IslandWood alum starts forest preschool

Dec 21 2018

 

The Asheville Farmstead School is an outdoor, play-based early childhood education center founded and directed by Lauren Brown (MEd '12), an alumnus of the Education for Environment and Community graduate program at IslandWood. There’s a squat and homey stone farmhouse-turned-schoolhouse, but the children don’t spend much time in it, not when there’s a garden to tend, pine stumps and planks with which to build out in the yard, and 25 acres of fields and forested hills to explore.

Answering a call to teach

Dec 17 2018

“You are never going to find the right time.”

This one idea changed Rebeca Ambriz Olivera’s thoughts on pursuing a master’s in teaching.

“If you want to go back to school, just do it,” her mentor told her. “Apply, and you can just take one class each semester, but you’re going to have to do it.”

Ambriz Olivera had been stuck in a pattern of “maybe next year” since completing her bachelor’s degree in 2011 in her late 20s — and with good reason.

Supporting student learning about race

Nov 8 2018

 

“I can’t play with you because your skin is brown.”

When Caryn Park (PhD '10) heard one of her preschool students say this to his friend, she felt helpless. She knew what it felt like from her own experience as a child of color in the U.S. and knew that it wasn’t fair to have to feel that.

“I felt like I knew nothing,” Park recalled. “I felt like I had no skills with which to support these children.”

Park calls this her critical incident.

Making great teaching visible

Oct 4 2018

Experience in the classroom is crucial to pre-service teachers’ development and successful entry into the profession. Yet these clinical experiences can be stressful for novice teachers—and their mentors—as they observe, engage in and make sense of teaching while also ensuring their students stay on track academically.

Spanish immersion teacher named Global Learning Fellow for Washington state

Oct 1 2018

She started the application from Vietnam with only a week before the deadline. She had an outline and just needed to put all the pieces together. Then she hit a roadblock.

How did she exemplify one or more habits of a globally competent individual? How did she, as a teacher, foster global citizenship in a classroom environment?

Jennifer Macias Morris (MIT ‘15) knew she had what the NEA Foundation was looking for in selecting its Global Learning Fellows—she just needed to figure out how to explain it.

Seattle Teacher Residency featured in new book

Aug 27 2018

Since its creation in 2013, the Seattle Teacher Residency (STR) has been in the vanguard of efforts to reimagine teacher preparation in the United States and create novel pathways into the profession.

Showcase highlights Native education

Aug 20 2018

Excited conversations filled the Intellectual House at the University of Washington until the side doors of the gathering hall had to be propped open to make room for the heat and energy.

UW College of Education students and faculty gathered the evening of August 10 for a joint showcase of teacher candidates’ culminating projects for their course “Understanding Tribal Perspectives: Implications for Teaching and Learning” and the first graduates of the UW’s Native Education Certificate Program.

Summer programs open doors to challenge students

Aug 15 2018

A runaway, metal rod clinks onto the brown linoleum floor as 10th graders build robots for an upcoming inter-class competition. “Start thinking: How high are you going to build the next one?” their teacher encourages.

In a nearby building, middle-schoolers crowd around their instructor as he holds a yellow dodgeball and helps them estimate the height of the floors in the building. Just down the hall, older mathematicians try to create their own theories under the watch of a school district math coach.

AERA Highlight: Race and ability talk in early childhood

Early educator with student
Apr 13 2018

Conversations about ability and race in early childhood can make a significant impact on their views later in life, yet early educators often aren't prepared to facilitate these conversations.

Positioning students as knowledge builders

Mar 15 2018

As a high school student in South Korea, University of Washington College of Education PhD student Soo-Yean Shim was already imagining alternative approaches to make science classes engaging for all students.

Her inspiration came during a transformative experience in which she joined a genetics research team at a local university. In helping the team collect data, Shim found herself making sense of the world using resources and experimental data that she had gathered herself.