Autumn 2014  
Dear Friends of Education:

We are excited to send this first newsletter of the academic year from the new School of Educational Studies at the University of Washington, Bothell. Twenty-five years ago, a small Education Program was established on a new campus in Bothell and over the years we have prepared over a thousand educators in our region to do what we expect-ensuring high quality learning opportunities for students in our K12 schools and leading in our communities and related education organizations.

Our faculty, staff, and students (with lots of collaboration from campus colleagues) are the ones who built this school.  We are fortunate to have a school with nothing short of a world-class faculty whose energy and scholarship ensure innovative programs that make a difference.

In addition, it takes leadership to move our goals forward. I want to acknowledge those who have led the school from its beginning, the prior directors of the Education Program:
  • Dr. Jane Van Galen, our founding director
  • Dr. Kathleen Martin
  • Dr. Susan Franzosa
  • Dr. Cherry Bank
  • Dr. Linda Watts
Our status as a school provides us with a new platform for expanding our work. The near future will hold new degrees, endorsements, and expanded research opportunities. Building on the foundation of the former Education Program our new school embraces three ways we do our work.

First, it's our priority to make sure that our programs to prepare future teachers and leaders are innovative in their methods to respond to today's needs and tomorrow's students.  We work to ensure that our K12 professionals serve schools that are diverse places of opportunity for all.

Second, we do our work in partnership. We co-construct our work of preparing future educators and supporting those who lead in close collaboration with the school districts and communities we serve. Active engagement with our school and community partners is essential to our program models.  

Third, we lead for impact. The School of Educational Studies believes that finishing a degree or receiving a professional license is not an end, but only a beginning. What our educators do and can share with their communities about how powerful learning occurs is far more important to us. We want nothing short of improving learning opportunities for all students and continuing to collect the evidence to prove it.

At the end of the day, we always come back to the purpose and place of public education in a democratic society. We're here to connect with and grow our school system to meet the needs of all our kids and deepen the effectiveness of this vital part of our society and future.

With best wishes,
Bradley Portin, Dean-designate


In This Issue

Recent News

School of Educational Studies one of two new Schools at UW Bothell

Two new schools have been named at the University of Washington Bothell, completing the transition of all of its academic programs to schools. The Education Program is now the School of Educational Studies and the Nursing and Health Studies Program is now the School of Nursing and Health Studies. The move became effective September 16.

Presented to the UW Board of Regents in July, the new status responds to the tremendous growth of both programs as well as the need to meet the growing demand for highly qualified educators, nurses and administrators in Washington.

Chancellor Wolf Yeigh says he is thrilled and the new distinction says a great deal about the UW Bothell, which is the fastest growing public institution in the state.

"This new distinction more accurately reflects the significance of the Nursing and Health Studies and Educational Studies programs," says Yeigh. "They are experiencing continuous growth in enrollment and expansion in relevant offerings. Those successes coupled with the depth of our community partnerships and the impact throughout the region makes UW Bothell the university of choice for students from all walks, including first generation students who account for more than 40 percent of our population."


School of Educational Studies to partner with the Henry M. Jackson School of International Studies

The School of Educational Studies at UW Bothell is partnering with the Henry M. Jackson School of International Studies (JSIS) at UW to develop and implement a 400-level course that will focus on indigenous educational policies. The partnership illustrates our commitment to international education. We will collaborate with faculty in the following five Title VI centers in the Jackson School to develop the course: the Canadian Studies Center; Center for Global Studies; Center for West European Studies; East Asia Center; and, Russian, East European and Central Asian Studies Center. The course will serve UW Bothell students in the Education and Society and Teaching and Learning minors, the Masters in Education Program, and the new undergraduate degree, which is under development. Funding to design the course as well fund student fellowships, and support programs in JSIS's eight National Resource Centers will come from a $16 million Title VI grant that JSIS recently received from the Department of Education (DOE). The grant will be awarded over the next four years.


Introducing Michele Graaff

Advisor for Leadership Development for Educators (LEDE) and Expanding Capacity for Special Education Leadership (ECSEL) programs

Michele Graaff joins our team after several years away from the educational sector. She is excited to put her passion for teaching and learning to work as the new advisor for LEDE/ECSEL.  Michele has experience as a secondary English and Drama teacher (but don't ask her to perform any plays-she's happier watching them).  From the classroom, Michele transitioned to supporting a grant-funded program at her alma mater, Central Washington University, where she coordinated the training and placement of college mentors in area high schools.  When funding dissolved, Michele put on her administrative hat and worked for nearly five years in the Island County Prosecuting Attorney's Office, developing project management and support expertise.  All the while, Michele never forgot how much she cares about teaching and serving students, volunteering with the Richard Hugo House as a young writing mentor, and keeping up on current educational issues.  She's looking forward to her new role at UW Bothell. 
Faculty Achievements 
 
Cherry Banks presents paper at conference on diversity and education in Hong Kong

Professor Cherry A. McGee Banks, along with scholars from Peking University, the University of Macau, the Hong Kong Institute of Education, Beijing Language and Cultural University, Mahidol University, and the University of Hong Kong, was asked to participate in an invitational conference on diversity and education and its implications for practice and further research. The Faculty of Education at the University of Hong Kong sponsored the conference, which was held in September 2014 in Hong Kong. The paper Professor Banks presented at the conference focused on diversity and teacher education in the United States and the importance of preparing teachers with the skills and knowledge to create inclusive classrooms for all students. She identified and discussed the following five barriers to equal educational opportunity: racial segregation, unequal school resources and academic opportunities, and differential discipline and teacher quality.  She also highlighted key characteristics of the current research in teacher education and discussed areas where additional research was needed. Papers presented by other scholars at the conference focused on diversity in Asia and the education of ethnic minorities in China and Hong Kong.


Allison Hintz honored by WERA


Allison Hintz
The Washington Education Research Association awarded the 2014 Distinguished Paper Award to Professor Allison Hintz and her colleagues for their article, Innovations in Improving Mathematics Instruction: One School's Story of Implementing Job-Embedded School-wide Professional Development. Dr. Hintz will be honored during the WERA Annual Conference in December and she will present the paper at the American Educational Research Association (AERA) annual meeting in Chicago, April 2015.



Professor Jane Van Galen launches a new Crowd Funding project to bring the power of Digital Storytelling to First Generation College Students 

This platform enables a community of donors (from $5 and up) to support a project they believe in 

She writes:
After supporting the creation of dozens of First Generation Digital Stories in classes and workshops over the past 7 years, I am thrilled to now extend this work to other campuses. I've seen the transformative power of this process of crafting a digital story that tells others about significant moments in one's life through this powerful medium. I've seen others develop a much deeper understanding of the experiences of First Generation students as they witness these stories. This project will open new conversations about college access and equity. They will make a difference, for the storytellers and for their universities. I invite you to join us in this project, and to then listen closely to the stories that we will generate. Check it out!

"Stories engage people at every level - not just in their minds but in their emotions, values and imaginations, which are the drivers of real change." -Simon Hodges


Publications / Presentations

The chapter, "The Four Corners Are Not Enough: Critical Literacy, Education Reform, and the Shifting Instructional Sands of the Common Core State Standards" Wayne Au, co-authored with Barbara Waxman, was published in the book Critical Literacies and Young learners, edited by Ken Winograd.

This month Dr. Au participated in "Conversations with the Author" talk, a plenary panel on "How Public Are the Public Schools: Corporate Education Reform and the Rise of the Neoliberal State," and a 1/2 day intensive writing workshop on writing for Rethinking Schools at the National Association for Multicultural Education Conference in Tucson, AZ.

Dr. Au gave the keynote address at the TRED (Transformative Research Educators for Democracy) Conference at UMass Dartmouth on Friday, November 14. TRED aims to address public issues in educational policies and practices that are both local and global. The theme of this year's conference: "How Public is Public Education?"

The November 2014 issue of Educational Leadership focuses on the theme of "Talking and Listening in Class." Allison Hintz has two publications in this issue. One article, How to Foster Deep Listening, offers strategies to develop the talking and listening skills called for in the Common Core State Standards. The other article, Talking about Math, focuses on how teachers can facilitate purposeful discussion about mathematics.


At the Washington Educational Research Association annual conference in December,
Dr. Hintz will present "Transforming Elementary Mathematics Instruction: Organizing Schools for Meaningful Teacher and Leader Learning"

Pamela Bolotin Joseph & Edward Mikel. (2014). "Transformative Moral Education: Challenging an Ecology of Violence".Journal of Peace Education. 11 (3), 317-333.
Article Abstract

Alumni News

LEDE graduate Gina Wickstead named Exective Director of Summit Olympus High School in Tacoma

Putting beliefs into action
by Gina Wickstead

When I first joined the Leadership Development for Educators (LEDE) program at UW Bothell, I knew two things; I wanted to affect change in the current education system and I wanted to be involved in educational leadership. The LEDE program helped me start this journey and has led me to where I am today: the newly hired proud founding Executive Director of Summit Olympus High School in Tacoma, Washington.

During my two years in the LEDE program, I went from wanting to be a leader in the public school system to seeking out opportunities in non-profits, and then ultimately chose to continue my education in High Tech High's fellowship program in San Diego. This was not an easy journey, but nothing truly worthwhile is ever easy. Through support of LEDE professors and colleagues, my mentor principal Mia Williams, and teachers at my school, I was able to envision the leader I really wanted to be.

One of the assigned readings in our program (that I keep coming back to), The Human Side of School Change: Reform, Resistance, and the Real-Life Problems of Innovation by Robert Evans helped me realize why I became a teacher, how I became a teacher leader, and why I want to be a school-wide leader. The article stated, "spelling out their basic assumptions and discovering their authentic core helps leaders develop strategic biases for action to guide their work and shape the implementation of change." It is important, as a leader that I always come back to my core beliefs. In the article, Evans left me to ponder what my closest colleagues would say about me when I am 100. What I hope they would say is, "She fought with fidelity for civil rights through making sure all students receive an equal education." In the LEDE program our core beliefs guided the heart of our work. This article, other readings, our classes, and discussions with my colleagues helped me understand my career choice must be made based on my core beliefs.

Consequently, I embarked on this career path because I realized my need to seek out opportunities which aligned with my core beliefs. Those beliefs were shaped during my twelve years of teaching in South Seattle through the support from my mentor principal, my teacher colleagues, and our students and families. Furthermore, my core beliefs evolved through my internship, classes, and relationships in the LEDE program. My core beliefs are continuing to develop and grow through my time at High Tech. Now, I get the exciting opportunity to put my beliefs into action in my new role at Summit Olympus. I cannot wait to lead in the vibrant community of Tacoma, and to continue to learn and grow from my future staff, students, and families.

Leadership in a culture of dramatic change
by Sherry Lowe - LEDE Cohort 2

Early in my educational career leadership opportunities began finding me; I did not seek out opportunities to lead.  Instead, when needs arose in the schools that I was working in, I felt drawn in to serve or, more often than not, was coerced by my administrator to support when no one else stepped forward.  These experiences and opportunities led me to a position as an Instructional Coach, a field that was in its infancy at that time.  During my six years as an Instructional Coach, my desire to fill the needs of my school and district as a leader grew.  I sought out a Master's program that would marry the reality of an educator to the best in educational leadership research, and I was lucky enough to find the Leadership Development for Educators Program at UW Bothell.  In the fall of 2012, with my new degree in hand, I stepped out of my role as Instructional Coach and became the Interim Principal of my elementary school.  My community challenged and supported me as we grew together throughout the school year, and as the year closed I was proud to pass on the torch.

At this same time, opportunities began to present themselves to my family that opened our perspective beyond our community of the last 14 years.  Let me say that we were a rooted family; in fact, we did not even have passports and had never considered the  lifestyle of an expatriate.  However, we were being pulled to a life in Abu Dhabi, United Arab Emirates.  Just five months after the seed was planted, my family and I transplanted to the Middle East where I began work as an English Medium Teacher for the Abu Dhabi Education Council (ADEC).

As an English Medium Teacher, I teach English, Math and Science to Emirati nationals and Arab expatriate students in a government/public school in the Abu Dhabi Emirate of the United Arab Emirates.  My school is a new KG-Grade 5 school in Mohammed Bin Zayed City, a residential community outside of Abu Dhabi.  All of my students are learning English as a Foreign Language.  ducational reform here moves at a speed that is unfathomable in other systems.  ADEC as a public school organization is less than a decade old and, as is the way in this small and ambitious country, is striving to be the best educational system in the world.  As expatriate teachers, we are reminded upon arrival that we are not brought here to bring our countries' way of implementing change to the UAE, but to bring our expertise in educating children to compliment the UAE's system of reform. 

This has made me not only revisit every ELL and classroom management strategy I ever learned, but also reflect on what leadership looks like in a culture of dramatic change.  The FSLA framework that guided so much of our work throughout the LEDE program is always at the forefront while I try to make sense of what can often resemble organizational chaos.  I have realized that few educational systems have all of the resources necessary to implement change.  I have been reminded of the importance of leaders at every level of the organization, and that leadership is a character trait not a position.  I have strengthened my resolve that communication or the lack thereof can make or break a change initiative, as well as the morale of a staff.  And most importantly, I have been reassured that I am here for the children and that my spirit is amazingly resilient when this is at my core.   am blessed by the children, families, and educators who have been a part of my international experience and continue to shape my beliefs, and I know that no matter where my journey takes me next, I will carry them with me.  

K-8 Teacher Certification graduate publishes childre
n's books


Learning to include young children in Arabic education

by Heba Di Giacomo, Extended cohort 9

"If this is what you are passionate about, then this is what you should do," said my fianc� as he listened patiently to me talk endlessly yet again about teaching. That's exactly what I did. I volunteered at public schools and within a week I was hired as a tutor. Soon after, I enrolled in UW Bothell's teaching certification program, which was a life-changing experience. The faculty's wisdom, experience, and high expectations, along with the lively discussions that highlighted the cohort's diverse experience, set me on the right path. The program taught me to teach by learning how to learn. The guidance I received in how to consciously adapt to the mindset of a learning child gave me tremendously valuable insight into the wonderland of teaching and learning.

Months into the certification program, I got married and had another life-changing experience, giving birth to a beautiful daughter. I wanted to teach her everything I know, especially as I discovered a wealth of new research about infant brain development and language acquisition. But I ran into my first obstacle when I tried to teach her Arabic.

Being Egyptian, I was excited about teaching her Arabic, but it is not a language to be taken lightly. Learning Arabic involves acquiring two disparate languages; classical and colloquial. Egyptian colloquial differs significantly from the written, classical language. Typically, all literature including children's books are written in the classical language, despite the fact that babies will rarely use it during their formative years. Reading it to my baby was a demotivating experience. I wanted to take immediate advantage of her vast early childhood learning ability and build her confidence speaking, enjoying, and expressing herself in colloquial Egyptian Arabic.

Determination took over, and I got straight to work. I prepared book prototypes, and recorded myself singing nursery rhymes and lullabies. After seeing my daughter's linguistic ability flourish, I tested my songs and books on friends and family, and immersed myself in teaching colloquial Egyptian Arabic to young children only through story and song. It worked! Parents were sharing their children's learning milestones, and non-Arabic speakers were soon singing and telling stories in Arabic. Children found joy in learning, and parents were delighted to see progress.

I learned how to write and illustrate children's books, navigate the world of publishing and audio recording. The end result was a startup named Shamsena (our sun).  My first two books are available on Amazon and I'm finalizing a third book.

It was a steep mountain, but I am deeply gratified to see Shamsena take its first steps into the light. After years of research, teaching, and learning it all culminated in finally including young children in the amazing wonderland of a beautiful language. Very exciting times are ahead with all the materials, tools, surprises and fun that is yet to come. Now that Shamsena is launched, I wanted to send special thanks to the stellar faculty that gave me a solid foundation to build my career aspirations on!
Coming - Summer 2015



Certificate in Special Education for General Educators

Partnership between UW Bothell and UW Professional and Continuing Education

Program Overview:
Gain the knowledge and skills needed to support the positive academic and social-emotional development of K-12 students with disabilities in inclusive settings. Develop techniques for meeting the diverse needs of this student population, including assessment and planning practices, instructional methods and communication strategies. Learn how to create and support inclusive classroom and social environments.

Who Should Apply:
Certified K-12 teachers in general education classrooms seeking a Washington state special education endorsement.

Want to receive program updates? Sign up here.

Looking back on autumn quarter

In October the School of Educational Studies, along with the School of Interdisciplinary Arts and Sciences, hosted a workshop for K-12 teachers: Islam, Gender, and the Middle East in Global Context. The workshop was facilitated by Karam Dana, Assistant Professor, IAS; and Therese Saliba, Associate Professor, Evergreen State College.

The panel presentation was inspiring as it included mothers, daughters and teachers speaking of the challenges and joys of being American Muslim and women in educational environments.





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