Teacher Education

From heritage to horizons: Joy laden with the weight of history for Indigenous and Native doctoral graduates

stonevm@washington.edu — Tue, 04 Jun 2024 18:15:53 +0000

From heritage to horizons: Joy laden with the weight of history for Indigenous and Native doctoral graduates

June 26, 2024

In an achievement that reverberates with hope, the ��ߺ�� ߺ�� proudly announces the graduation of ten Indigenous or Native doctoral students this month. These visionaries represent a commitment to academic excellence, cultural preservation and community empowerment.

Guided by dedicated advisors like Drs. Ann Ishimaru, Anthony Craig, Django Paris and Dana Nickson these graduates pursued their doctoral degrees in various specialties and programs within the ��ߺ��, from Leadership for Learning to Culturally Sustaining Education. Each fueled by years of unwavering dedication and passion.

Their triumphs are particularly poignant coming on the heels of the National Asian American, Native Hawaiian, and Pacific Islander Heritage Month celebrated in May, and amidst the statistical backdrop of less than 1% of doctoral degrees earned in the U.S. are earned by American Indian/Alaska Native, and Pacific Islanders, compared with 63% by white students.

Considering this, their achievements not only serve as tributes to the rich tapestry of Indigenous heritage, resilience and contributions, but underscores the importance of integrating Indigenous perspectives, knowledge and voices into academia and beyond. And for these doctors, that is exactly what they have come to do.

The work ahead

This marks a moment of great joy, yet for the graduates, it is also a time laden with the weight of history and the challenges that lie ahead. While their accomplishments signify significant milestones, they see them as mere beginnings. As Dr. Chelsea Craig aptly puts it, “Our journey toward sovereignty and self-determination is ongoing,” — a sentiment echoed by the graduates.

For Dr. Doua Kha, she reflects on the rich layers and dimensions of literacy, stressing the inclusion of Indigenous wisdom in education discourse. She says, “Being literate means that you know ceremonies, songs, and rituals [...] it's very different than just reading and writing.” She and her cohort challenge the colonial perspective on education and advocates for the integration of Indigenous knowledge.

In parallel, they share a common purpose and a profound dedication to their communities. Dr. Dana Arviso underscores the need to use personal wisdom to reshape philanthropic practices for the benefit of Indigenous communities, while Dr. Xandra Peter champions authenticity, pondering, “How do I hold the things that I'm really passionate about and mold them to different spaces that I'm going to be in?” Their endeavors are rooted in collaboration and a drive to dismantle oppressive structures, ensuring future generations’ confidence in their identity and place in academia.

Their narratives extend beyond individual triumphs; they embody collective empowerment, reflecting a commitment to honoring heritage, advocating for justice, and forging paths for forthcoming Indigenous scholars. As global citizens, they live into their education's promise and community ties, not only to thrive themselves but to lead for collective thriving, offering what the world needs uniquely now more than ever.

The Graduates

Dr. Dana Arviso

Dr. Dana Arviso, a member of the Navajo Nation, embarked on an academic journey focused on language, literacy and culture. Initially, she considered a dissertation on Native youth filmmaking but felt torn between academia and community service. Encountering a lack of support for community-engaged research, she pursued a career in philanthropy to directly aid Native communities. Soon, Arviso returned to academia to complete her Ph.D., focusing on Native philanthropy.

Her dissertation, guided by Dr. Django Paris and her committee, marks a shift towards culturally sustaining education, highlighting Indigenous values and challenging deficit approaches. As she states, “[I wanted to explore] how Native people have always given. How can we learn lessons about the way in which Native people have given equitably and throughout time and without making people demonstrate pain and need.”

Beyond academia, Arviso wants to share her research with Indigenous communities. She's thinking of new ways, like podcasts, to do this. Arviso is the Senior Program Strategist for Native Voices Rising with Common Counsel Foundation and was the former Director for Unite:Ed at the ��ߺ�� ߺ��.

Dr. Irene Anderson-Bare and her son.

Dr. Irene Anderson-Bare epitomizes resilience and cultural dedication as a Suqpiaq Alaskan Native and an enrolled member of Koniag and Afognak Native Corporations. She shares, “I acknowledge my corporations for always supporting me in my pursuit of learning.” Her upbringing, shaped by the stories of her parents' survival through the Good Friday Earthquake and subsequent relocation, instilled in her a deep connection to her heritage and a thirst for knowledge.

Anderson-Bare's educational journey began with a bachelor's degree in psychology from the ��ߺ��, followed by a teaching certificate from Western Washington University. She reflects on her experiences, stating, “Learning about [Dr. William Demmert's, from Tlingit Eagle clan] trail-blazing commitment to improving Indian Education taught me I could have a positive influence as a Native Educator.” Driven by the stark disparity between mainstream education and Indigenous values, Anderson-Bare pursued a master's program through Antioch University and later a doctoral degree with the UW Leadership for Learning (L4L) program.

Today, Anderson-Bare's work at Quil Ceda Tulalip Elementary is characterized by the incorporation of ancestral teachings into educational practices, including shared leadership models, multi-aged learning pods, and humanizing data practices. Drawing from Tulalip Elders' wisdom and ancestral traditions, she envisions a learning environment rooted in cultural identity and community support. She reflects, “Chelsea [Craig] reminded us that her Grandfather said we needed to remember that we have always had a way, 'Huyadadčəɬ.' With this teaching guiding the way, we began to center ancestral teachings and listen to Tulalip Elders to imagine a place where children were joyfully learning like they once did in their tribal communities.”

Dr. Lolita M. Ceja

Dr. Lolita M. Ceja, a Mexicana and member of the Confederated Tribes and Bands of the Yakama Nation, serves as the Indian Education Director for Toppenish School District. Her academic journey and professional focus are deeply rooted in advancing Indigenous scholars, traditional knowledge, and identity-affirming practices within public education. Ceja emphasizes, “My journey with the guidance of my UW Professors Dr. Anthony Craig and Dr. Ann Ishimaru has allowed me to reflect and self-examine my needed growth to be a better leader in my community. I no longer operate from a place of survival and fear due to the institutionalization and colonial construct of hierarchy and whiteness being the standard to achieve; but to self-indulge from the unique perspective my experience in the educational system as a Yakama and Mexican mixed woman with a childhood filled with dysfunction, trauma, body dysmorphia, sitting in classrooms that perpetuated my shame of who I am, where I come from, and overcoming and healing from the oppressive deficit mindset.”

Driven by a commitment to challenge systemic inequities, Ceja pursued graduate education and leadership roles to amplify the voices of American Indian and Alaska Native (AI/AN) students and communities. She emphasizes the importance of inclusive curriculum, multicultural competency and creating environments where students can authentically engage and thrive. In her work, Ceja integrates Indigenous ways of knowing, prioritizing AI/AN student and family testimonials over deficit-based narratives prevalent in educational settings. She affirms, “Through my leadership I focused on creating space for my “otherwise” where I make room for AI/AN student and family testimonial data and move away from the constant trend of dehumanization and deficit-framing that is too often the label for AI/AN people.”

Ceja embraces vulnerability and cultural relevance as guiding principles. She challenges biases and stereotypes, advocating for BIPOC leadership development and equity mindfulness. Her journey epitomizes a passionate dedication to dismantling cultural barriers in education, advocating for systemic change, and empowering BIPOC communities through representation and impactful leadership.

Dr. Chelsea Craig and Dr. Anthony Craig with their family.

Dr. Chelsea Craig, a proud Tulalip tribal member, draws strength from her ancestors' resilience, stating, "My great-great-grandmother was forced onto the Tulalip reservation and endured immense trauma. That history of colonization and its impact on my people drives me every day." Craig's deep connection to her heritage informs her work as a principal at Quil Ceda Tulalip Elementary and a cultural specialist, where she strives to honor her ancestors and consider the welfare of future generations. Reflecting on her journey, she shares, "I view my academic journey as a continuation of my ancestors' legacy. Their resilience and wisdom inspire me to push forward despite challenges."

Craig's devotion to integrating Indigenous practices into contemporary educational settings is evident in her work at Quil Ceda. She recounts, "At Quil Ceda, we've implemented a morning assembly modeled after the Longhouse tradition, where students gather to sing, drum, and share." She wants to make the educational system more inclusive by adding Indigenous teachings to the curriculum and making sure Indigenous students feel recognized and valued. Her goal is to reclaim and indigenize spaces and create a learning environment that respects and responds to their culture.

Despite the challenges ahead, Craig is driven to honoring her ancestors and serving her community. She explains, "My guiding principle is to honor my ancestors and serve my community. Their unwavering support and belief in me keep me grounded." Craig's journey underscores the importance of cultural preservation and community-driven education in addressing the historical injustices faced by Indigenous peoples and shaping a better future for generations to come.

Dr. Doua Kha

Dr. Doua Kha, a queer and trans HMoob scholar, emphasizes the significance of honoring tradition while effecting change, stating, "We don't have a formal writing system, but our culture uses oral stories to pass down traditions and culture." Kha's exploration of storytelling among HMoob youth highlights their focus on inclusivity and protection of marginalized groups within their community and beyond. They explain, "Here in the States, young people are still using these stories, and now they're creating their own stories that include the different identities and experiences they have come to experience here as second and third generations."

Kha's dissertation challenges the written-centric nature of academic dissertations, advocating for a broader definition of literacy that includes oral traditions. They reflect on the importance of this work, stating, "My research highlights the importance of recognizing and valuing Indigenous knowledge systems, ensuring that they are respected and preserved within educational settings." Kha's efforts to uplift LGBTQ+ youth within Indigenous communities demonstrate their desire to foster inclusivity and resilience, bridging tradition with contemporary experiences to create a more supportive and affirming environment for future generations.

Dr. Savannah Milford

Dr. Savannah Milford, a member of the Cowlitz tribe, delves into the complex dynamics of Native educator retention in predominantly non-Native educational spaces. Her journey is deeply rooted in a profound sense of duty to her community. She articulates this sentiment, stating, "If there's a Native kid in my school or a Native teacher in my school, I'm supposed to answer that call and show up for that." Motivated by familial and academic influences, Savannah embarked on her research journey with a dual purpose.

On one hand, she felt a personal obligation to support her younger sister's academic aspirations, recognizing the need to pave the way for future generations within her community. On the other hand, she sought to address systemic challenges faced by Indigenous educators in educational environments where they are often marginalized. Navigating the tension between personal aspirations and community service, Milford grapples with the complexities of her role as both a leader who happens to be Native and a Native leader.

Her research endeavors focus on creating inclusive and supportive environments for Indigenous educators and students, advocating for their recruitment and retention to foster cultural understanding and respect within educational institutions. Through her work Milford embodies the transformative potential of addressing systemic challenges within the educational system.

Dr. Xandra Tate Moses Peter

Dr. Xandra Tate Moses Peter is from the island of Saipan, within the Northern Mariana Islands in Micronesia, and identifies as Carolinian and Palauan. She brings a profound perspective on the impact of educators on students. Reflecting on her journey, she shares, "My specific focus was thinking about how educators are implicated within the system and how we make students feel. How are we tracking our work and how we're making students feel cared for?" Peter's transformative path has taken her from a quest for validation to a profound connection with her heritage and community, shaping her commitment to educational justice.

She delves deep into the role of educators in shaping student experiences, particularly through the lenses of justice and vulnerability. Her research sheds light on the imperative for educational systems to prioritize the emotional and cultural well-being of students, ensuring they feel valued and supported. She emphasizes that as educators, their responsibility goes beyond academics. They aim to cultivate environments where students feel acknowledged, listened to, and respected for their individual identities and experiences.

Despite the geographical disconnect between her current location and the communities she aspires to serve, Peter remains dedicated to advocating for Pacific Islander students and addressing disparities in education. She acknowledges the challenges of finding alignment between personal aspirations and practical actions, yet her commitment to equity and inclusion drives her forward. Her journey serves as a testament to the resilience and determination of Pacific Islander scholars, advocating for the rights and well-being of marginalized communities within educational spaces."

Dr. Jeremy Rouse

Dr. Jeremy Rouse’s journey reflects a fusion of ancestral wisdom and academic pursuit, weaving a narrative of resilience and focus on community upliftment. Rooted in his dual heritage as an Ihanktonwan Dakota and of Swedish descent, Rouse emerges as a testament to the intertwining of personal identity and academic rigor. Growing up in Spokane, Washington, Rouse found himself at the intersection of diverse cultural influences, a tapestry he carries into his academic and professional endeavors. "My motivation in pursuing graduate education has really come from my experience working with young Native people [...] I wanted to be able to better articulate the needs and experiences of students," he shared, emphasizing a drive to amplify the voices of indigenous youth.

Yet, his journey was not without its challenges. Reflecting on his initial reluctance towards higher education, Rouse acknowledged a journey of self-discovery and reclamation of identity. "I'm someone who hadn't wanted to go to college [...] Once I came back, I had a much better sense of why I wanted to be there, which had to do with wanting to make a better life for my kids," he says, highlighting a shift towards embracing education as a tool for empowerment. Embedded within Rouse's academic pursuits is a respect for Indigenous ways of knowing. "There is a tendency in Western education [...] to misuse Indigenous knowledge and culture," he cautioned, underscoring the importance of safeguarding ancestral teachings. Through initiatives like the Red Bird Camp Collective, Rouse endeavors to create alternative spaces for learning, grounded in community-centric practices.

As he navigates the path ahead, Rouse remains guided by a singular North Star: the preservation of tribal identity for future generations. "My North Star really comes down to the question of how, as an Ihanktonwan person, do I ensure that my children [...] continue to understand themselves," he mused, embodying a commitment to ancestral legacy and collective solidarity.

Dr. Marcello Sgambelluri with his parents.

Dr. Marcello Sgambelluri embodies the transformative potential of education, rooted in his Chamorro heritage and diverse professional experiences. Returning to his hometown of Yakima, WA, he envisions educational systems that empower students and communities. His research focuses on forging connections between systems and students, ensuring that students play an active role in shaping the structures that affect them daily. As he states, "I have worked on building programs that not only give students a seat at the table but empower them to change the parameters of that table and the system at large with them squarely in the driver’s seat."

Inspired by his parents' belief in education and his own Chamorro cultural heritage, Sgambelluri infuses his teaching with principles of community, connection, and respect for elders. Drawing from his upbringing and experiences, he prioritizes human connection and community building in his educational approach, recognizing the transformative power of personal relationships. Through intentional efforts to connect with students on a human level, he has witnessed shifts in student engagement and success.

Sgambelluri's journey highlights the importance of storytelling in education and the need to ensure that educational narratives resonate with and empower students and communities. As he navigates the complexities of education, he remains committed to prioritizing humanity and community building, viewing them as essential for meaningful educational outcomes and societal progress.

Right photo: Dr. Eagle Shield's husband Red Rock, son Waaruxti, song Changleska, daughter Kyya, daughter Wigmunke and Dr. Eagle Shield. Left photo: Pendleton cradleboards Dr. Eeagle Shield and her husband created.

Dr. Alayna Eagle Shield, enrolled citizen of the Standing Rock Nation, emphasizes the importance of kinship and storytelling in her work. "Using cradle boards or other Indigenous technologies and ceremonies as a site for building and developing kinship and storytelling, and uplifting the teachings that have always been there," she explains. Alayna's journey is deeply intertwined with her community's fight for liberation, particularly highlighted by the Dakota Access Pipeline protests.

Eagle Shield's experiences underscore the power of Indigenous teachings and community connections. Throughout her academic journey, she has encountered a broader Indigenous community eager for knowledge and connection, driven by historical displacement and relocation. Navigating between urban and reservation communities has provided her with valuable insights into the challenges and opportunities for cultural preservation and renewal. Engaged in initiatives such as the Native Family Learning Lodge and the Ancestral Sisterhood, Eagle Shield highlights her dedication to cultivating environments where Indigenous teachings and practices can flourish.

Acknowledging the lasting impact of colonization and assimilation on her understanding of her heritage and traditional practices, Eagle Shield has embarked on a journey of reclaiming and sharing Indigenous ceremonies and teachings. By challenging restrictive narratives and protocols imposed by historical trauma, her work embodies a commitment to honoring ancestral wisdom while adapting it to contemporary Indigenous needs. In doing so, she fosters strength and cultural revitalization within Indigenous communities, navigating ongoing challenges with determination and vision.

A journey worth the work

This cohort is not one that imagines the road ahead is easy. One can see the cost in their labor and passion. But what they have always known, and reminds us all, is that they are a whole people. They have a history, a way of knowing, a language, a vision and a way of loving. They’ve been able to say, I am somebody who loves the person before me and generations after me, so I am willing to do this alongside them and most importantly, for them.

In this sense, they have already reshaped the way knowledge is shared between universities and Indigenous and Native communities. By blending the wisdom and strength of their cultural heritage into the ��ߺ��'s environment, they enrich our shared space, offering valuable insights and inspiring us with their dedication to justice and inclusivity. As they move forward, they are not just graduates — they are visionary leaders making a lasting impact on the world.

Contact

Vanessa Stone

Assistant Director for Marketing & Communications

stonevm@uw.edu

Fostering belonging

stonevm@washington.edu — Mon, 20 May 2024 21:38:45 +0000

Fostering belonging

May 21, 2024

Before being appointed Endowed Professor of Teacher Education and Teacher Learning for Justice at the ��ߺ�� ߺ��, Dr. Betina Hsieh was on a mission to foster a profound sense of belonging among educators. Indeed, this commitment has been the cornerstone of her career even before her official appointment in January 2024. Her goal is to address the pervasive sense of invisibility and marginalization experienced by both teachers and students.

In many ways, this effort has always been personal for Hsieh. Shaped by her journey as a second-generation Asian American woman raised by a single mother, Hsieh recalls her mother's decision not to speak their native language. “My mother didn’t speak to me and my brother in her native language because she believed our success hinged upon our ability to speak English. While it was [a decision] made with our best interests at heart, I think about what was lost in that,” Hsieh shares. Realizing the impact of cultural suppression on her sense of self fueled her determination to combat cultural invisibility, particularly within educational settings. “When you're invisible in curriculum, in culture, in teacher education,” she adds, “you’re denied a true sense of belonging.”

To address this gap, Hsieh's research has highlighted the broader issue of dehumanization in teacher retention and attrition. Stemming from her co-authored book with Dr. Jung Kim, “The Racialized Experiences of Asian American Teachers in the US Applications of Asian Critical Race Theory to Resist Marginalization,” her work presents alarming findings from her national survey study that applies not only to this subset of educators but all educators.

“One thing we found in our research is even though there were very common experiences among Asian American educators who have been suffering within the system, there is also a commonality in many educators feeling so alone,” notes Hsieh. “When you feel alone, it's easy to be gaslighted,” she adds.

Among approximately 1,000 teachers and former teachers surveyed, 84% reported experiencing physical or mental health challenges linked to their work.

Centering joy amidst the challenges

Navigating the complexities of education today requires a concerted effort to support teachers amidst numerous challenges. From inclusive curricula to teacher shortages, the landscape is fraught with obstacles. Highlighted by the Washington Office of Superintendent of Public Instruction's 2022-2023 Report Card, the underrepresentation of minority teachers relative to the student body illuminates the urgency of diversifying the educator workforce. Accordingly, 85.5 percent of teachers in Washington were reported as white while about 51.5 percent of K-12 students identify as people of color.

In response, initiatives like the UW ��ߺ�� Diversifying the Educator Workforce and partnership programs like the Seattle Teacher Residency, aim to recruit, support, and retain educators of color. These efforts not only intend to combat the teacher shortage but also promote a sense of belonging and improved outcomes for all students by reflecting their diverse backgrounds and experiences.

Deborah Massachi, co-director of the UW ConnectEd Office for Professional and Community Learning, echoes the urgency of supporting BIPOC teachers, aligning with efforts to address systemic challenges in education. “If we want to diversify the teacher workforce, we need to support BIPOC teachers to navigate our current education systems while we all work to rebuild them in justice-oriented ways. We can't keep doing what we've always been doing and expect different results. We have to take a good hard look at why teachers of color are not able to stay in the field and respond by implementing changes to our systems,” she explains.

Dr. Hsieh with her child, Jojo, at a Bluey show.

Hsieh emphasizes the importance of addressing these challenges from a generosity of spirit. She believes that recognizing teachers as humans underscores the significance of this endeavor. In her work, joy is a central theme, drawing inspiration from her daughter's infectious enthusiasm for life. “My daughter is an amazing teacher. She is almost nine and just so full of life. She prioritizes joy, playing with her friends, and expresses herself fully. She’ll ask me ‘Do you want to do mad libs with me?’ ‘Do you want to look at dogs together?’ She’s been such a gift,” Hsieh shares.

As a professor, Hsieh infuses joy into her practice by modeling humanity in her approach to education. At the 2024 American Educational Research Association (AERA) annual meeting in Philadelphia, she shared an activity co-designed with former colleagues to highlight “dark funds of knowledge,” focusing on hidden cultural home knowledge that students bring into the classroom. She encourages educators and students to draw from their personal experiences and histories, challenging the notion of deficits and embracing cultural care as a fundamental principle. That can include making every class start with a check-in activity to acknowledge that everyone present is human first.

“I draw from my life, my racial and linguistic identity. I talk to educators and students about cultural care and share stories about how my mom showed her love through food. I also share how I navigate grief and how personal traumas have helped me be a more empathetic person,” she says.

By sharing stories about her racial and linguistic identity, navigating grief and personal traumas, she fosters empathy and understanding among educators and students.

Charting a path forward

As the Endowed Professor of Teacher Education and Teacher Learning for Justice, Hsieh is at the forefront of transforming teacher education at the UW ��ߺ��. Central to her vision is the transformation of the Ed.D. in Teacher Education and Teacher Learning for Justice, a program designed to empower future leaders and researchers in reshaping educational systems. Through community partnerships, research, teaching, and community-based design work, the program aims to cultivate justice learning from diverse perspectives. Hsieh is exploring transitioning the current Ed.D. structure to a Doctor of Practice degree, aligning it more closely with theory-informed praxis and innovative educator leadership, particularly in curriculum and instruction.

Dr. Hsieh presenting her work at the 2024 AERA conference in Philadelphia.

In conjunction with this initiative, Hsieh plans to introduce a “Homecoming/ Back to School” event in the fall. The aim is to foster a strong professional community among the alumni, providing networking opportunities and gathering feedback for program enhancement, ensuring continued responsiveness to educators' needs and promoting justice and equity in education “I’m very excited. I want our educators to know [they] always have a home at the UW,” she shares.

Through her advocacy for teachers' well-being and her commitment to inclusive justice-centered education, Hsieh is reshaping the landscape of teacher education. Her research offers practical solutions, fostering a compassionate and effective education system, amplifying marginalized voices, and promoting authentic inclusion, laying the foundation for a future where all educators feel valued and empowered to make a difference.

As Hsieh continues her journey as a leading figure in teacher education, her work will undoubtedly leave a lasting impact on the field, inspiring future generations of educators to prioritize belonging, joy and humanity in their practice.

Contact

Vanessa Stone

Assistant Director for Marketing & Communications

stonevm@uw.edu

Driving diversity with data

alxbclrk@washington.edu — Thu, 16 Nov 2023 23:31:28 +0000

Driving diversity with data

Published

September 13, 2019

In Seattle Public Schools, strengthening support for first-year teachers is an essential element of diversifying its workforce, with research assistance from the ��ߺ�� ߺ��. First-year teacher Halle Mahlik and her mentor Lana Sumner, along with Professor Min Sun, discuss the school district's Peer Assistance and Review (PAR) program and the importance of supporting teachers of color who are entering the profession.

Central Office Human Resources Transformation (COHRT) Network launches to improve teacher quality and diversity in Washington state

Anonymous — Fri, 16 Jun 2023 03:45:10 +0000

Central Office Human Resources Transformation (COHRT) Network launches to improve teacher quality and diversity in Washington state

June 22, 2022

The ��ߺ�� ߺ��’s District Leadership Design Lab (DL2) and Center for Education Data and Research (CEDR) are launching the Central Office HR Transformation (COHRT) Network, a project to support Washington state school districts in dramatically improving teacher quality and diversity in service of educational equity, thanks to generous support from the Washington State Office of the Superintendent of Public Instruction.

Decades of research show that the quality of classroom teaching is the most powerful school-related influence on student learning and the diversity of a district’s teacher workforce is important for all students, especially those identifying as Black, Indigenous, Latinx and students of color.

School district human resources (HR) offices can be vital drivers of teacher quality and diversity through teacher recruitment, selection, development and retention. However, HR offices have lacked the capacity or support to do so, especially during the COVID-19 pandemic.

CEDR director Dan Goldhaber said, “School systems are fundamentally about people and the knowledge and skills they bring. Understanding how to improve and coordinate the various human resource systems that help determine which teachers are in front of students is therefore integral to everything about schooling.”

DL2 and CEDR aim to help Washington school districts transform their HR units into drivers of teacher quality and diversity. During the two-year project, they will work with a core group of HR directors from across the state in a collaborative learning network. Through online and in-person experiences, HR directors will engage with the latest research and experience in the field and use data on their district’s workforce to support HR transformation. DL2 and CEDR then will create tools that HR leaders statewide can use to inform their own work.

School systems are fundamentally about people and the knowledge and skills they bring.

This project marks a first-time partnership between DL2 and CEDR, each of which brings decades of research and experience to the collaboration. Director of DL2 Meredith Honig and her team have authored some of the main research in the field about how district central offices support equitable teaching and learning with HR units at the forefront. Through their partnerships with districts across the country, including a long-standing relationship with Washington’s Highline Public Schools (HPS), DL2 has been helping district leaders use that research to strengthen their central offices and generate promising new approaches.

For over a decade under Dan Goldhaber’s leadership, CEDR has focused on the connections between students’ K-12 schooling experiences and their short- and long-term outcomes, including extensive work on the teacher labor market. Much of CEDR’s work in Washington has included collaborations between teacher preparation programs and school districts in order to better understand the key role of student teaching in teacher preparation and ways that districts can increase the quality of their workforces through the hiring process.

Dr. Steve Grubb, chief talent officer in HPS reflected, “I have greatly appreciated working with the UW District Leadership Design Lab over the past few years on using the latest research to transform our HR department to better serve principals, teachers and schools in realizing educational equity. I know in this new network that I will be challenged in my thinking and provided with principles and prompts to further improve our practice and have new opportunities to collaborate with colleagues across the state.”

“We now know more than ever about how districts can support teacher quality and diversity but district leaders often don’t have access to that knowledge or support for using it,” said Honig. “We designed the COHRT Network to provide that access and support across Washington and, in the process, to learn with and from them how to ensure teachers’ success with nothing short of making equitable teaching and learning a reality in every classroom every day.”

Contact:

Inquiries about the District Leadership Design Lab (DL2) may be directed to DL2@uw.edu.

Inquiries about the Center for Education Data and Research (CEDR) may be directed to CEDR@uw.edu.

Generous gift bolsters effort to diversify the educator workforce

Anonymous — Fri, 16 Jun 2023 03:45:10 +0000

Generous gift bolsters effort to diversify the educator workforce

August 4, 2020

The ��ߺ�� today announced a $6 million anonymous gift earmarked to bolster diversity in the education workforce, a key driver in ultimate K-12 student success, especially for students of color.

The gift will expand financial support for and recruitment of teacher candidates from diverse backgrounds, including candidates of color and those who are multilingual. In addition, the gift provides professional learning and supports to enhance retention in the teaching workforce, and evaluation and dissemination of the key learnings to aid efforts across the nation to boost the racial, ethnic and linguistic diversity of teachers entering the profession.

“This extraordinary and generous donation will help to develop a more diverse and representative educational workforce,” said UW President Ana Mari Cauce. “We are deeply grateful for this forward-looking gift that will do so much to benefit students, especially multilingual students and students of color, as well as the students they go on to teach and mentor as educators.”

Exposure to even one teacher of the same race can significantly improve the odds a student of color will be placed in a gifted education program, graduate from high school and/or attend college, research shows. Yet in Washington state, where nearly half of K-12 students are people of color, only 11% of teachers are people of color.

Advancing equity through education long has been a foundation of the ��ߺ��’s mission, said Dean Mia Tuan.

“Students thrive when they see themselves in and can relate to their teachers,” Tuan said. “To help all students achieve their fullest potential, we need to invest in systems that support and empower the teachers who serve them.”

To achieve this end, researchers say that universities must lower or remove financial burdens of pursuing a teaching degree for students who identify as students of color or are multilingual. Schools also need to recruit aspiring teachers from diverse communities. And, they must provide additional supports, including mentoring and professional learning, for this cohort.

That’s why support of education initiatives is key, said Seattle Public Schools Superintendent Denise Juneau.

“Our students and their families have been clear — representation matters in our classrooms,” said Juneau. “That’s why a racially diverse and culturally responsive workforce is a key priority of Seattle Public Schools.

“Our district is fortunate to have The Academy of Rising Educators and Seattle Teacher Residency — partnership programs designed to recruit, support and retain educators of color. We must bring these types of programs to scale in our region if we want to truly transform the teaching profession and ensure success for all children. I deeply appreciate our partnership with the ��ߺ�� and this investment in the future of our profession, our students and communities.”

The gift will provide broad financial support – including tuition assistance, textbooks and more — to aspiring teachers from diverse backgrounds, including the creation of an endowed fund to provide financial support for diverse teacher candidates in perpetuity. The gift also will provide for two additional staff members in the College’s teacher education program to support recruitment and retention of diverse candidates.

And the programs don’t stop at graduation. The College provides support for graduates of teacher preparation programs as they enter the education workforce. Research shows that investing in new teachers’ professional learning and growth in their first few years is essential to teacher retention.

“Recruitment and preparation of educators of color is only the beginning,” said Teddi Beam-Conroy, director of the College’s Elementary Teacher Education Program. “We have to work in partnership with local schools, districts and community organizations to support our graduates who may be one of a few — or perhaps the only — teacher of color in their buildings. Investing in their development as professionals and leaders in the field is absolutely essential.”

There’s also support for the College's researchers and teacher educators as they implement and refine efforts to diversify the workforce. A key goal is to learn what is effective in recruiting and retaining diverse teachers so those learnings can be shared with other education schools.

The $6 million is a foundational gift in the College’s $26 million strategic initiative to diversify the educator workforce. Ultimately, the initiative aims to eliminate financial barriers encountered by diverse candidates by offsetting tuition and other expenses for about 55 teacher candidates each year, in return for a commitment to teach in under-resourced local schools. The initiative also will ensure continuing support for recruitment, retention, mentorship and professional development efforts.

The gift comes at the end of the University’s philanthropic campaign, “Be Boundless – For Washington, For the World.”

Support educator diversity

Support the UW ��ߺ��'s initiative to diversify the educator workforce by making a gift today, or contact our Advancement staff to discuss funding opportunities.

Gift supports efforts to diversify the educator workforce

Anonymous — Fri, 16 Jun 2023 03:45:10 +0000

Gift supports efforts to diversify the educator workforce

January 24, 2020

We firmly believe that investing in human capital — well-prepared teachers who represent the students in their community — is one of the best ways to decrease the opportunity and achievement gaps that exist today.

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.

Born and educated in India, Rao Remala worked on many of Microsoft’s best-known products, including Windows 1.0, Windows 2.0 and Office 95. Rao and Satya Remala’s daughter, Srilakshmi Remala, currently manages the family foundation’s education portfolio and has an extensive career within education systems change work including STEM, personalized learning, college success and social emotional learning.

“We firmly believe that investing in human capital — well-prepared teachers who represent the students in their community — is one of the best ways to decrease the opportunity and achievement gaps that exist today,” said Srilakshmi Remala. “We hope this will inspire others to come forward and support future teachers who reflect the diversity of our schools.”

All students benefit from a diverse educator workforce — and for students of color the benefits can literally be life-altering. Exposure to even one teacher of the same race can significantly improve the odds a student of color will be placed in a gifted education program, graduate from high school and attend college. Yet in Washington state, where nearly half of K-12 students are people of color, only 11 percent of teachers are people of color.

One of the biggest barriers to efforts in Washington state and nationally to diversify the educator workforce is the debt load aspiring teachers take on to enter the profession, a burden that falls most heavily on aspiring teachers of color.

The Satya and Rao Remala Foundation Endowed Fellowship for Equitable Teaching, created with a $105,000 gift, will support one UW teacher candidate annually, starting immediately.

“There are many people who want to give back to their communities, but they’re not able to access graduate-level preparation without financial support,” said Rao Remala. “We want individuals who feel the call to teach to have that opportunity to pursue their dreams.”

Mia Tuan, dean of the UW ��ߺ��, said the fellowship will strengthen the College’s ongoing efforts to bolster the recruitment and retention of teachers of color in Washington state and beyond.

“We are grateful to the Remala family for their generous gift,” Tuan said. “Expanding the pipeline of skilled educators into socioeconomically diverse schools is a priority for the College because we know teachers make a huge impact on their students and the opportunities they have to achieve their potential.”

Sandall & Joseph Awarded National Center on Quality Teaching and Learning

Anonymous — Fri, 16 Jun 2023 03:44:40 +0000

Sandall & Joseph Awarded National Center on Quality Teaching and Learning

June 27, 2008

The National Center on Quality Teaching and Learning has been awarded by Head Start to the ��ߺ�� Haring Center in collaboration with the University of Virginia, Vanderbilt University, Iowa State University, University of South Florida, University of Wisconsin-Milwaukee, and the University of Illinois at Urbana-Champaign. Dr. Susan Sandall (PI) and Dr. Gail Joseph (Co-PI) will oversee the five-year grant to Head Start Center.

This team of collaborators includes early learning experts in the fields of early care and education, early childhood special education, and early intervention who bring a broad range of expertise, knowledge, and understanding of educational practices with demonstrated effectiveness in promoting teaching that produces the best possible outcomes for young children, evidence-based curricula, and professional development. The Center will ensure staff access to a professional development system that provides individualized support and development including the establishment of a “Head Start University” concept that will engage nationally recognized leaders in the field to develop comprehensive, research-based college courses that can be offered for credit on-line or in person.