Washington AIMS: Administrators Improving Multi-tiered Systems of Support
The Office of Superintendent of Public Instruction joined with the University of Washington Bothell in a successful application for the Washington AIMS (Administrators Improving Multi-tiered Support Systems) project. Project AIMS received five years of funding from the U.S. Department of Education’s Office of Special Education (OSEP) to support local leadership for multi-tiered systems of support (MTSS) in schools and districts across the state. The project began October 1, 2020, and will serve a cohort of fifteen principals anddistrict administrators each year who are engaged in leading MTSS in their organizations.
Learn more about Washington AIMS, including application information here.
Enhancing Capacity for Special Education Leadership (ECSEL)
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.
This program is led by Professor Emeritus, Tom Bellamy, and a faculty team from across the UW and WSU campuses. Graduates of the ECSEL program are recommended for Washington State Residency Certification as an Education Program Administrator.
To learn more, visit the School of Educational Studies ECSEL web page.
Learning in Places
The University of Washington, Tilth Alliance and Seattle Public Schools are partnering on this project to move science learning out of the classroom and connect it to the natural world by creating more culturally and community relevant, field-based learning opportunities for students. Funded by a $2.9 million grant from the National Science Foundation, the project will build outdoor learning gardens and draw upon local communities and green spaces at several Seattle schools while developing a robust curriculum for K-3 educators to engage students in complex ecological reasoning and decision-making. The project is led by co-investigators Dr. Carrie Tzou, associate professor in the School of Educational Studies at UW Bothell, and Megan Bang, professor of Learning Sciences at Northwestern University.
Click here to read more about this project.
Dr. Blakely Tsurusaki is the principal investigator in collaboration with the University of Alaska Fairbanks on this NSF AISL program grant which builds on the outcomes of the successful AISL project “Project STEAM” led by Dr. Carrie Tzou. Through this past work, the collaborative team articulated a set of STEAM design principles that incorporate effective practices for broadening participation in science which informal educators can adopt and incorporate into their STEAM learning activities.
Backpacks for Science Learning
Dr. Carrie Tzou is the principal investigator on the project “Backpacks for Science Learning: Leveraging family expertise to transform homework as boundary objects across learning contexts,” funded by NSF's AISL Program. Backpacks for Science Learning fosters opportunities for families to explore science and engineering together as they engage with robotics, computer science and coding, and e-textiles (fabrics and clothing that integrate technology). Diverse families learn computing and robotics ideas at workshops at the Pacific Science Center, Red Eagle Soaring and the Seattle Public Libraries, then continue their exploration at home by checking out backpacks full of projects. Families “level up” to new challenges through a digital badge system, which also encourages interaction among participants. The program also offers professional development to libraries and community organizations as they expand staff members’ familiarity with science and engineering content.
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, Associate Professor in the School of Educational Studies, wasthe Principal Investigator on this project.
Pathways to Teaching
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, Associate Professor in the School of Educational Studies, was the Principal Investigator for this project.
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.
“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.
Dr. Linda Watts, Professor in the School of Interdisciplincary Arts & Sciences, was the Principal Investigator for this project.
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, Dr. Robin Angotti, 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.