Alum shares music to build bridges

Mar 27 2020

At age 15, Carlos Lazo (MIT ‘14) lived alone in Cuba after his family left the country. While struggling to support himself, a teacher’s kindness helped get him through that lonely period in his life.

“Even when I didn’t have anything to eat, that guy even shared his lunch with me,” Lazo recalled.

Forty years later, his former teacher’s displays of compassion continue to guide Lazo, now a 10th-grade Spanish teacher at North Creek High School in Bothell.

UW College of Education No. 14 in U.S. News rankings of top education schools

Mar 17 2020

U.S. News & World Report has ranked the University of Washington College of Education No. 14 among the nation's best education schools — and No. 6 among education schools at public institutions — in its annual graduate school ratings, released March 17.

Dean Mia Tuan noted that the ranking reflects the College’s dedication to partnering with educators, schools and communities to advance educational opportunity for young people.

Decentering whiteness in teacher education

Feb 25 2020

Back in 2017, the University of Washington’s Elementary Teacher Education Program (ELTEP) enrolled its first cohort of teacher candidates in which more than half were people of color and more than half spoke a language in addition to English.

While the diversity of the cohort was welcome — particularly in a state where 89 percent of teachers are white but students of color make up nearly 50 percent of public school enrollment — it also meant UW teacher educators needed to reassess their program.

PODCAST: Incorporating disability studies curriculum in teacher education

Feb 20 2020

While Washington has recognized October as Disability History Month for more than a decade — and schools are asked to honor the month in some fashion — teachers have had limited resources available to help them actually enact disability studies curriculum in the classroom.

Joining doctoral research and teacher education program improvement

Feb 13 2020

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. 

Podcast: Hearing the voices of mentor teachers

Feb 10 2020

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 by University of Washington teacher educators in the UW Accelerated Certification for Teachers (U-ACT) program that will be presented during the 2020 meeting of the American Association of Colleges for Teacher Education.

Gift supports efforts to diversify the educator workforce

Jan 24 2020

Aspiring teachers from communities of color that are significantly underrepresented in the educator workforce will have access to additional financial support thanks to a recent gift to the University of Washington College of Education.

An endowed fellowship created by the Satya and Rao Remala Foundation will focus on supporting future educators with a desire to teach STEM-related subjects and a demonstrated commitment to diversity, equity and inclusion.

Alum works to unmask inequities in schools

Feb 4 2020

Learning about different countries and experiencing their peoples' culture, food and music – this is what Yukari Amos (PhD '01), as an early educator, believed multicultural education was about: celebrating differences.

New faculty Q&A: Maribel Santiago

Oct 1 2019

As a student growing up in Los Angeles, Maribel Santiago found it difficult to engage with K-12 history courses that were disconnected from her lived experiences. Yet the stories her parents shared about their family in Oaxaca, Mexico, and their experiences as immigrants inspired her interest in the teaching and learning of Latinx history.

New faculty Q&A: Shaneé Washington-Wangia

Aug 28 2019

While teaching in elementary and middle schools serving largely minoritized communities for more than a decade, Shaneé Washington-Wangia felt a constant, at times desperate, desire to see her students thrive in an educational system that wasn’t structured for their success.