Focus on professional growth, leadership key to Washington’s new teacher evaluation
Oct 30 2017
Sustaining ongoing improvement in instruction is a persistent challenge for schools and districts, but Washington state’s adoption of a new teacher and principal evaluation system earlier this decade is contributing to more collaborative improvement efforts, a new study by University of Washington College of Education researchers finds.
From her earliest years, Margaret (Maggie) Beneke experienced the impact an inclusive educational environment can make on young people.
Following in the footsteps of her mother, who taught in an inclusive early childhood program, Beneke went on to become an early childhood teacher in inclusive settings. Today, her research and pedagogy focuses on increasing access to inclusive, equitable education for all children and families.
Q&A: Using research to transform educational leadership
Aug 11 2017
School districts across the nation are turning to research to transform their central offices in ways that support better teaching and learning for all students.
Yet putting that research into practice is no easy task, even when districts bring in high-quality outside help says the University of Washington’s Meredith Honig, associate professor of education policy, organizations and leadership and executive director of the District Leadership Design Lab.
From volunteer to decision-maker: how parents can play a greater role in schools
Jul 24 2017
Most schools offer parents specific ways to help out: Join the PTA, chaperone a field trip, grade papers for a teacher or assist on a classroom art project.
Those volunteer opportunities, however, not only reinforce the top-down power structure of schools, but also cater to mostly white, privileged families, maintaining the institutionalized racism that marginalizes low-income families and families of color, said Ann Ishimaru, assistant professor of education at the University of Washington.
AERA Highlight: Supporting responsiveness to student thinking
May 4 2017
While responsiveness to student thinking—an instructional approach that empowers students’ ideas and ways of reasoning—can support deep, equitable disciplinary learning, it places extra demands on educators.
AERA Highlight: Black teachers more mission-driven, study shows
Apr 30 2017
While the career movement patterns of black teachers parallel those of their white colleagues in many respects, a new study from the University of Washington College of Education shows key divergences that could help education leaders and policymakers boost the recruitment and retention of teachers of color.
AERA Highlight: Exploring relationships in teacher-leadership
Apr 30 2017
With an increasing number of educators taking on teacher-leadership roles in their schools and districts, that growth is being accompanied by tension and confusion about how teacher-leaders should interact with their colleagues.