Researchers from the University of Washington College of Education discuss work being presented during the 2020 meeting of the American Association of Colleges for Teacher Education. Learn more about the UW's teacher preparation programs at https://education.uw.edu/programs/teacher.

Teacher Education Research | AACTE 2020

Join us for this episode of An Educational Otherwise where we learn alongside a Coast Salish family's story of educational leadership and resurgence across several generations of Tulalip and Yakama Peoples.

An Educational Otherwise: Becoming Relatives

Join us for this episode of An Educational Otherwise where we discuss how Black and other People of the Global Majority curate community spaces of belonging, healing, and liberation.

An Educational Otherwise: Its A Vibe

Join Maggie Beneke and Jordan Taitingfong as they dream together about disability justice work alongside young children, families, educators and communities.

An Educational Otherwise: Dreaming Disability Justice

In this conversation, members of the Son Caracol collective formed across two U.S.-Mexican border states and two ethnic studies university courses ask the question, “What happens when Chicanx students’ educational experiences are shaped by the activation of ancestral worlds?” 

The University of Washington College of Education, one of the nation's top 15 education schools, strives to transform inequitable systems of education to create just, sustainable and culturally-thriving democracies by engaging in dynamic, collaborative partnerships, practices and research.

Learn more at https://education.uw.edu.

An Educational Otherwise: Storying Son Jarocho Fandango

Megan Kelley-Petersen, director of the UW Accelerated Certification for Teachers (U-ACT) program, and Taylor Stafford, U-ACT instructor and doctoral student in teacher education and math education, discuss findings of their work to create opportunities for mentor teachers to become both teachers of teachers and learners of teaching.

While mentoring novice teachers is a complex task, particularly as it happens inside the action of teaching, mentor teachers typically have little preparation for their role. Addressing that gap was the focus of a recent effort in the U-ACT program that will be presented during the 2020 meeting of the American Association of Colleges for Teacher Education.

Read more at https://education.uw.edu/news/podcast-hearing-voices-mentor-teachers.

Mentor Teachers’ Voices | Megan Kelley-Petersen & Taylor Stafford

While incorporating issues of equity and social justice in the preparation of future teachers has long been a focus at the University of Washington College of Education, it wasn’t well understood until recently how that commitment is reflected in graduates’ daily teaching practice. 

That picture is getting clearer thanks to an internship for UW doctoral students in teacher education launched three years ago. In this podcast, Patrick Sexton, assistant dean for teacher education, and Cristina Betancourt, a graduate student in teaching and curriculum, discuss the College’s work to marry teacher education program improvement with the learning of its doctoral students through its Teacher Education Research and Inquiry (TERI)  internship. 

Sexton and Betancourt are part of a team who will present their work developing case studies of recent alumni for program improvement at the 2020 meeting of the American Association of Colleges for Teacher Education. Read more at https://education.uw.edu/news/podcast-joining-doctoral-research-and-teacher-education-program-improvement.

Using Follow-Along Case Studies for Program Improvement | Patrick Sexton and Cristina Betancourt

University of Washington College of Education doctoral students Sarah Arvey and Boris Krichevsky discuss their work designing a course to help teachers bring disability studies into the classroom, drawing on Washington state’s "One Out of Five: Disability and Pride” project. Arvey and Krichevsky are presenting their work at the 2020 meeting of the American Association of Colleges for Teacher Education. Read more at https://education.uw.edu/news/podcast-incorporating-disability-studies-curriculum-teacher-education.

Download a transcript of the podcast at https://education.uw.edu/sites/default/files/news/AACTE-disability-curriculum-podcast-transcript.docx.

Disability Studies Curriculum and Practice in Teacher Education | Sarah Arvey & Boris Krichevsky

Teddi Beam-Conroy, director of the University of Washington’s Elementary Teacher Education Program, and Cristina Betancourt, a graduate student in teaching and curriculum discuss the UW’s work to decenter whiteness in teacher education, which they are presenting at the 2020 meeting of the American Association of Colleges for Teacher Education. Read more at https://education.uw.edu/news/decentering-whiteness-teacher-education.

Decentering Whiteness in Teacher Education | Teddi Beam-Conroy and Cristina Betancourt

Dinali Dhammapala, an Early Care and Education major at the University of Washington, reflects on her senior capstone experience during the 2019-20 academic year. 

For the UW’s undergraduate education students, senior year is an in-depth opportunity to apply knowledge from all of their previous coursework and practice their skills in a community setting.

Through their capstone internships, more than 200 education majors partnered during the 2019-20 academic year with dozens of community-based organizations — from schools to government and non-profits. In the process, students gained real-world experience while supporting the work of partner organizations.

Learn more at https://education.uw.edu/news/graduating-students-reflect-capstone-experiences.

Dinali Dhammapala Capstone Reflection

Hilary Marking, an Early Care and Education major at the University of Washington, reflects on her senior capstone experience during the 2019-20 academic year. 

For the UW’s undergraduate education students, senior year is an in-depth opportunity to apply knowledge from all of their previous coursework and practice their skills in a community setting.

Through their capstone internships, more than 200 education majors partnered during the 2019-20 academic year with dozens of community-based organizations — from schools to government and non-profits. In the process, students gained real-world experience while supporting the work of partner organizations.

Learn more at https://education.uw.edu/news/graduating-students-reflect-capstone-experiences.

Hilary Marking Capstone Reflection

Professor Min Sun, director of Education Policy Analytics Lab at the University of Washington, discusses why investing in disadvantaged schools as a key strategy for economic recovery in the wake of the COVID-19 pandemic. Professor Sun has studied the impact of $7 billion spent on School Improvement Grants following the Great Recession and shares lessons for policymakers. Read Professor Sun's recent commentary for The Brookings Institution at https://www.brookings.edu/blog/brown-center-chalkboard/2020/06/12/reinvesting-in-school-improvement-as-a-strategy-for-economic-recovery/.

Reinvesting in school improvement as a strategy for economic recovery | Min Sun

Meredith Honig and Lydia Rainey of the University of Washington’s District Leadership Design Lab discuss their new book “Supervising Principals for Instructional Leadership.” Learn more about the book and order at https://www.hepg.org/hep-home/books/supervising-principals-for-instructional-leadershi. Learn more about the District Leadership Design Lab at http://dl2.education.uw.edu/.

Supervising principals for instructional leadership | Meredith Honig & Lydia Rainey

Mia Tuan, dean of the University of Washington College of Education, reads her letter introducing the 2020-21 edition of Research That Matters magazine. This year's edition of the magazine, titled "Community as the cornerstone," explores what it means to engage in equitable community research partnerships. Read Research That Matters at education.uw.edu/rtm.

Research That Matters 2020-21 Dean's Letter

Keisha Scarlett, who served on a committee of the National Academies of Sciences, Engineering and Medicine that recently issued guidance for K-12 schools on responding to COVID-19, discusses the committee's guidance.

Scarlett is chief of equity, partnerships and engagement at Seattle Public Schools and a graduate of the University of Washington’s Leadership for Learning and Danforth Educational Leadership programs.

Read the report "Reopening K-12 Schools During the COVID-19 Pandemic: Prioritizing Health, Equity, and Communities" at https://www.nap.edu/catalog/25858/reopening-k-12-schools-during-the-covid-19-pandemic-prioritizing.

Guidance for Reopening K-12 Schools | Keisha Scarlett

As a public college of education, we strive to transform inequitable systems of education to create just, sustainable and culturally-thriving democracies by engaging in dynamic, collaborative partnerships, practices and research.

Using Follow-Along Case Studies for Program Improvement | Patrick Sexton and Cristina Betancourt

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