August 2018


Zumeta, Kinne-Clawson ‘17 co-author chapter on higher education finance and policy

Professor William Zumeta and Alicia Kinne-Clawson (PhD ‘17) co-authored the chapter “The State Higher Education Executive Officer and Higher Education Finance and Policy: Structure, Policy Orientation and Relationships Matter,” in the recently published book “The State Higher Education Officer and the Public Good: Developing New Leadership for Improved Policy, Practice and Research.” Zumeta presented the chapter as part of a panel on “Being a SHEEO: Partnerships and Knowledge for Effectiveness” at the SHEEO annual meeting in July.

The chapter reviewed the recent empirical literature on the relationship between state higher education governance structural factors and state financial support of higher education. Zumeta and Kinne-Clawson also provided case studies of SHEEO influence, and lack of it, in four prominent and diverse states (Georgia, Wisconsin, Ohio and Maryland) over recent decades. They conclude that SHEEOs’ relationship with their governors are a critical factor in effectiveness, more important than structural factors per se.

CEL kicks off AASA principal supervisor academy

Sixty superintendents, assistant superintendents, executive directors and other leaders recently convened for the kick off of Cohort 2 of the AASA National Principal Supervisor Academy. The UW Center for Educational Leadership is building the capacity of these leaders to support principals, providing three in-person institutes, two virtual workshops and four hours of virtual coaching per participant during the 10 months of training. This new cohort follows on the success of Cohort 1 participants who celebrated their graduation from the program in May 11.

Kent taps into CEL professional learning model for math

Springbrook Elementary School in Kent recently combined its summer school math program with professional learning for its teachers, instructional coaches and principal. The UW Center for Educational Leadership’s Renee Gallagher helped Springbrook implement a professional learning structure involving teaching teams, collaborative planning, open practice and collaborative coaching.

The goals included giving instructional coaches a new way of supporting math teachers, and developing among a cohort of teachers a culture of inquiry, problem-solving and improvement that carries over into their grade-level teams in the upcoming school year. The professional learning is designed to help all students develop positive attitudes toward math learning that, in turn, lead to achievement gains.  

Washington education leaders in the spotlight at Summer Leadership Institute

Highline School District’s Rebekah Kim, Seattle’s Paula Montgomery and Grandview’s Jose Rivera shared stories of how they and their districts solved challenging professional learning problems in a panel presentation at the UW Center for Educational Leadership’s Summer Leadership Institute. The two-day institute in July drew nearly 140 participants from 13 states and Canadian provinces to learn strategies and tools for creating powerful professional learning cultures focused on teaching efficacy.

Faculty receive new grants

College of Education faculty receiving awards for new grants in July were: Gail Joseph, Katie Headrick Taylor, Min Sun and Sheila Valencia.

New Awards

PI: Min Sun

Title: Public Policy, Organizational Reform Strategies and Performance: A Textual Analysis of

Strategic Actions that Move the Needle in Underperforming Schools

Sponsor: The Spencer Foundation

Amount awarded: $50,000

PI: Katie Taylor

Title: Learning On-the-Move for More Equitable Communities: A Comparative Investigation of

Youth Civic Participation in Rural and Urban Areas

Sponsor: National Academy of Education

Amount awarded: $70,000

PI: Sheila Valencia

Title: Study of the Alignment of National Assessment of Educational Progress with Current

Generation State Assessments Based on College and Career Ready Standards

Sponsor: American Institutes for Research (Originating Sponsor: U.S. Dept. of Education)

Amount awarded: $29,112

Competing Renewals

PI: Gail Joseph

Title: Quality Rating and Improvement System Assessment, Ratings and Training

Sponsor: Washington State Department of Children, Youth, and Families

Amount awarded: $9,433,876


Hwangbo ‘12, ‘16 publishes article on social-emotional learning

A commentary piece by Min Hwangbo (BA ‘12, MEP ‘16), “Call for Action: Reflecting Values to Implement Social-Emotional Learning in Early Learning,” was recently published in Teachers College Record. Hwangbo wrote the commentary as an assignment for a spring course “Collecting, Interpreting, and Using Data for School Improvement” taught by Sylvia Bagley.

The commentary reflects social-emotional learning and data use as a response to the My Brother’s Keeper initiative, a federal recommendation to address persistent opportunity gaps among students of color so that all young children can reach their full potential.

Mormann-Peraza ‘18 authors article on testing and equity

Amber Mormann-Peraza (MEd ‘18) recently had her article “The Limitations of Standardized Test Scores for Educational Equity” published in Teachers College Record. Mormann-Peraza wrote the article as an assignment for “Collecting, Interpreting, and Using Data for School Improvement” taught by Sylvia Bagley.

In her article, Mormann-Peraza argues standardized test scores have become one of the most common sources of data used for measuring equity along racial and ethnic lines, however, other than providing compelling evidence that disparities exist, standardized tests are a severely limited tool for supplying useful information related to educational equity.