S., Mathematics, University of California at Los Angeles

M.Ed., Teaching, Urban Schools, and Social Justice, University of California at Los Angeles

Ph.D., Preparing Secondary Mathematics Teachers in Urban Schools: Using Video to Develop Understanding of Equity-Based Discourse and Classroom Norms, University of California at Los Angeles

Professional Learning Team, U.S. Department of Education, UCLA STEM+C3 Teacher Residency Program

Lead Faculty, Los Angeles Unified School District UCLA Teacher Residency Program

Lead Faculty, UCLA NOYCE Scholarship Program, NSF Funded Project

Lead Faculty, U.S. Department of Education, UCLA IMPACT Teacher Residency Program

Advisory Board Member and Consultant, Supporting Instruction and Student Learning in Disadvanated Subpopulations Through Interactions Maps, NSF Funded Project

Park, J., Nava, I, & Arias, M. (September, 2021).  Framing Pre-Service Teacher Learning and Accountability.  In Annamarie Francois & Karen Hunter Quartz (Eds.) Transforming public schools: How UCLA’s Center X has become a pillar for social justice education in Los Angeles. Cambridge, Massachusetts: Harvard Press.

Nava, I., & Park, J. (2021). Pre-Service STEM Teachers and Their Enactment of Community-STEM-Project Based Learning. Journal of Higher Education Theory and Practice, Volume 21(9).

Nava, I., Kawasaki, J., Nguyen, V., & Park, J. (2020).  A teaching and learning framework for designing and enacting social justice in the science classroom.  The Teacher Science Journal.

Park, J. & Nava, I. (2019). How Can Pre-service STEM Teachers Enact Project-Based Learning for Authentic Community Engagement? ARISE: Advancing Research and Innovation in the STEM Education of Pre-service Teachers in High-Need School Districts. https://aaas-arise.org/

Nava, I., Park, J., Dockterman, D., Kawasaki, J., Schweig, J., Hunter-Quartz, K., & Martinez, F. (2018). Measuring Teaching Quality of Secondary Mathematics and Science Residents:  A Classroom Observation Framework and Pilot Generalizability Study.  Journal of Teacher Education, 1-16.

Freking, F., Park, J., & Francois, A.  (2015). Integrating Academic Language into Content Methodology: Supporting Math and Science Teacher Candidates to Meet Students’ Language Needs. New Educator Journal, 11(1), 60-78

Hunter Quartz, K. & the IMPACT Research Group. (2014).  Learning in residence: Mixed-methods research on an urban teacher residency program.  UC Regents UCLA Graduate School of Education and Information Studies: The Center XChange. Series Number: WP-1101-2014.  Retrieved from https://ucla.app.box.com/s/c3hfj46nnnx7rybs6xkn.

Nava, I., Park, J., Dockterman, D., Kawasaki, J., Schweig, J., Hunter Quartz, K., & Felipe Martinez, J. (2014).  Martinez Measuring Teaching Quality of Secondary Mathematics and Science Residents:  A Classroom Observation Framework and Pilot Generalizability Study. Retrieved from https://ucla.app.box.com/s/ize0eqggamy1idfi2dly.

Park, J., Nava, I., & Appelgate, M. (2014).  Observation Rubric for Secondary Mathematics. UC Regents UCLA Graduate School of Education and Information Studies: The Center XChange. IPMS025-X047-2011. Retrieved from https://cxarchive.gseis.ucla.edu/xchange/images-and-media/MathObservationRubric.pdf

Spencer, J., Park, J. & Santagata, R. (2010). Keeping the Mathematics on the 
Table in Urban, Mathematics Professional Development: A Model that 
Integrates Dispositions towards Students. In M.Q. Foote (Ed.) Mathematics 
teaching and learning in k-12: Equity and professional development.  New 
York: Palgrave.