AERA Highlight: Learning to lead equitable mathematics discussions

Apr 8 2019

Participating in rich mathematical discussions is a powerful way to invite elementary students into the discipline of mathematics and build an expansive view of mathematics and its usefulness in making sense of and acting in the world.

During the 2019 annual meeting of the American Educational Research Association, University of Washington College of Education teacher educators shared their work to support pre-service elementary teachers in leading equitable mathematics discussions during the session “Teacher Learning to Position Students as Capable in Class Discussions.”

Gathering to center Native teacher education

Mar 28 2019

A May 2 event at the University of Washington will highlight the work of two Native/Indigenous teacher education cohort programs that are partnering with tribal communities to center Native teachers, students, families and communities in education.

MIT student endeavors to empower middle-school students

Mar 25 2019

At Seattle’s Meany Middle School, Yani Robinson sees hope and an idealistic outlook among students that he recognizes from his own experiences at that age. He recalls an eighth-grade teacher who allowed him and his classmates to protest the Iraq War or call the White House during class.

“He just gave us the tools to think beyond what we saw, and he gave us tools to process the unhappiness you sometimes feel when you start realizing things in the real world,” Robinson said. “I think that really changed something for me.”

Alum works to advance justice in teacher preparation

Jan 30 2019

As a teacher in Atlanta, Jacob Hackett (PhD '16) saw a disproportionate number of his minority students placed in special education and segregated from the classroom.

“I did see special education as — unfortunately for many students, particularly for students of color, particularly for boys of color — a way of getting them out of the classroom,” Hackett said. “And unfortunately headed to negative outcomes. I didn’t like that.”

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.