Faculty

Celebrating Dr. Janine Jones’ leadership and legacy

stonevm@washington.edu — Mon, 21 Apr 2025 18:18:54 +0000

Celebrating Dr. Janine Jones’ leadership and legacy

April 29, 2025

For nearly two decades, Dr. Janine Jones has been a pillar of the UW ��ߺ�� — mentoring generations of scholars, strengthening academic excellence, and fostering deep connections across our community. From her early days as an assistant professor to her leadership as associate dean for academic affairs, she has left an indelible mark.

A compassionate leader, Dr. Jones guided us through challenges like the pandemic with creativity and care, ensuring our community stayed united. This June, she will celebrate a milestone: her 40th doctoral student graduation, a testament to her extraordinary mentorship.

While we will miss her deeply, we celebrate her next chapter as Associate Vice Chancellor for Graduate Affairs and Dean of the Graduate Division at UC Santa Barbara, beginning July 1, 2025. UCSB gains not just a visionary leader but a champion for inclusive, forward-thinking education.

Join us in honoring Dr. Jones' legacy and read her reflections below.

When did you first join the CoE?

I joined the ��ߺ�� in 2005 as an Assistant Professor — hard to believe it’s been 20 years! From 2013 to 2020, I had the privilege of serving as the Director of the School Psychology Program. I also had the honor of being the COE Faculty President from 2019 to 2020, and in 2020, I began my role as Associate Dean for Academic Affairs.

What will you cherish most about your impact as associate dean and/or as a faculty member?

So many things! I will cherish the relationships that we have built over the years-with my colleagues and my students. I figured out this week that I am graduating my 40th doctoral student this year. The opportunity to support so many students into their dreams has been a great honor. I will also cherish the opportunities I had to find ways to build community in the college when we were all pulled apart by the pandemic.

What are you most proud of as you reflect on your experiences at the CoE?

I am so proud of what our college has become. I can remember vividly when my work on multiculturalism and culturally responsive practice was misunderstood, and I had to do a lot of explaining. Now, we are a community of scholars who have a shared vision for racial equity and a sense of purpose around making a difference in education for those who have been historically minoritized and racialized. The UW COE has been a safe home for my professional identity. It was a beautiful journey to watch our college grow into that safe space. My heart is full every time I think about it.

What are you excited about as you look ahead to your new role at UCSB?

I am incredibly excited to lead UCSB into the next generation of graduate education. We are at a pivotal moment in Education where new models and approaches will be warranted. I love the process of collaborative thinking and problem-solving, so I am looking forward to bringing new ideas to the UCSB community and shaping the future collectively. I am so grateful for the mentorship that I have received here. I am only equipped to do this position because of my role models and mentors — especially Dean Mia Tuan!

Is there a message or piece of advice you would like to share with your colleagues and the College community?

I want everyone to know and remember what a special place this is. It is so easy to take for granted the people around you when our lives are so busy. As I envision our transition to a new city, I keep having moments of immense gratitude. For example, I am grateful for:

this gorgeous campus that is meticulously maintained, and draws the eyes of the world every Spring
the people who love and care for our building and community with little recognition,
the faculty who are dedicated to ensuring that the hearts and minds of our students are protected and grow,
our leaders who cope with constant criticism and only sprinkles of appreciation for their work,
our staff, who quietly are the “little engine that could” but are truly the only reason why we continue to successfully function,
our students who trust us with their lives and are willing to be molded into their dream careers, and
the opportunities to facilitate people supporting one another with the big things and the little things.

I am grateful for these things and so much more.

My advice to the community is to resist the temptation to allow “the busy” to overtake the things that you want to do. Don't wait to schedule that social outing with someone. When you walk through campus, notice the flowers, the fresh air, and the greenery. Like on the walk between the Padelford parking lot and Miller Hall — notice the smell of the maple trees at the top of the stairs in the Fall and the jasmine bushes on Skagit lane in the evenings in Spring. Recognize who ensures that this beautiful landscape stays this way. Notice the people who often go unnoticed and unrecognized. Take a moment to express your appreciation to people. One kind word might change their life. Be that person.

I am going to miss you all. Keep caring, supporting, and leaning on one another. This is a special place.

Contact

Vanessa Stone

Assistant Director for Marketing & Communications

stonevm@uw.edu

Applied Behavior Analysis Spotlight Interview with Alice Bravo

bflaten@washington.edu — Tue, 10 Dec 2024 22:21:54 +0000

Applied Behavior Analysis Spotlight Interview with Alice Bravo

December 10, 2024

We had the chance to sit down with Alice Bravo, Program Director for Applied Behavior Analysis (ABA), who shared her personal journey into behavior analysis and offered valuable insights into the program and her vision for its future.

Read more about Alice Bravo and the ABA Program!

Introduce yourself and what led you to pursue behavior analysis.

Bravo’s journey to behavior analysis was shaped by her lifelong passion for working with children. Bravo studied psychology in undergrad and while in college, volunteered at camps and worked as a research assistant for children. These experiences deepened her interest in inclusive education. After graduating, Bravo landed a job at the ��ߺ��’s Haring Center as a peer educator for kindergarteners. Bravo was “blown away with the communities being built and support for learners with autism.” It’s here where she developed a passion for inclusive learning and education and decided to pursue a career in it.

This led Bravo to earn a master’s degree in early childhood education with a focus on autism, and she later moved to Virginia to work at a private school for students with autism. There, she encountered behavior analysis and saw its profound impact on learners. Inspired, Bravo pursued a graduate certificate in behavior analysis and quickly fell in love with the science. “It really fit with how I think and how my brain works,” she says, finding that it provided a structured framework for solving problems and supporting students in the classroom. Bravo has continued her career as a behavior analyst since, passionate about fostering inclusive environments and helping students thrive.

What are some program goals and lessons you want students to takeaway?

Bravo's background as a general and special educator has influenced her goals for the ABA program. She values that the program is housed in the ��ߺ��, which sets it apart from many other ABA programs typically housed in psychology departments. Bravo says that since the ABA program is housed in the COE, "it has a goal of developing practitioners who are equipped to work in schools or, at the very least, collaborate with school-based teams." While the program emphasizes these elements, Bravo's goal is to further the mission of supporting students to become strong partners and collaborators in school settings. "I want our students to become effective members of school-based teams, helping to support and enhance the quality of life for individuals with developmental disabilities and their families," she explains. She hopes that students take away key lessons from the program, such as the importance of "collaboration, partnership, multidisciplinary teaming, and, most importantly, focusing on improving the quality of life for individuals with developmental disabilities."

Favorite part about your role?

Bravo’s favorite part of her role as Program Director is the opportunity to connect with prospective students and learn about the meaningful work they’re already doing. She explains, “It’s inspiring to see their passion and dedication, and it excites me to think about the contributions they’ll bring to the program.” She also notes, “As part of the faculty at the ��ߺ��, I’m continuously inspired by the diverse and innovative work happening across the ��ߺ�� and the broader university. Having started my career at UW, it feels like a full-circle moment.” She adds, “I love learning from my colleagues, fieldwork sites, and students. It keeps me energized and motivated to be part of such a vibrant, dedicated community. The constant exchange of ideas keeps me inspired, and I’m proud to help shape the next generation of behavior analysts.”

What is ABA, and what can students expect to learn?

The ABA program is designed to develop practitioners to work with individuals with developmental disabilities, though, as Program Director Alice Bravo explains, "ABA is an interesting field because it's actually quite broad." She notes that the program itself is more specific, focusing on "developing competent, inclusive, ethical, and professional behavior analysts who will work with people with developmental disabilities." At its core, she says, "ABA is the science of behavior," which involves understanding and modifying behavior to improve socially significant outcomes.

In the program, students learn how to apply this science to address a wide range of behaviors, from adaptive and communication skills to behaviors of concern such as aggression or self-injury. As Bravo explains, "Behavior analysts really work to understand the interaction between the environment and the individual and their behavior," and the goal is to "make small changes to the environment to help individuals use more adaptive skills to communicate their needs more effectively and reduce their reliance on less-safe behaviors."

Throughout the program, students engage in a comprehensive curriculum that covers the "foundational principles and concepts underlying ABA," learning assessment techniques, and how to collaborate with schools and school-based teams. Bravo emphasizes the program’s focus on ethics and professionalism. In addition to coursework, students gain real-world experience through supervised fieldwork experiences over the course of their two years, where they practice designing and implementing instructional programs and behavioral supports. These projects are often implemented in fieldwork sites, giving students plenty of opportunities to coach and train others in the implementation of these strategies, which is a key aspect of their future work as behavior analysts.

Have you witnessed students applying the knowledge they learn in the program to real-life? If so, how?

Bravo shares how she’s seen students applying the knowledge they've gained through the program in real-life settings. "Our students are really busy," she explains, "working part-time in schools or behavioral health agencies, and some full-time in our online program." Throughout their two years in the program, students participate in weekly group practicum seminars where they discuss how they are applying their coursework in the field. Bravo shares how "students take turns presenting on topics of interest and discussing real-life challenges, getting feedback from peers and the practicum supervisor." Bravo, who leads one of these seminars, says it's one of her favorite courses because it focuses on using practical applications to find solutions.

She recounts a recent discussion where a student raised the issue of assent and assent withdrawal in the context of diaper changing in a school setting, balancing the need for independence, safety, and inclusion. In another instance, a student developed a plan to help a learner receiving home-based services communicate more clearly with their mom, moving away from unsafe behaviors like climbing on furniture to initiate interaction. Bravo shares how "most recently, [they]discussed ethically transitioning services when students have built strong bonds with learners." She recalls one student sharing a heartwarming example where a learner kindly reassured them, illustrating how students are thinking deeply about the ethical and practical challenges they encounter in the field. "It’s just really meaningful to see them apply what they’ve learned in such impactful ways," she concludes.

Any memorable highlights or stories from your students?

One of Bravo’s personal favorite aspects of the program is the growth of the alumni network. "I’m really excited about how big our alumni network has become," she says. "The ABA program has been around for 16 years now, so we have an extensive network, and one thing I’m really excited to do is find more ways to engage with our former graduates and reconnect with them." She notes that the program already has strong alumni involvement, with former graduates returning as lecturers, fieldwork supervisors, and mentors for current students. "I’m just excited to continue to build on that," she adds. A recent highlight for Bravo was reconnecting with alumni at the annual Washington Association for Behavior Analysis Conference. "I ran into some very recent graduates from our program, class of 2024, and they had already passed their certification exam, becoming board-certified behavior analysts," she shares. "It was exciting to hear about their accomplishments—they’d been promoted and were continuing to work at the practicum placements where they completed their fieldwork." Bravo finds these success stories invigorating, saying, "It feels really good to hear from our recent and former graduates and learn about the great work they’re doing now in their current sites."

Do you have any advice to current or prospective students?

When it comes to prospective students, Bravo offers words of encouragement: "We love meeting prospective students and hearing from them, so I encourage them to reach out with any questions, both before and during the application process. We’re always happy to answer their questions and I highly recommend attending our informational sessions." For current students, she expresses both gratitude and encouragement: "We’re so lucky to have our current students as part of the UW community and the ABA profession. I truly believe our field is fortunate to have them as the next generation of behavior analysts." She adds, "I hope that’s encouraging for them to hear. We’re just really grateful to have them as members of the community."

Contact

Brooke Flaten

Director of Program Marketing

bflaten@uw.edu

(Re)discovering the power of play

stonevm@washington.edu — Tue, 22 Oct 2024 19:45:36 +0000

(Re)discovering the power of play

October 25, 2024

In a workshop space brimming with inventive tools and metal walls that seemed to pulse with creativity, Dr. Kathleen Artman Meeker, director of the Haring Center, and a diverse group of educators plunged into an exhilarating challenge. It was 2022, and the setting was Reggio Emilia, Italy, where they participated in ateliers during a study abroad trip. The task was to transform an assortment of everyday materials into imaginative constructs. The room buzzed with a palpable mix of excitement and uncertainty as participants navigated the boundaries of their creativity.

Meeker recalls the experience vividly: “We all jumped into the challenge with enthusiasm, though it wasn’t without its frustrations. We’d often find ourselves standing around, asking, ‘What do you want to do?’ and ‘I don’t know, what do you want to do?’ It was like being adults playing, trying not to step on each other’s toes and figuring out the best approach. Ultimately, we ended up creating a pretty cool construction that used the room’s space and materials in interesting ways.” This playful experimentation revealed a fundamental truth about creativity in education: play and collaboration are not just luxuries but essential components of effective teaching.

We’d often find ourselves standing around, asking, ‘What do you want to do?’ and ‘I don’t know, what do you want to do?’ It was like being adults playing, trying not to step on each other’s toes and figuring out the best approach.

Structured in two phases, the Learning Studio maximizes both engagement and reflection. The first phase immerses educators in interactive activities and material experimentation, allowing them to explore and document the effects of playful methods. Participants engage in problem-solving, negotiating, and collaborating, which are crucial for understanding the practical applications of play-based practices.

In the second phase, educators have the flexibility to apply their insights in practice or document their personal educational journeys. This adaptability ensures that participants can interact with the material in ways that align with their individual preferences and professional goals. Through this innovative approach, Meeker is reshaping teaching practices and inspiring educators like Noemi Mendez, signaling a shift towards more dynamic and inclusive classrooms.

From Learning Studio to classroom impact

Noemi Mendez, a recent master’s graduate in Early Childhood Special Education from the ��ߺ�� ߺ��, exemplifies the Learning Studio’s influence on teaching. Her journey through the Studio underscores the power of creativity and play in education. Mendez notes, “Regardless of how much information and experience you have within the field, there’s always more to learn.” This mindset fuels her commitment to continuous improvement and adaptability in the educational landscape.

One impactful exercise involved using ordinary items in unconventional ways, encouraging Mendez to ‘think outside the box’ and explore diverse perspectives. This collaborative experience inspired her to adopt a hands-on, interactive approach in her developmental preschool classroom. Drawing from her Studio experience, Mendez incorporates activities with “random pieces of tissue paper, strings, and yarn” to explore colors and textures creatively. She explains, “We talked about the colors and textures that we saw, and they started making little glitter designs.” This method not only enhances student engagement but also fosters a learning environment where creative exploration is encouraged. By repurposing everyday materials in imaginative ways, Mendez empowers students to take charge of their own exploration and learning.

Central to Mendez’s approach is cultivating student-led learning. She emphasizes allowing students’ interests to shape the curriculum, stating, “Let students join into the curriculum. Let their interest really influence how the day’s [going to] go.” For instance, if students show interest in leaves collected during walks, she integrates these into math and art lessons, demonstrating how everyday observations can enrich the educational experience. This student-centered approach flips traditional power dynamics by placing students at the helm of their own learning.

Similarly, Chi Baik, a second-year Ph.D. student in Special Education and a teaching assistant for Meeker’s course, observed the transformative effects of this approach. Baik recalls, “One student had a preschool-age son and tried out some activities with him. She was amazed at how much he knew, including words she didn’t even know he knew. Instead of redirecting him, she followed his lead and discovered new things about him.” This reflection highlights how student-led, play-based practice can deepen connections between educators and students, demonstrating the profound impact of allowing students to guide their own educational experiences.

A notable project from the Learning Studio featured a collaborative movement-based activity using various materials. Baik documented the process and reflections, observing that students developed a heightened awareness of inclusivity. The Learning Studio participants reported becoming more attuned to the diverse learning styles of their own students, recognizing whether they are visual or auditory learners and adjusting their methods accordingly.

In her classroom, Mendez applies these insights by addressing diverse learning styles. She adapts her methods to incorporate tactile, visual, and auditory elements. For instance, she describes a student who closed their eyes to focus on surrounding sounds, demonstrating her responsiveness to varied learning needs and her dedication to cultivating an inclusive setting.

What I have enjoyed the most about my class and building play as a pedagogical approach with adults is seeing them encountering the content and each other in different ways. They are problem-solving, negotiating, collaborating, talking about themselves and their histories.

The power of play

The Learning Studio’s emphasis on play represents a significant shift in educational philosophy. Rather than adhering to traditional methods, this approach centers creativity, exploration, and collaboration as fundamental elements of effective teaching. By establishing a space where both educators and students can experiment, take risks, and explore new ideas, play-based methods offer a refreshing alternative to conventional methods.

This shift is particularly crucial for addressing issues like educator burnout and student disengagement. Research indicates that students in play-based environments are 1.5 times more likely to succeed compared to those in traditional lecture-based settings.

Baik observed a notable change in educators’ attitudes as a result of the Learning Studio’s methods. Initially, educators often start with uncertainty and hesitation, unsure of how to engage with new materials or innovative practices. However, as they engage in hands-on activities and collaborate with their peers, their attitudes shift markedly. Baik notes, “There was an energy shift when they first came to class versus after [participating in] Kathleen’s activities.” This change reflects not only increased enthusiasm but a deeper, more confident engagement with the learning process. Educators become more willing to experiment and reflect on their practices, leading to more energetic and open interactions. Baik found it inspiring to witness how this newfound confidence cultivated a more vibrant and collaborative atmosphere among the participants.

Meeker’s play-based approach addresses the limitations of traditional teaching by making learning more versatile and engaging. “What I have enjoyed the most about my class and building play as a pedagogical approach with adults is seeing them encountering the content and each other in different ways. They are problem-solving, negotiating, collaborating, talking about themselves and their histories,” Meeker shares.

Embracing risk and uncertainty

Adopting play-based practice involves more than just introducing new activities; it requires educators to embrace the uncertainty and risks associated with creative experimentation. Meeker acknowledges the challenges of this transition, noting, “Starting with play-based methods can be daunting because it requires letting go of some control and embracing uncertainty.” Despite these challenges, Meeker emphasizes the importance of establishing a supportive space where educators feel safe to experiment and take risks.

The Learning Studio’s methodology represents a response to the limitations of traditional teaching methods. By integrating play into educational practices, Meeker aims to create a more dynamic and immersive learning space. Her enthusiasm for this approach is evident as she expresses, “I love that the class puts me on the spot in a different way. I can plan the overall structure, but then I learn a lot in real time about what participants take away from the observations and prompts I set up. It’s really active, and it’s not a lecture by any means. It’s really, really fun.”

Working with families of color has revealed many systemic issues. Although it's hard to change the whole system alone, making a classroom that respects and values diverse backgrounds is an important start.

A vision of inclusivity and creativity

Looking ahead, Meeker envisions expanding these play-based approaches beyond early childhood education. “I’m really excited about the potential for these approaches to transform other areas of education,” she notes. Her vision is part of a larger movement toward integrating creativity and problem-solving into educational practices, aiming to create more equitable and immersive learning experiences.

Mendez’s contributions align with this vision. Her dedication to inclusivity and responsiveness in the classroom reflects Meeker’s philosophy, creating spaces where diverse backgrounds are honored and respected. Reflecting on her experiences, Noemi explains, “Growing up in a predominantly white neighborhood, I often felt that the curriculum did not reflect my identity as a Mexican American. This lack of representation made it clear to me how important it is to create windows and mirrors in the curriculum where students of color feel seen and respected.”

In her classroom, Mendez applies this philosophy through play-based methods, engaging students and their families in meaningful ways. She acknowledges the challenge of addressing systemic issues but emphasizes, “Working with families of color has revealed many systemic issues. Although it's hard to change the whole system alone, making a classroom that respects and values diverse backgrounds is an important start.” Her approach demonstrates how play-based and reflective practices can address broader systemic issues, fostering a learning atmosphere that values diversity and responsiveness.

As Mendez prepares for her new role as Early Childhood Special Education teacher at Martin Luther King Jr. Elementary School, she remains committed to applying the creative and inclusive strategies developed through the Learning Studio. Despite the broader systemic challenges in education, her approach demonstrates how integrating creativity, and inclusivity can reshape teaching and learning, offering an expansive vision for the future of education.

Envisioning the future of dynamic teaching

The Learning Studio exemplifies the catalytic potential of creativity and flexibility in teaching. It provides a hopeful vision for the future of education — one where play-based methods and reflective approaches are central to creating adaptive, supportive, and equitable learning environments. By integrating creativity and play into instructional techniques, the Learning Studio not only refines how educators teach but also celebrates the diverse experiences of all students.

Meeker captures this potential perfectly when she reflects, “What I get excited about is thinking about how I can take what I've learned from teaching this class and how much I feel like this play-based approach has kind of changed me and my knowledge of the students.” This sentiment underscores the profound impact that embracing creativity and play can have on both educators and students, highlighting the shift from traditional methods to a more dynamic and interactive model.

As Meeker observes, “I feel like my relationships are stronger. I feel like I know my students better. I feel like I have a deeper connection.” This reflection highlights the deeper, more authentic connections that can be established through a creative and engaging approach. The Learning Studio’s methodology enriches the way educators interact with students and enhances their overall experiences.

By fostering environments where students can explore, express, and engage with their world in meaningful ways, the Learning Studio envisions a future where educational experiences are more stimulating and reflective of diverse student identities. Meeker highlights the potential for educational practices to evolve in ways that truly support and inspire every learner, saying, “It’s exciting to see students learning and to imagine how this approach could be applied in different contexts.”

Contact

Vanessa Stone

Assistant Director for Marketing & Communications

stonevm@uw.edu

New Director Spotlight with Dr. Gloria Henderson

stonevm@washington.edu — Tue, 23 Jul 2024 19:37:58 +0000

New Director Spotlight with Dr. Gloria Henderson

July 25, 2024

Dr. Gloria Henderson

Dr. Gloria Henderson, EdD, M.A., is an esteemed alumna of the ��ߺ��'s ��ߺ��, earning her Doctorate in Educational Leadership and Administration in 2021 and her Master's in Educational Leadership & Policy Studies in 2010. With a robust background in educational leadership, Dr. Henderson brings a wealth of experience to her new role as Director of the Danforth Educational Leadership Program.

Before taking this pivotal position, Dr. Henderson was Assistant Superintendent at Clover Park School District, where she showed a steadfast commitment to fostering equity and excellence in education. Her career is characterized by a dedication to instructional leadership, cultural transformation, and advocacy within educational communities. As a faculty member at the ��ߺ��, Dr. Henderson continues to contribute to the advancement of educational leadership through scholarship and mentorship.

Read her interview below to discover how she will reshape the Danforth Program as its new Director.

Can you share a bit about your journey in education and how it led you to the Danforth Program?

As an adolescent, I wrote a list of my hopes and dreams. It hung on my wall through high school. On that list was my desire to become either a prosecutor (lawyer) or a teacher. Along the way, my dream was solidified towards education because I wanted to work to prevent damage, support others’ dreams, and ensure that all students would have the opportunity to make their own choices in life. Lawyers are cool! However, the type of lawyer that I wanted to be did not align with what I wanted for others.

Though systems and institutions can impact the decisions a person makes, I knew that I could make a positive impact to help change the trajectory of students’ lives. A few years into becoming a teacher, I realized that it was not just about helping only one student and my job was done. It’s about supporting every child and working to change or dismantle systems that negatively impact students, families, and communities. Digging deeper into both the harm and the possibilities inherent in education, led me on my journey to become a school—and eventually—a district administrator in multiple roles.

Over the last three years, I taught in the L4L program and became an advocate for some Danforth interns. This led me to more deeply engage with students and leaders within these programs. When the position opened, colleagues with whom I had worked and students whom I had taught, believed in my ability to be the next Director of Danforth.

Side note: my mom pumped me up, too. She has always been a believer in my abilities and what I can do in the world. So, I took another chance on myself to influence and co-design what education can be with many other allies and co-conspirators entrenched in this noble and beautiful cause.

What excites you most about your new role as Director of the Danforth Program?

I am excited to build on what has been the foundation and flagship areas of this highly-renowned program—and I am excited to form a vision and plan to move us forward to meet the needs of our ever-changing world.

How do you envision integrating your experiences from Clover Park School District into your leadership at Danforth?

As an Assistant Superintendent in Clover Park, I had the opportunity to work with those who were already assistant principals, principals, and program managers. These leaders came from many different walks of life, backgrounds, professional experiences, and leadership programs. The aforementioned has and will inform my view of the Danforth program since it broadens my view of best practices and those ideologies, pedagogy, and practices that could be more effective to impact change. Thinking more broadly, my work and roles in various school districts has already been an asset in supporting some students find internships and employment opportunities as they embark on this whirlwind of a year.

What do you believe sets the Danforth Program apart from other educational leadership programs?

When I spoke to a mentor, Dr. Kyle Kinoshita, about becoming an administrator years ago, I asked him for guidance regarding leadership programs. He unequivocally told me that Danforth was the place to be for several reasons—its forward-thinking curricula, its ability to push its students to think deeply and lead differently, the solid instructors from the field and the cutting-edge UW professors, its reach-back to past alumni to support current Danforth students, and the strong, positive name recognition due to the work its graduates were leading once they finished the program. Those reasons are still why the Danforth Leadership Program is the place to be.

In what ways does the Danforth Program prepare its graduates to meet the evolving challenges in educational leadership today?

As a cohort member of Danforth 22, the area of school finance was not very robust, which was not uncommon for cohorts around that time. Now, this area is given more time and discussion to support Danforth students, which is helpful, especially for those who may enter the field from the start as lead principals or program managers. Also, as an assistant principal, it is crucial to have a solid foundation from which to start to support the principal or if the assistant principal has a role in the budgeting process from some school-based budgets.

Considering the tightening of budgets and a microscope on funding or how funding is used (e.g., curricula and roles) in a highly-politicized climate. Education has always been political, as seen through who could legally learn how to read, Brown v. Board, voucher conversations, levy and bonds passage or failure, etc., but it is even more so in recent years. Therefore, we want our graduates to be prepared for both the known and unknown.

Could you highlight a memorable success story or accomplishment from your time in educational leadership that inspires your work today?

As a Programs and Equity Director in a very large district in Washington state, I began managing/leading 9 programs and areas of responsibility without any staff to do this work with me and a very meager budget. Over the course of three years, I advocated and pushed systems and people for equitable funding to support what this district put forth as its values and strategic plan.

At the end of my tenure there, my department had a multi-million-dollar budget and 13 staff members to accomplish the mission, vision, and goals of the organization. Furthermore, the funding and additional people, allowed for deep work, harm reduction for staff, students, and families, community input and voice for systems-level and school-based change, and adaptive change for sustained impact far after my time ended.

Looking ahead, what are some of your goals and aspirations for the Danforth Program under your leadership?

This work heartens me. I feel honored to be the new director of this amazing program. Here are a handful of goals and aspirations:

Grow the number of students in the program.
Increase the number of first-generation and historically marginalized and minoritized groups.
Broaden its reach beyond those who apply and are admitted. Danforth has many gifts that could positively impact those who did not attend our program.
Offer online/virtual continuing education classes to reach those far away from us.
Provide the opportunity for Danforth alumni to connect and extend their learning across cohorts to celebrate, sustain in our work, and imagine and re-imagine what else is possible.

Contact

Gloria Henderson

Professor of Practice

gjh5@uw.edu