1. JANINE MOZÉE
Benicia, CA 94510
(707) 246-6474
janinemozee@hotmail.com
SUMMARY OF RELATED EXPERIENCE
Janine Mozée is Adjunct Professor at Brandman University, where she instructs adult learners
in the Liberal Studies and Social Sciences as well as Education programs. Her role at
Brandman includes teaching and supervising students in the Liberal Studies and Social Science
capstone courses. Dr. Mozée is also Adjunct Professor at Touro University, teaching courses in
the Master’s program in cultural competence and educational pedagogy. She provides cultural
competency training for school districts, schools, parent and community organizations, and
state departments of education. Cultural competency practice makes it possible to take
advantage of unique cultural characteristics to improve educational outcomes and ensure
educational equity for students of all economic, language, race, national origin, and gender
groups. Prior to that, she was Student Services Coordinator for Mount Diablo High School,
where she supervised the Counseling Department, Diablo Community Center (a therapeutic
center), the College and Career Center, and university PPS interns. Previously Dr. Mozée acted
as adjunct professor of counseling psychology at Pacific Graduate School of Psychology
(PGSP)-Stanford to students in the Psy.D. and Ph.D. programs, where she taught courses on the
ways in which cultural competency issues can affect clinical practices in counseling
psychology and psychotherapy. Dr. Mozée was Director of the Nevada Character Education
Project (NCEP). As the Director of the NCEP she was responsible for implementing the
Nevada Character Education Research Study. This quasi-experimental research study involving
sixteen schools examined whether character traits can be embedded into the regular curriculum.
Dr. Mozée’s previous experience includes counseling, teaching, and administration in K-12
schools. The majority of Dr. Mozée’s teaching, mentoring, training, counseling, and
administration work has taken place in inner-city, ethnically diverse, and high-poverty schools
with emphasis on special needs schools and students, as well as urban and suburban low-
performing schools. She is trilingual in English, Spanish, and Portuguese.
EDUCATION
2002 Ed.D., Educational Leadership, University of Southern California
1995 M.Ed., Education Administration, Loyola Marymount University, Los Angeles, CA
1990 M.A., School Counseling, Loyola Marymount University, Los Angeles, CA
1985 B.A., Liberal Studies, U.C. Santa Barbara, CA
1983 A.A., Cabrillo College, Aptos, CA with Honors
Credentials: California Clear Multiple Subject, Bilingual Certificate of Competence
(Spanish), Pupil Personnel Services, Clear Administrative Services

2. PROFESSIONAL EXPERIENCE
1/2008-Present Adjunct Professor, Brandman University
Department of Arts and Science; Department of Education
Walnut Creek and Fairfield, CA
Teach undergraduate liberal studies, social science, and education courses to adult
learners. Teach and supervise students in capstone courses LBSU 401 and SSCU 497
and 498. Conduct outreach activities. Coordinate with local agencies, DVC, CSU-East
Bay to complement Early Childhood Development programs.
1/2008-Present Adjunct Professor, Credential Advisor, College of Education, Touro University
Mare Island, CA
Teach Master’s level course on cultural issues and competence in educational pedagogy
(EDU 717). Act as instructor and advisor to EDU 706 single subject credential students
in foreign language.
2/2009- Student Services Coordinator, Mount Diablo Unified School District
6/2010 Concord, CA
Provided leadership to staff, students, and community. Promoted district vision and
mission. Followed federal, state, and district policy. Shared knowledge of effective
strategies for identifying and addressing the needs of high risk students. Supervised PPS
interns. Conducted teacher observations and evaluations. Developed and provided
professional development. Supervised Counseling Department, Diablo Community
Center (a therapeutic environment) and the College and Career Center. Conducted SST,
504, and IEP meetings. Participated in teacher recruitment activities.
2006–2008 Director, Nevada Character Education Project; Assistant to PGSP Vice President of
Academic Affairs
Pacific Graduate School of Psychology (now known as Palo Alto University)
Palo Alto, CA
As the Director of the Nevada Character Education Project, assumed responsibility for
all of the Nevada Character Education Project tasks such as: conducting the evaluations
of the project; developing strategies and techniques for embedding character traits in the
regular curriculum; providing professional development and counseling to school
districts throughout the State of Nevada in the use of professional development training
packages; designed, developed, and produced three training videotapes demonstrating
the use of the Nevada Character Education Project’s research findings, i.e., videotapes,
written “how-to” guidelines, data collection strategies, and strategic planning.
As Assistant to the Vice President of Academic Affairs, helped design courses,
established schedules for when classes are taught, provided background information for
textbooks students are asked to purchase, produced syllabi for courses, and assisted with
the evaluation of courses taught at the university.
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3. 1/2007-6/2007 Adjunct Professor, Pacific Graduate School of Psychology-Stanford
Palo Alto, CA
Taught counseling psychology courses on the effects of cultural competency issues and
clinical practices in counseling psychology and psychotherapy.
2003–2006 Associate Director, Nevada Character Education Project
Senior Research Associate, Center for Educational Equity, WestEd
Oakland, CA
Provided technical assistance, professional development, policy development and
planning and data collection and evaluation for school districts and school in Federal
Region IX for the Equity Assistance Center. Responsible for the data collection and
analysis for the Nevada character education research study. Trained and monitored
observers employed by the study.
2002 Research Assistant, Center for Educational Equity, WestEd
Oakland, CA
Assisted in writing an unsolicited bullying program proposal to the U.S. Department of
Education. Participated in Equity Training of Trainers with Santa Rosa Unified School
District.
2002 Educator/Counselor, Girls’ Group Home, Mount Diablo Unified School District
Concord, CA
Taught 8th through 12th grade girls in all subject areas. Led group sessions on racism,
political and cultural issues, civic engagement, and learning problems.
1998–2002 Administrator, grades K–6
Fairfield-Suisun Unified School District; Benicia Unified School District
Fairfield and Benicia, CA
Developed an effective counseling and advising program that led to the successful
merging of diverse ethnic groups of students that led to peaceful relationships.
Developed and implemented school-wide positive reinforcement program; facilitated
staff/parent/student conferences and staff meetings; developed and implemented a
school-wide conflict resolution program. Wrote and won a special education mini-grant
for a conflict resolution program; was a member of the district discipline committee,
expulsion panel, and district teacher recruitment team. Responsible for developing
numerous Individual Education Plans and co-developed student behavior plans.
Evaluated and trained teachers and staff. As Summer School Principal, created a new
report card for each grade level, and implemented a new language arts program.
1993–1998 School Counselor, grades 6–8, Hawthorne School District
Hawthorne, CA
Instituted counseling, advising, and mentoring programs to successfully unite students
of varied ethnic backgrounds. Initiated school-wide self-esteem and conflict resolution
programs; served as Student Study Team Coordinator, Individual Education Plan Team
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4. Member, SARB representative; supervised student attendance staff; and coauthored a
Safe Schools grant. Provided academic, social, and emotional counseling services;
worked successfully in an inner-city, high diversity, high poverty environment.
1985–1993; Classroom Teacher, grades K–8
2001 Los Angeles Unified School District, Los Angeles, CA; Lennox School District
Lennox, CA; and Benicia Unified School District, Benicia, CA
Teacher in high-poverty, highly diverse school districts. Served as Program Quality
Review team member; mentor teacher to university teacher interns; staff development
instructor in health and physical education; Student Study Team member; and
mainstreaming teacher. Trained in Assertive Discipline program with Lee Canter.
PUBLICATIONS
Mozée, J. & Beckum, L. (2005). Examining the Relationship Between Cultural Competence and
Academic Achievement: One Urban District’s Experience. Proceedings of the International
Conference on Education, National University of Singapore.
Mozée, J. (2002). California’s new social promotion and retention policies and their impact on
an ethnically diverse, high-poverty, high-performance elementary school. Ann Arbor, MI:
UMI.
SELECTED PRESENTATIONS
Mozée, J., (2008). Understanding Cultural Diversity to Enhance Your Child Care Practice.
Workshop for members of the California Association for Family Child Care in San Jose, CA.
Mozée, J., Beckum, L., & Christianson, J. (2006-7). Nevada Character Education Project. Series
of trainings and presentations to Nevada state and local administrators and staff on research
findings of project, best practices, data collection methods, and strategic planning.
Mozée, J. & Beckum, L. (2005-6). Cultural competency. Series of presentations to the Board of
Trustees, district office administrators and staff in Washoe County School District, Nevada.
Mozée, J. & Beckum, L. (2005). Examining the Relationship Between Cultural Competence and
Academic Achievement: One Urban District’s Experience. Presentation at the International
Conference on Education, National University of Singapore.
Mozée, J. & Beckum, L. (2004). Embedding character education into the curriculum. Series of
presentations to the Board of Trustees, administrators and staff in Washoe County School
District, Nevada.
Mozée, J. & Carr, J. (2004). The Nevada Character Education Project: Focus on classroom
observations. Presentation at the Conference on Civic Education Research, Reno, Nevada.
Mozée, J. & Beckum, L. (2004). Dealing with hate-motivated behavior. Presentation at the
Teacher Leaders of California Conference, Burlingame, CA.
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5. Mozée, J., Beckum, L., & Humphrey, G. (2004). NCLB, English language learners, and teacher
quality. Presentation at the New Teacher Center Symposium, San Jose, CA.
Mozée, J., & Beckum, L. (2004). Inclusive strategies for equity. Presentation at the Teacher
Leadership Conference, St. Mary’s College, Moraga, CA.
Mozée, J., & Hahn, S. (2003). Working with second language learners: Effective classroom
management strategies. Presentation to Tuba City Unified School District, Tuba City, AZ.
Mozée, J., & Humphrey, G. (2003). English language learners and the No Child Left Behind Act.
Report at the Education of American Indian Students Symposium, Flagstaff, AZ.
Mozée, J., Beckum, L., & Hahn, S. (2003). Civil rights compliance in the child nutrition
program. Presentation to the USDA Food and Nutrition Service, Office of Civil Rights,
Phoenix, AZ.
Mozée, J., Hahn, S., & Humphrey, G. (2003). Meeting the needs of a culturally diverse society.
Presentation at the National Indian Impacted Schools Association (NIISA) 21st Annual
Conference, Reno, NV.
Mozée, J. (2000). Teacher perceptions of and effectiveness with African American students.
Paper presented to the Rossier School of Education Doctoral Cohort, University of Southern
California, Los Angeles.
SELECTED TECHNICAL REPORTS
2004-2007 Technical reports to the United States Department of Education, Safe and Drug-
Free Schools, Character Education Programs.
2003-2006 Technical reports to the United States Department of Education, Title IV, Civil
Rights Division.
PROFESSIONAL AFFILIATIONS
 American Educational Research Association  Character Education Partnership
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