Tine Sloan, Ph.D.

UC Santa Barbara
tine@ucsb.edu

Tine Sloan is the Director of CTERIN and an associate teaching professor in the Department of Education at UC Santa Barbara. Prior to CTERIN, she served twelve years as Director of UC Santa Barbara’s Teacher Education Program, and prior to that she was a teacher educator and elementary school teacher. It was her interest in children—how they think, learn, grow, and thrive—that led to these roles, but it was her work with teachers that shaped a mission. This mission, which is shared by the teacher educators and researchers in CTERIN, is twofold: 1) To ensure that California’s school children have the highly skilled teachers they need and deserve, and 2) To ensure that California’s teachers have the preparation and support they need and deserve. Tine is active in State policy issues around teacher preparation and represents the University of California on the California Commission for Teacher Credentialing (CTC). The CTC is the state agency that sets policy and procedures to certify teachers, accredit programs, and monitor credential holders’ conduct. Tine is involved in California and national initiatives on teaching performance assessments (PACT, edTPA, CalTPA), serving on development and implementation teams and as a consultant to states and other institutions. Her research looks at teacher preparation through a programmatic lens, with a focus on interventions of practice, the use of teaching performance assessments, and the use of data in program change. This work aims to understand new teachers’ learning, as well as teacher educators’ learning, organizational change within programs, and leadership action associated with change. She also studies international contexts of teacher preparation, working closely with partners in multiple research and practice collaborations (these include colleagues from Denmark, Singapore, Switzerland, New Zealand, Taiwan, Japan, Finland, and Norway). Her doctoral courses focus on issues in human development and teacher education, while her teacher education courses focus on instructional design, classroom assessment, and educational psychology. Ultimately, these various roles help Tine understand and advocate for the well-being of children in educational contexts.