Tara Kini

last updated 2/6/2018

General Information

Experience

New America Media

Senior Staff Attorney - Public Advocates Inc

Social Studies Teacher - Buena Vista Horace Mann K-8 School

Education

B.A.Stanford University

J.D.UC Berkeley School of Law

M.A. - education and teaching credential , Stanford University

Affiliations

Senior Policy Advisor - Learning Policy Institute

Member - State Bar of Nevada

Member of the Task Force On Educator Excellence - California Department of Education

Recent News  

California Teacher Corps > Events & Resources: 2011 Annual Conference

Speakers Cyndy Stephens, Former President of the National Association for Alternative Certification, and Tara Kini, Attorney with Public Advocates, shared opposing viewpoints on alternative certification

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Tara Kini

Tara Kini
Director of State Policy Get In Touch Email 650.332.9745 Tara Kini serves as the Learning Policy Institute's Director of State Policy. She has co-authored several LPI reports, including serving as lead author of a comprehensive analysis of the impact of experience on teacher effectiveness, Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Kini has nearly two decades of experience working in public education as a civil rights attorney, classroom teacher, and teacher educator. Previously, she was a Senior Staff Attorney with the civil rights law firm Public Advocates, taught English and history in Bay Area public schools, and served as a faculty supervisor with UC Berkeley's teacher education program. Kini is a member of the State Bar of California. Kini received a J.D. from the UC Berkeley School of Law and an M.A. in Education and a teaching credential from Stanford University, where she also received her B.A. For more about Tara Kini's work, see list below. Tara Kini Get In Touch Tara Kini Tara Kini, Tara Kini, Tara Kini, Tara Kini, Tara Kini Tara Kini Tara Kini

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Novice teachers aren’t the problem, they’re a symptom of the problem | NoDropouts.org

Untrained, novice teachers continue to be disproportionately assigned to schools and classrooms serving the neediest students: low-income students, students of color, English language learners, students with disabilities, and those living in high-need remote areas, according to Tara Kini of Public Advocates Inc.
"In California, for example, more than two-thirds of these teachers - known as interns - teach in highly segregated schools where more than 75 percent of the students are minorities, and more than half teach special education," Kini writes in EdWeek.

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