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Research by the UW ±¬×ߺÚÁÏ's Min Sun shows that student learning is not a function of just one teacher but of the combined effort of many teachers.

Ken Zeichner, Boeing professor of teacher education, writes about President-elect Trump's nomination of Betsy DeVos for Secretary of Education and what it could mean for public education.

The ±¬×ߺÚÁÏ ±¬×ߺÚÁÏ's No. 9 ranking among the nation's top education schools, with six specialty programs receiving top 10 rankings, is noted.

Professor Min Sun shared her recent study on black teachers’ retention and transfer patterns in North Carolina and discussed policy strategies for retaining and supporting effective black teachers in a webinar with Professor Deborah McCutchen providing perspective on how research can inform advocacy.

Katie (Erickson) Ward (MEd '11) teaches at Hope Academy, an alternative program for ninth- and 10th-graders at Sequim Senior High School that offers an alternative for kids who struggle in standard classrooms.

Kristie Kauerz, director of the UW's National P-3 Center, discusses how the Washington P-3 Executive Leadership Certificate Program is advancing the leadership of principals and early learning center directors in a new multimedia guidebook.

Patty Maxfield (EdD '15), project director at the , describes the importance of developing a culture of learning and collaboration across schools to address specific learning needs of students.

The National Academy of Sciences recently released an updated national vision for K-12 science education learning goals. The latest version, made public April 9, was developed by a national team with input from thousands of teachers, scientists and other stakeholders, including Philip Bell, director of the ±¬×ߺÚÁÏ's Institute for Science and Math Education and the ±¬×ߺÚÁÏ, and Andrew Shouse, associate director of the institute.

Professor Gail Joseph (David B. Thorud Leadership Award) and undergraduate education major Andrew Vo (President’s Medal) were recently honored for their impact at the ±¬×ߺÚÁÏ.
 

The work of Dr. Marge Plecki, Dr. Ana Elfers and graduate research assistant Yugo Nakamura will appear in the November 2012 issue of the Journal of Teacher Education. Their article is entitled Using Evidence for Teacher Education Program Improvement and Accountability: An Illustrative Case of the Role of Value-Added Measures.

The authors consider what can be learned from limited forms of evidence for purposes of accountability and improvement of teacher education programs.  The work includes a review of the existing literature and an illustration of what can be learned from value-added measures as one form of evidence.  The authors discuss the need to shift the focus of accountability from simply responding to external requirements to developing internal practices that generate knowledge for improvement.