Scholars Collective Education Consulting
Our professional development team brings together university professors, researchers, and career educators with expertise in teaching, leadership, curriculum, and program evaluation. We partner with district and school leaders to design customized professional learning that is research-informed, practical, and focused on measurable outcomes.
Our work is grounded in frameworks such as Culturally Responsive and Sustaining Pedagogy, Funds of Knowledge, and Community Cultural Wealth. We begin by recognizing the expertise, experiences, and strengths already present among educators and within the communities they serve. Rather than offering one-size-fits-all training, we help teachers refine their practice, connect research to classroom realities, and develop clear strategies for improving student learning and engagement.
Across our programs, educators are prepared to become reflective practitioners, teacher-researchers, and instructional leaders who can evaluate their own work, share effective practices, and sustain improvement beyond the initial training.
Areas of Professional Learning
Our work is grounded in frameworks such as Culturally Responsive and Sustaining Pedagogy, Funds of Knowledge, and Community Cultural Wealth. We begin by recognizing the expertise, experiences, and strengths already present among educators and within the communities they serve. Rather than offering one-size-fits-all training, we help teachers refine their practice, connect research to classroom realities, and develop clear strategies for improving student learning and engagement.
Across our programs, educators are prepared to become reflective practitioners, teacher-researchers, and instructional leaders who can evaluate their own work, share effective practices, and sustain improvement beyond the initial training.
Areas of Professional Learning
- Project-Based Learning
- Teacher Research and Reflective Practice
- Student Engagement
- Literacy Instruction and Intervention
- Writing Across the Curriculum
- Culturally Responsive and Sustaining Instruction
- Instructional Leadership and Teacher-Led Professional Development
Meet Our Team
Jose Lalas has served an elected school board member of the Corona-Norco Unified School District and has served this district as member of the Board of Education for about 29 years (from 1990 to 2003; from 2008 to present) where he initiated the institutionalization of collaboration between the District Administration and the teacher and staff employee associations in handling negotiations and finding solutions to immediate problems and challenges. He also introduced the creation of the district’s “think-tank” to study the issue of achievement gap, equity, and to find ways how to address the disparity in achievement among the diverse groups of students including learners with special needs. He strongly supports the empowerment of ALL students and parents including those of students with special needs, Hispanic students, African-American students, students from low-income families, and students from diverse backgrounds.
Jose W. Lalas has been involved as a faculty in both public and private universities for 37 years. He has been a junior high school teacher and has served as an associate dean and director of teacher education. Currently, he is Professor of literacy and the founding and past director of the University of Redlands’ Center for Educational Justice. He co-authored books on the topics of equity and student engagement. His research agenda includes engagement, social and cultural capital, critical literacy and pedagogy, achievement gap, second language acquisition, and mentoring of diverse teachers, administrators, and faculty. His most current co-authored book chapters talk about social justice and ethical decision-making and nurturing engagement, sense of belonging, hope through equity, and transformative leadership.
Jose W. Lalas has been involved as a faculty in both public and private universities for 37 years. He has been a junior high school teacher and has served as an associate dean and director of teacher education. Currently, he is Professor of literacy and the founding and past director of the University of Redlands’ Center for Educational Justice. He co-authored books on the topics of equity and student engagement. His research agenda includes engagement, social and cultural capital, critical literacy and pedagogy, achievement gap, second language acquisition, and mentoring of diverse teachers, administrators, and faculty. His most current co-authored book chapters talk about social justice and ethical decision-making and nurturing engagement, sense of belonging, hope through equity, and transformative leadership.
Dr. Nirmla Griarte Flores is an Assistant Professor in the Education Department at the
California State Polytechnic University Pomona, where she also serves as Bilingual
Coordinator. Her research centers on multilingualism, dual language immersion,
transnationalism, and global competence. As a first-generation immigrant from the
Philippines and a former bilingual classroom teacher, she is deeply committed to cultural
and linguistic preservation. Her work critically examines how educational equity can be
advanced within marginalized communities. Currently, her research foregrounds the needs
and assets of speakers of Less Commonly Taught Languages (LCTL), aiming to expand
inclusive practices and strengthen language programs that honor diverse linguistic
identities.
California State Polytechnic University Pomona, where she also serves as Bilingual
Coordinator. Her research centers on multilingualism, dual language immersion,
transnationalism, and global competence. As a first-generation immigrant from the
Philippines and a former bilingual classroom teacher, she is deeply committed to cultural
and linguistic preservation. Her work critically examines how educational equity can be
advanced within marginalized communities. Currently, her research foregrounds the needs
and assets of speakers of Less Commonly Taught Languages (LCTL), aiming to expand
inclusive practices and strengthen language programs that honor diverse linguistic
identities.
Jonathan Townsend is Associate Professor of Medical Education and Director of Faculty and Professional Development at the California University of Science and Medicine, where he leads institutional faculty development initiatives, designs educator development programs, and conducts research in medical education. With more than two decades of experience across community colleges, universities, graduate business programs, and medical education, he specializes in helping educators and organizational leaders improve teaching, communication, leadership, and organizational effectiveness.
Dr. Townsend's scholarship and consulting focus on the science of learning, faculty development, self-regulated learning, instructional design, organizational communication, leadership development, and educational innovation. He has designed and led faculty development programs for physicians, scientists, and higher education faculty, and regularly consults with educational institutions and healthcare organizations on instructional improvement, organizational communication, professional development, and strategic educational initiatives.
In addition to his work at CUSM, Dr. Townsend teaches graduate and undergraduate management and communication courses at California State University, San Bernardino and has previously taught at the University of Redlands. He is the founder of Townsend Writing Coaching, where he has provided more than 1,100 hours of coaching to doctoral students, faculty, physicians, executives, and organizational leaders in scholarly writing, research design, leadership communication, and professional development.
Dr. Townsend has authored peer-reviewed publications in medical and higher education and regularly presents his work at regional and national conferences, including the Association of American Medical Colleges (AAMC). His work bridges evidence-based educational practice with practical organizational application, helping individuals and institutions translate research into meaningful improvements in teaching, leadership, communication, and performance.
He earned his Doctor of Education in Organizational Change and Leadership from the University of Southern California, a Master of Arts from Claremont Graduate University, and a Bachelor of Arts from the University of Redlands.
Dr. Townsend's scholarship and consulting focus on the science of learning, faculty development, self-regulated learning, instructional design, organizational communication, leadership development, and educational innovation. He has designed and led faculty development programs for physicians, scientists, and higher education faculty, and regularly consults with educational institutions and healthcare organizations on instructional improvement, organizational communication, professional development, and strategic educational initiatives.
In addition to his work at CUSM, Dr. Townsend teaches graduate and undergraduate management and communication courses at California State University, San Bernardino and has previously taught at the University of Redlands. He is the founder of Townsend Writing Coaching, where he has provided more than 1,100 hours of coaching to doctoral students, faculty, physicians, executives, and organizational leaders in scholarly writing, research design, leadership communication, and professional development.
Dr. Townsend has authored peer-reviewed publications in medical and higher education and regularly presents his work at regional and national conferences, including the Association of American Medical Colleges (AAMC). His work bridges evidence-based educational practice with practical organizational application, helping individuals and institutions translate research into meaningful improvements in teaching, leadership, communication, and performance.
He earned his Doctor of Education in Organizational Change and Leadership from the University of Southern California, a Master of Arts from Claremont Graduate University, and a Bachelor of Arts from the University of Redlands.
Angela Macias, Ed.D., is a professor of education, researcher, and Founder and CEO of Scholars Collective. She brings more than two decades of experience across K–12 and higher education, including 12 years as a public-school English, English-language development, and reading intervention teacher. At California State University, Dominguez Hills, she prepares future educators and has served in faculty leadership roles, including department chair and General Education Committee chair. Her scholarship focuses on funds of knowledge, student engagement, teacher-led professional development, educational leadership, equity, intersectionality, and culturally responsive pedagogy.
Through Scholars Collective, Dr. Macias partners with school districts, universities, schools, and community organizations to provide tutoring, enrichment, expanded learning, summer camps, curriculum development, and professional development. She has designed and facilitated more than 200 workshops for educators and leads Scholars Collective Education Consulting, where professor-led teams translate research into practical, engaging, and sustainable approaches to teaching, leadership, and program improvement.
Through Scholars Collective, Dr. Macias partners with school districts, universities, schools, and community organizations to provide tutoring, enrichment, expanded learning, summer camps, curriculum development, and professional development. She has designed and facilitated more than 200 workshops for educators and leads Scholars Collective Education Consulting, where professor-led teams translate research into practical, engaging, and sustainable approaches to teaching, leadership, and program improvement.
