Enhancing Capacity for Special Education Leadership
With initial support from the Washington Office of Special Education Programs and a following five-year grant from the US Department of Education's Office of Special Education Programs, the Goodlad Institute launched a state-wide collaborative partnership program that focuses on knowledge and skills needed for local education administration. This is a collaborative effort between the University of Washington, Bothell Campus and Washington State University.
A new preparation program for Directors of Special Education
This program is Led by a faculty team from across the UW and WSU campuses, the program qualifies candidates for the required Washington Residency Program Administrator Certification.
Graduates of the ECSEL program earn a Master of Education degree in Educational Leadership and are recommended for Washington State Residency Certification as an Education Program Administrator. Graduates who are subsequently admitted to the Washington State University’s Statewide Ed.D program in Educational Leadership may transfer ECSEL program credits into that program.
To learn more, visit the School of Educational Studies ECSEL web page.
Washington State Oral Histories Project
WSOHP is a university-community collaboration started in late 2010, which brings an interdisciplinary perspective to an exploration of student disengagement and dropping out. You can learn more about this collaborative and its supporting partners on the Partners page of this site.
The Washington Student Oral Histories Project (WSOHP) was conceived in response to the alarming school dropout rates in Washington State and around the country. Although many studies have examined the dropout issue, the perspectives of disconnected youth have not been adequately examined. Thus, a central purpose of this project is to capture these perspectives in depth and to learn from youth who have dropped out or been truant and are now struggling to get back on track. The project provides a unique opportunity to hear from and to engage youth on this important issue.
Articles & Reports: Find more articles related to student engagement, truancy and dropping out at the WSOHP blog. In addition, the project web site contains a four-part report series, Pathways to Dropping Out, completed in Spring 2013, as well as other resources related more generally to issues of truancy and dropping out.
This effort is led at UW Bothell by Dr. Tony Smith, Associate Professor in the School of Educational Studies.
Badges for College Credit
The University of Washington Bothell, in partnership with the Future of Flight and the Pacific Science Center’s Mercer Slough Environmental Education Center, and the Seattle Aquarium, received funding from the National Science Foundation to design a digital badge system that results in the awarding of college credit.
The intended outcomes for the project include: (1) stronger STEM-linked identities and motivation for STEM learning through the badge system, (2) achievement of college credit in an alternative assessment system, (3) a model of how informal science education institutions can partner with institutions of higher education to award college credit for learning that occurs in informal settings, and (4) contributing to the knowledge base in informal science learning about how badges can support motivation and identity formation. We estimate that this project will impact over 550 youth directly, with potentially thousands more impacted with the dissemination of the model to other informal education institutions and over the Mozilla Open Badge system.
Carrie Tzou, Assistant Professor in the School of Educational Studies, is the Principal Investigator on this project.
Project STEAM aims to inspire art-interested girls to enter STEM careers through a series of activities, including summer academies that explore the biology and physics of color at different scales (macro, micro, and nanoscales), science café-style presentations given by women scientists that use modeling and art-related creative techniques in their work, and the development of “kits” that can be used in informal and formal venues (Girl Scouts, science centers, and K-12 classrooms). Our overall approach will help build “science identities” among art-interested girls who are normally under-represented in STEM careers, including girls from Alaska Native, Tohono O’odham, and Pascua Yaqui backgrounds. A research component will explore how short and long-term science identities develop in response to our interventions.
Project STEAM is funded through a generous grant from the National Science Foundation. Carrie Tzou, Assistant Professor in the School of Educational Studies, is the Principal Investigator for this project.
Picturing America: Principled Dissent and Democratic Practice, a Professional Development Conference for Teachers
“Picturing America: Principled Dissent and Democratic Practice” is a new professional development program for middle- and high-school teachers of history and/or social studies at "Picturing America" schools. We gratefully acknowledge support for this project from the National Endowment for the Humanities "Picturing America" initiative. This new initiative from NEH brings masterpieces of American art into classrooms and libraries nationwide. Through this innovative program, students and citizens gain a deeper appreciation of our country’s history and character through the study and understanding of art.
Picturing America conference program information and application materials.
Leaders for Teacher Preparing Schools
The Leaders for Teacher Preparing Schools (LTPS) project was funded through the Department of Education's School Leadership Program and led by the Goodlad Institute's director, Dr. Bellamy. The project aimed to improve principal leadership nationally for teacher-preparing schools that serve high-need communities through a series of professional development programs and short intensive workshops.
The LTPS project allowed the Goodlad Institute and the National Network for Educational Renewal (NNER) to offer a year-long professional development program for principals of schools that work in partnership with universities to prepare new teachers in NNER settings. The project also supported three cohorts of teacher leaders from partner schools as they worked toward principal certification.
LTPS provided a renewed focus on the critical role of principals in the simultaneous renewal of schools and the education of educators. A total of 45 principals and 36 teacher leaders participated in these programs, and most are continuing to provide important leadership in the schools and districts within NNER partnerships.
In partnership with the NNER, the Goodlad Institute expects to sustain the LTPS project's impact and continue to stimulate discussion and support of school leadership as a continued focus in NNER meetings and programs.
Math 2.0: Teaching Math in a Technical World
The Math 2.0: Teaching Math in a Technical World (TMTW) project is an innovative program designed to enhance mathematics instruction with new emerging interactive technology. Assistant Professor of Education Robin Angotti, Ph.D., received $660,220 from the Higher Education Coordinating Board to fund this three-year project built upon an award-winning professional development program coordinated by the North Central Educational Service District’s Mathematics Leadership Alliance.
The goal of TMTW is to help educators harness new online technologies and mathematics software to teach students math, particularly in grades 6 through 10, a critical time for laying the foundation for readiness for college-level learning. Technological tools appeal to 21st century learners and may pique their interest in mathematical concepts leading to motivation, engagement and success in higher-level mathematics. Of special interest is creating effective instruction for English language learners and students of low socioeconomic status. Teachers will be taught how to foster mathematical discourse by using Web 2.0 tools (i.e. blogs, online journals, and wikis) and other nontraditional communication strategies.
The project is funded by a grant authorized by the Elementary and Secondary Education Act and administered by the U.S. Department of Education and Washington State Higher Education Coordinating Board.