Teaching Quality

NOTE: Originally scheduled for Feb. 4, this event has been rescheduled for Feb. 25. Those who registered for the original event date are asked to please RSVP again.

Educators and community members will gather to explore “Teaching for Black Lives” on February 25 during an event hosted by the Banks Center for Educational Justice at the University of Washington.

Special education teachers frequently assume formal or informal leadership roles and responsibilities across disciplines, yet little research exists on the experiences and needs of teacher leaders within the diverse field of special education.

Professor Nancy Hertzog, director of the University of Washington’s Robinson Center for Young Scholars, will answer questions about opening access to gifted education during a YouTube Live conversation hosted by the UW College of Education on January 25.

An article offering middle school math teachers strategies to engage all students while maintaining rigor co-authored by the University of Washington College of Education’s Katherine Lewis has received the Linking Research and Practice Outstanding Publication Award from the National Council of Teachers of Mathematics Research Committee.

Growing up in Seattle, Jenni Conrad remembers being fascinated by Native Northwest histories as a student and later as an outdoor educator. As a non-Native person, however, she wondered what role she could play in advancing Indigenous education.

Twenty years ago, as the new principal of an international school in Athens, Greece, Kimberly Mitchell and the school’s faculty embarked on a process of adopting the International Baccalaureate program. While Mitchell knew little about the IB program and its focus on inquiry-based instruction at the time, her research launched a worldwide exploration of what inquiry was and how great teachers are practicing it in their classrooms.

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.

From her first experiences teaching English as a New Language in Washington, D.C., Emily Machado recognized the power of teachers to advance equity in their classrooms. She also saw how many students weren't able to bring their languages and identities into school.

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.

For teachers, professional development is too often an exercise of sitting, listening and taking in information from an expert—though rarely another classroom teacher.

Teachers from several Puget Sound elementary schools, however, are working to create a new model in which they take charge of their own professional learning. This July, a group of approximately 20 teacher fellows came together to explore how project-based learning can transform the classroom and plan how they’ll build their practice around student inquiry throughout the coming school year.