The Evergreen State College Master in Teaching Program
The Connection
SPRING 2016 ▪ Volume 15, Issue 2
Congratulations Class of 2016!
Teaching is Political: Inquiries Into Learning,
Equity, Community, and Social Justice
Teacher Education
Programs Director
Patrick Naughton
Certification &
Advising Specialist
Maggie Foran
Field & Community
Relations Officer
Loren Petty
The Connection
MiT Faculty 2014-2016
Program Coordinator
Sunshine Campbell
Sonja Wiedenhaupt
Jon Davies
Phyllis Esposito
Chris Ramsey-Sharp
Roberta McGill
MiT Faculty 2015-2017
Phyllis Esposito
Terry Ford
Sherry Walton
Erica Hernandez-Scott
Newsletter Adviser
Loren Petty
Newsletter Staff
Chris Berntsen
Drew Bigelow
Katarina Corda
Kent Johnson
Becca Wyllie de Echeverria
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Congratulations 2016 Graduates!
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The Connection
The 2016 Evergreen Master in Teaching
Graduating Cohort Members

Haley Bea, English Language Arts

Katy Kirkham, English Language Arts

Richard Beith, Social Studies

Josh Laeder, Biology, General Science

James Bryant, Social Studies

Hillary Lyons, Biology General Science

Victoria Caswell, English Language Arts


Jessica Davis Elementary, Visual Arts
Ana-Claudia Magaña, English Language
Arts

Rachel Erickson, Biology, General Science

Amanda May, Biology, General Science

Cindy Falla, ML Mathematics


Kaitlyn Frasier, Mathematics
Maxwell Merchant, English Language Arts,
Social Studies

Jeremy Glasco, ML Humanities, Elementary

Rachel Murray-Hearn, Elementary
Education

Lindsey Gunn, Elementary, ML Humanities

Sarah Neal, ML Mathematics, Visual Arts

Katherine Hoffman, Elementary

Kelsey Parks, Elementary

Amber Hanes, Elementary

Ross Phimister, Chemistry, General Science

Brian Howell, Elementary, ML Humanities

Lucile Salazar, English Language Arts

Lauren Ivers, English Language Arts

David Sanford, Middle Level Science

John Joyce lll, Social Studies, English

Samuel Weinstock, Elementary Education

Brian Kinsella, Middle Level Science

Isabel Yasui, Visual Arts
The Connection
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Teachers in Action:
Year 2 Cohort Present Master’s Papers
Victoria Caswell and her mother, Doreen
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The Connection
On March 11, 2016 the 2014-2016 Cohort presented their Master’s Papers at A
Professional Development Workshop for Educators at The Evergreen State College. The
program entitled, “From Critical Reflection to a Proposal for Action: Inquiry into
Professional Education Research,” included the following group-collaborative research
projects:

The Effective Integration of Formative Assessments Into The Classroom
Rachel Murray-Hearn, Josh Laeder, Sam Weinstock, & Max Merchant

Implementing Student-Centered Learning Environments
Brian Howell, Sarah Neal, Kelsey Parks, & Ross Phimister

Opening Doors Between Classroom and Community: Incorporating Family and
Community in Science Curriculum
Hillary Lyons, Amanda May, & Rachel Erickson

Using Student-Centered Discourse to Attend to the Disruption of Status Inequities
Brian Kinsella, Haley Bea, David Sanford, & James Bryant

Placing Students at the Center of Instruction: Creating Classrooms that Support
Creative and Critical Thinking, Self-Efficacy, Engagement, & Voice
Cindy Falla, Lauren Ivers, Ana-Claudia Magaña, & Kaitlyn Frasier

Improving Learning Opportunities Through Formative Assessment Practice
James Newton, Katy Kirkham, Lindsey Gunn, & Richard Beith

Differentiated Instruction: An Overview of Theory and Practice Possibilities
Amber Hanes, Kat Hoffman, Jeremy Glasco, & Lucy Salazar

All Families and Communities: Considerations for Effective Involvement in Student
Learning
Jes Davies, John Joyce, Victoria Caswell, & Isabel Yasui
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Race to the Finish: Year Two Candidates
Take Part in Mock Interviews
Josh Laeder, MiT 2016 with Nate Grygorcewicz,
North Thurston Public Schools, Carey Murray,
Shelton Schools, Lori Cournyer, Mossyrock Schools,
Marc Brouilett, Sumner Schools and Colette
Stewart, Tacoma Schools
Brian Howell, MiT 2016 with Rick Serns, Federal Way
School District, Tami Stoutnar, Shelton Schools, Joel
Lang, Olympia Schools, Steve Bodnar, Yelm
Community Schools
Haley Bea, MiT 2016, with Deena Alley, Shelton
Schools, Monica Sweet, North Thurston Public
Schools, Matt McCauley, Centralia Schools, Geoff
Parks, Olympia Schools, Kathy Weight, Steilacoom
Historical School District
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Mock interviews are practice interviews conducted
by school hiring committees or actual
superintendents or principals who volunteer their
time to assist Candidates to gain experience in the
art of interviewing. They help future teachers obtain
a feel for the interviewing process. Candidates also
have an opportunity to verbalize how their
background, skills and abilities fit the job.
“The excitement in
This year, Field
their voices puts the
Experience and
Community
biggest smile on my
Relations Officer,
face!”
Loren Petty,
arranged an all-star line-up of participants to hold
Mock Interviews for the 2014-2016 Cohort on
February 22, 2016. “My favorite part of my job is to
hear from students who have just gotten their first
jobs,” Loren exclaims. “The excitement in their
voices puts the biggest smile on my face!” Loren
says that mock interviews are an important part of
the interview process– and just a stepping stone
away from his favorite time of the year– the hiring
process! Loren says that in previous years, students
have been hired on
“There is no secret to a the spot at the mock
successful job interview. interviews. “It’s really
You need to prepare a wonderful tool” he
says.
and practice.”
There is no secret to a successful job interview. You
need to prepare and practice. In the final stretch
of their MiT careers, the 2014-2016 cohort is well
prepared to spread their wings and fly.
The Connection
Thank You!
We would like to take a moment to thank all of the participants in
the 2016 MiT Mock Interviews.
Deena Alley
Assistant Principal
Shelton High School
Skip Gillis
Student Teaching Coordinator
Tacoma Public Schools
Geoff Parks
Principal
Reeves Middle School
Shawn Batstone
Superintendent
Hood Canal School District
Lisa Grant
Superintendent
Mossyrock School District
Kristen Rue
Principal
Chinook Middle School
Steve Bodnar
Director of Human Resources
Yelm Community Schools
Nate Grygorcewicz
Principal
Horizons Elementary
Rick Sterns
Director of Operations
Federal Way Public Schools
Joe Bremgartner
Executive Director of Human Resources
North Thurston Public Schools
Patty Kilmer
Principal
East Olympia Elementary
Chris Simpson
Principal
Chehalis Middle School
Jeff Broome
Principal
Tumwater High School
Joel Lang
Principal
L.P. Brown Elementary
Cassandra Stephani
Principal
Camas Prairie Elementary
Marc Brouillet
Assistant Superintendent of Human
Resources
Sumner School District
Lori Liedes
Recruitment Coordinator
Clover Park School District
Colette Stewart
Director of Talent and Recruitment
Tacoma Public Schools
Dawn Long
Director of Human Resources
North Thurston Public Schools
Tami Stoutnar
Director of Special Education
Shelton School District
Serenity Malloy
Assistant Principal
North Thurston High School
Monica Sweet
Principal
River Ridge High School
Matt McCauley
Assistant Superintendent
Centralia School District
David Tomlin
Superintendent
Taholah School District
Stephanie McPhail
Principal
Kapowsin Elementary
Leslie VanLeshout
Director of Student Support
North Thurston Public Schools
Cary Murray
Principal
Bordeaux Elementary
Denise Walter
Human Resources
Eatonville School District
Dave Myers
Principal
Black Hills High School
Don Waring
Recruiter
Tukwila School District
Karen Owen
Principal
Nisqually Middle School
Kathy Weight
Superintendent
Steilacoom Historical School District
Mike Parker
Superintendent
Hoquiam School Diistrict
Jennifer Young
Recruiting and Reterntion Specialist
Highline Public Schools
Brendon Chertok
Principal
Garfield Elementary School
Curtis Cleveringa
K-8 Principal, Athletic Director
Taholah School District
Lori Cournyer
Principal
Mossyrock Junior/Senior High School
Aaron Davis
Director of Human Resources
Olympia School District
Paul Dean
Principal
Timberline High School
Karen Eitreim
Director of ELL, Health & PE, Visual
&Performing Arts
North Thurston Public Schools
Autumn Foster
Principal
Roosevelt Elementary
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MiT Job Fair: A Big Success!
A major highlight in the Winter quarter of the Master in
Teaching program was the Job Fair on March 2, 2016.
Usually there are between 10 and 15 school district
administrators to discuss job possibilities with MiT
students. These
“We appreciate your events have been
support, efforts, and key in sustaining our
strong jobwillingness to partici- placement rate.
pate in the success of
the MiT Program.”
This year,
participants
involved 24 School
Districts, the Public Schools Personnel Cooperative, and
the Peace Corps. This was by far the largest Job Fair in
MiT history.
The experience and knowledge gained from the Job
Fair are invaluable to MiT teacher candidates. It is so
important that they make connections with School and
District Personnel.
Loren Petty cites a great working relationship with
school districts as the main reason for the successful
placement of teacher candidates. “We appreciate
your support, effort, and willingness to participate in the
success of the MiT Program,” Loren says. “We feel very
fortunate to be able to maintain such great working
relationships with the school districts.”
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The Connection
THANK YOU!
We would like to take a moment to thank all of the
participants in the 2016 MiT Job Fair.
Auburn
Franklin Pierce
Rochester
Bethel
Highline
Shelton
Bremerton
Hood Canal
Steilacoom
Centralia
North Thurston
Sumner
Clover Park
Olympia
Tacoma
Eatonville
Peace Corps
Tukwila
ESD 113 Public Personnel
Cooperative
Port Townsend
Tumwater
Puyallup
University Place
Rainier
Yelm
Federal Way
Congratulations, Phyllis!
Faculty Speaker at 2016 Commencement
Dr. Phyllis
Esposito was
elected to be the
Faculty Speaker at
The Evergreen
State College
graduation
ceremony. Phyllis
has been a Member
of the Faculty at
Evergreen since
2013.
The Connection
Congratulations, Sherry!
Professor Emeritus
Dr. Sherry Walton
retired this year,
and received professor emeritus status by The Evergreen State College.
Master in Teaching
congratulates her
on this honor, and
wishes her the best
going into retirement!
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Congratulations!
Michaela Gile
Left: Michaela Gile
Right: student
The Evergreen State College
PK-12 Educator of the Year
Award Winner
Michaela Gile, MiT Alumni ‘99, received The Evergreen State College PK-12
Educator of the Year Award for her exemplary work at Northshore Recovery High
School of Beverly, Massachusetts. MiT’s Professional Educator Advisory Board (PEAB)
selected Gile from a strong group of nominees for this year’s award based on her
efforts to embrace the diversity of ALL students. Her curriculum choices and daily
classroom practices have helped to shape the culture and philosophy of Northshore
High School as a whole. She has demonstrated strong leadership on a Northshore staff
committed to creating a safe, therapeutic learning environment to meet the diverse
academic and recovery needs of students who have a diagnosed substance use
disorder, and their families, who require considerable support in their caretaker roles.
Gile’s nomination by Principal of Northshore High School, Michelle D. MuffettLipinski, cited multiple examples of the educator’s commendable acts, including her
work as a curriculum coordinator for the past 10 years, a leader in her professional
learning community, and a mentor for incoming and continuing teachers. Most
notably, she commended Gile for her development of a “…meaningful, competencybased, trauma-sensitive curriculum which encourages students to empower themselves
by sharing their stories.” Gile has cultivated a safe and supportive community around
writing, revising, and sharing stories, where students connect with peers through
exchange of lived experiences through their written word. In this nurturing environment,
Gile has fostered students’ growth as writers and community members. Her students
have cultivated a passion for storytelling and expressed satisfaction for the work they
do with Gile. Through an online community, Gile shares students’ stories, and garners
positive feedback from community members, parents, and collaborating partners of
the school. Principal Muffett-Lipinski noted that this feedback in turn encouraged
students to sustain their engagement in school and, “…ultimately, stay in recovery.”
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The Connection
As further testament to this educator’s tremendous work for the students of
Northshore Recovery School, the Massachusetts Governor recently received Gile at
a legislature session, where he signed into law legislation to address the opioid crisis.
He invited Gile in recognition of Gile’s initiation and organization of a communitywide letter writing campaign empowering students to address the governor on the
devastation caused by the opiate epidemic in their area.
“For me, there is nothing more meaningful than to help restore their
belief in their academic competence and personal power.” -Gile
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Page 11
The staff, faculty, and PEAB of the Evergreen State College are thankful for
Michaela Gile’s exemplary work as an educator. We are honored to count you
among our transformative alumni. Thank you for representing the MiT Program with
such distinction!
The letters of Northshore Recovery High School students are remarkable in their
honesty and depth. Please read some of them at the school’s Facebook page:
https://www.facebook.com/NorthshoreRecoveryHighSchool/?ref=nf.
In her own words, Gile shares her start in teaching…
“I grew up in a rather bookish household in Hamburg, Germany. Both my parents were
high school teachers, and I remember watching them prepare for classes, discuss literature, and interact with their students. They loved their profession. I was raised to believe
that the most important thing in life is to find one’s calling.
When I moved to the United States in 1994, I was almost finished with my teacher training
in Germany – but I did not have my teaching epiphany before I started working at a preschool in a small town in Wisconsin. There, I fell in love with the excitement that infuses a
space when people share learning and knowledge, and I have not stopped teaching
since. I have taught two years of pre-school, six years of middle school, seven years of undergraduate and graduate classes in college as an adjunct, and eleven years of high
school. All of these experiences were glorious in their own way. For the past ten years, I
have been teaching English at the Northshore Recovery High School, where I work with
students with significant trauma histories who are in recovery from drug and alcohol addiction. These adolescents have often had difficult experiences with their sending school
districts, and for me, there is nothing more meaningful than to help restore their belief in
their academic competence and personal power. I could not think of a better place to
teach - I am lucky to work with such smart, funny, resilient, and courageous students.
The Evergreen State College changed my life. I enrolled as an undergraduate at the Tacoma Campus in 1996, where I finished my senior year and immediately applied for the
MIT program, which I started in the fall of 1997. During those two years, I studied alongside
great friends and was guided by experienced and dedicated teachers. My philosophy of
teaching, which is student-centered and trauma-sensitive, is deeply rooted in what I
learned in the MIT program. “
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The Connection
Sean Riley Presents at the Ignite
Education Lab in Seattle
This past January, Sean Riley, MiT
Alum 2005, was one of eleven speakers
to present at the Ignite Education Lab
Event. The Ignite Education Lab Speaker
series invited a range of professionals in
the field to share five-minute talks on
“inspiring and surprising stories about
their experiences with education.” To the
crowd of 350-plus packed into Town Hall
Seattle, Riley presented: Diversity is
Uncomfortable! Diversity is Awesome!
Riley’s talk addressed the present reality
of re-segregation in Seattle Public
Schools and what could be done to
rectify the state of inequity.
The talk began with Riley’s
personal experiences as an educator at
two racially and economically separate
schools, reflective of the disparities in
resources and challenges across
Seattle’s communities. In light of vast and
detailed data in addition to this personal
account, Riley claims we are accepting
what we know is not true: “We know from
Brown vs. Board of Education that
‘Separate Cannot Be Equal.’”
Riley goes on to argue that there is no
constructive tension (necessary for
student personal growth) without
interaction across racial, class, and
privilege lines – an awareness of how the
other half lives.
“How do we preserve the
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empathetic, culturally-flexible nature of
Seattle at a time of re-segregation?”
Riley asks. His answer: “Through
discomfort, we must make ourselves
uncomfortable.”
Riley offered three things schools
can do to provide this needed
discomfort (and constructive tension): 1)
schools should focus on evaluation
beyond test scores, instead emphasizing
graduating activists and collaborators; 2)
teachers should collaborate across
schools through building cohorts of
teachers and professional learning
communities that share practices and
advocate for students of the system as a
whole; and 3) students should
collaborate across schools in writing
projects, where first person narratives are
written “to create radical empathy
which can result in real change.”
Riley spoke with passion and
urgency on the need to act to preserve
the potential of an “empathetic,
culturally-flexible” Seattle. He closed with
the following: “By embracing discomfort
and diversity, Seattle Schools can inspire
and empower each of us to not only be
smart but good, not only peaceful but
just, not only individuals but
compassionate members of a beloved
community.”
Sean Riley is a National Board
Page 13
Certified Language Arts teacher. He
currently teaches at Catherine Blaine K-8
in Seattle’s Magnolia neighborhood.
Previously, he taught at Global
Connections High School in SeaTac. He
was recognized with The Evergreen State
College Distinguished Educator of The
Year Award in 2014.
Follow the link to read Riley’s guest essay in
the Seattle Times on the impact of
standardized testing,
http://www.seattletimes.com/educationlab/amid-testing-season-one-teacher-askswhat-its-all-for/
“Through discomfort, we
must make ourselves
uncomfortable.”
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The Connection
Geoduck
Teacher in
Action!
Jennifer Clement, Supervisor of Secondary Initiatives
Open Doors, Open Classrooms in Clover Park School District
When did you graduate from the Master in
Teaching program?
The Evergreen State College Olympia
Campus, 2008.
influential moments in the Master in
Teaching program?
Working in a group on various projects with
other students who were sometimes quite
different than me really helped me to grow
How long have you been teaching?
and shape how I would interact in the
Seven years teaching,
workplace. My
one in administration.
student
“The program prepared me second
teaching gig at a
Why did you decide to be because it really helped me juvenile institution was
a teacher?
to fine tune my sense of why I also an important
I thought I could do a
experience for me.
wanted
to
teach
and
what
I
better job than some of
One of the most
wanted
to
do
with
the
time
I
the teachers I had who
memorable things I
assigned a lot of book
am given with young people did was work on a big
work or were not
and complex
as
far
as
how
I
want
to
engaging and wrote me
conference paper
impact
their
lives.
“
off as a student. At the
then present it on
same time, I had a
campus as well as at
teacher who I was close to that really built
an Institutional Education conference.
a strong relationship with me that helped
What do you teach? What do you like
me get through high school. I wanted to
about what you teach?
help students who needed a little extra to
be successful.
Right now I run an alternative school for the
Clover Park school district. I do still have
What are your most memorable and
two classes I help supervise where students
The Connection
Page 15
middle & high school but I've taught just
about all subjects in alternative education
environments. I also taught a lot of legal
studies classes for a while that were high
school electives under my social studies
certification. Each content has its own
important points but I really like working on
writing with students because there is a lot
you can do with your curriculum and there
is a lot of student expression allowed. I also
like teaching US History because you get to
engage students about a lot of relevant
themes and events that have an impact
on them today. Legal studies was a fun
subject because I learned a lot and I felt
like it was very empowering and
immediately useful for my students. Finally,
teaching pre-algebra & algebra in
alternative education is cool because you
help students understand material they
have been struggling with since 5th grade
or so and you feel them really moving
forward toward potential college & career
paths.
complex and/or long written and research
pieces required by postgraduate study.
How did the program prepare you for what
you teach?
The program prepared me because it
really helped me to fine tune my sense of
why I wanted to teach and what I wanted
to do with the time I am given with young
people as far as how I want to impact their
lives. When I'm stressed or feeling uncertain
about how to proceed I always go back to
the core values the program emphasized
in its early stages and make decisions
based on what I think is best for the young
person in front of me, even when it's not
the most popular decision. The program
also really helped me to step up my writing
and researching game. When I went on to
gain my administrative credential I could
see that I was well prepared for future
study and was capable of completing the
What else are you doing at the school?
Right now I am the sole administrator at my
school which I designed so I do a lotregistration & intake, putting grades on
transcripts, discipline, test coordination,
staff development, triage for students in
crisis, community presentations, SPED
oversight, etc. In the past as a teacher
before I moved full time into administration
I led an advisory committee, a law and
public service elective progression, PBIS
based site discipline and other projects at
various school sites.
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What more do you have to say about the
reward?
Working in education- particularly if you are
working alongside young people every day
as I have been blessed to do throughout
my career- is incredibly rewarding. I
approach every day with a to do list of
things I need and want to get done but I
always have time for those critical
moments and important interactions. I love
seeing my students improve their reading
and writing ability and become more
aware politically. I feel proud when I know
I've really imparted knowledge in a critical
area like interest rates or fractions. But the
thing that stays with me most of all is the
relationships I develop and the opportunity
I have to see the students I've worked with
move on and grow up. I feel like I have
made a lot of friends in the world and that
I've done something with my life.
What do you find important for students to
learn about what you teach?
There are a lot of key things in the content
like the civil rights movement, the criminal
justice & court system, math as it applies to
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personal finances, basics of a healthy
lifestyle and more. I always look for the
thing that will be the most helpful for the
students in front of me that is within the
content I am teaching. One thing I try to
impart across all content and settings is a
sense of humanity and connection, both
in the content and in the relationship I
build with students and we build as a
group.
Jennifer Clement is also currently doing
work with the “Open Doors” program,
which is a re-engagement program colocated at Clover Park High School. The
program is designed for students ages 1621 who need to make up credits. The
students are offered flexible learning
opportunities to do this either online or in
the classroom. The program has proven
successful for students who learn better
outside of the traditional classroom
environment. More importantly, the
program provides outside resources, in
addition to a new class setting, that
ensure students success in completing
high school. Students can even set their
own pace that fits their life style. As
supervisor of secondary initiatives of the
now 140 students in the program,
Clement says that she regularly provides
counseling for students in wherever they
are at in life to give them a viable way to
graduate, whether it be online or in
person.
Congratulations Pamelia Valentine,
Transformative Art Educator!
Congratulations to Pamelia Valentine, MiT 1996, for being
selected to take part in the National Art Education
Association’s School for Art Leaders learning community! The
School for Art Leaders is a program put on by the NAEA to
“provide a transformative experience for art educators to both
inspire and prepare members to become active leaders of
positive change in the field of art education.” Valentine was
chosen to be part of a 25 person cohort that will learn
together for the next several months through leadership
experiments, debriefing sessions, and an intensive, five-day
learning experience at the Crystal Bridges Museum of
American Art in Bentonville, AR. The School for Art Leaders
works under the frameworks of Thurber-Zimmerman
Empowerment, Mindful Leadership, Emotional Intelligence,
and others. Congratulations to Valentine for this recognition!
The Connection
Pamelia Valentine
Page 17
Evergreen in Action!
Interdisciplinary Learning with MiT
Alumnus Karina Champion, 2009
Students learn math concepts, such as scale, through art
We visited Karina Champion, MiT 2009, to talk to her about the MAST7 curriculum program she and
several co-teachers have implemented at Olympia Regional Learning Academy (ORLA) in
Olympia, Washington. MAST7 students have worked hard all year on restoring a native prairie
garden on the grounds of their school, as part of an interdisciplinary inquiry-based learning
experience.
What is MAST7?
“MAST 7 is an integrated curriculum program incorporating ideas from STEAM [Science,
Technology, Engineering, Art, & Mathematics] and adolescent Montessori. Right now the current
cohort is made up of 7th graders, but next year there will be both a 7th and an 8th grade cohort
of MAST. In MAST7, field experiences are central to learning. Both lab and field science
experiences as well as cultural experiences beyond the classroom are essential to MAST’s
curriculum design.
“In MAST we teach core classes through research-based inquiry practices. Students learn ELA,
social studies, science, math, visual and performing arts, and health in different interdisciplinary
strands. The students are assessed using standards-based mastery grading. A key element of MAST
is mastery grading, which gives students a lot of freedom in how to demonstrate their learning of
the processes and skills through what interests them. Students get constant feedback about their
performance and return to projects
throughout the year. This gives students
time to gain mastery in the underlying
skills, but doesn’t stop them from being
involved in learning new content along
the way.
Community connection is essential to MAST7’s curriculum. Champion’s
window at ORLA is the community’s first impression of MAST7.
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“Everything across content areas is tied
together by two fundamental,
underlying themes: cause and effect,
and stability and change. The kids
engage with these fundamental ideas
from multiple entry points and
perspectives, and gain a deeper
understanding of how real life reflects
the complexity of these two
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fundamental ideas.”
How did you go about preparing and developing MAST
curriculum?
“My first five years of teaching were spent at Sky Valley
Education Center in Monroe, Washington. There I was
involved in an interdisciplinary program with ELA, field
science, lab science, social studies, and fine arts. I was lucky
to have the adolescent Montessori teacher down the hall to
help me learn about the experiential learning that goes on
through that program. This background helped prepare me
to design the MAST7 curriculum at ORLA.
“I proposed this to my administration and they were excited
and supportive of seeing this type of interdisciplinary learning
happen. There was a lot of parent and student interest in
interdisciplinary learning as well.
“One of the key things that has made MAST7 successful has
been our community meetings with the students about what
they want to learn about. What gets them excited? What
are they burnt out on learning about? Then the teachers
brought what they hoped to teach to the table, and we
designed our plan together with the students from day one.
It’s something the students and the parents really
appreciated, and opened the door to parent involvement in
the
MAST7 door invites students in.
classroom.”
How did MiT at Evergreen prepare you to
develop this interdisciplinary curriculum?
“In every way! From how to analyze research
on the best practices, understanding
learning and teaching from multiple
perspectives, understanding how my
teaching will impact my diverse group of
learners differently. And at Evergreen,
interdisciplinary learning is a given, not an
Karina Champion facilitates an environmental science lab on
add
on. But the most important thing I
evolution.
learned at Evergreen’s MiT program is how to
be compassionate to all kids, and how to be
reflective about my practice. I am aware of my biases and have the habits of mind to prepare
learning opportunities that benefit all my kids.”
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Page 19
How does the work you are doing in MAST7 embody student-centered learning?
“I have been very careful to make sure that the work my students take up in the classroom is
differentiated so that all students have access to the content and the skills that they are
practicing. Their projects are really reflective of their personalities and interests. We make sure
that the learning is coming from their own interests. We survey the kids at the beginning of the
year to see what we as teachers need to do in order to work with the students themselves as
well as their families. When we do this, we see all of the assets that students and their families
bring into the classroom. It is such a powerful way to generate community resources and focus
learning opportunities.
“At the same time that we are giving students the freedom to explore what they want to, we
are very intentional about making sure to manage student efficacy by making sure that the
work is developmentally appropriate. I am sure to make space to shift gears when I see that
students are disengaging and need to do something else. As MiT taught me, you need to do all
the planning possible, but you also need to have the flexibility to be responsive to the needs of
the students in the room.”
How did you develop the community connections to make this possible?
“Community partners make MAST possible. We had an open house at the beginning of the
year. I was chatting up parents and community members and got talking with a woman who
works for US Fish and Wildlife. She opened a lot of doors for us, including some great contacts
with the National Park Service as well as linked us to some grant opportunities.
“I am also sure to go to community meetings and meetings of local groups like Master Builders,
and the Native Plant Society. I go up to them after they are done with their meeting and tell
them that “I have a whole class of kids who are really excited about this stuff and wonder if you
have any ideas about how to bring this into the classroom?” It has been a great way of building
community relationships and opening up opportunities for my kids to learn about the community
and natural world they live in.
At your heart, you are a science teacher. Learning about science
can be controversial and science teachers tend to keep to their
content and try to stay out of real issues. How do you bring up
real science issues that may be controversial, and then navigate
the possible consequences? What advice could you offer to
science teachers new and old?
“I often run into the issue of parents assuming that I have certain beliefs
just because I teach science, and so I am always aware that there are
areas of science that people have emotional responses to, and have a
hard time reconciling their personal beliefs with the scientific evidence.
Page 20
Art and Science come
together as students create
native bee habitats for use in
MAST7’s native prairie garden
on ORLA’s campus.
The Connection
Geoduck
Teacher in
Action!
Justin Brooks:
Rotary Teacher of the Month
and Teacher of the Year at
Lochburn Middle School
Justin Brooks accepting the Teacher of the Month Award from the Rotary
Club of Lakewood.
Justin Brooks recently won the Lakewood Rotary Club Educator of the Month Award in
April. He teaches English and Social Studies at Lochburn Middle School in Lakewood. Brooks
is known for building positive relationships with the students he teaches, which he says he
does through maintaining mutual respect for and with them. Principal Josh Zarling stated
that he “makes a difference for the students on a daily basis,” and as a leader at the
school.
When did you graduate from the Master in
Teaching program?
“2006.”
How long have you been teaching?
“10 years.”
the time I was helping coach my brother’s
little league team and I started to figure
out that there was one way that I could
satisfy my love of history and this
developing ideal that I liked working with
kids – and that was to go in to teaching.”
Why did you decide to be a teacher?
“I was studying business and I was
absolutely dying in an accounting class. I
realized that was not something I wanted
to do for the rest of my life. I took some
time to figure out what I wanted to do. At
What are your most memorable and
influential moments in the Master in
Teaching program?
“Terry Ford. She was the hardest person I’ve
ever worked for. Somewhere in my first year
she told me my writing was garbage. I was
The Connection
Page 21
frustrated and angry, but she was mostly
five years, I coach fast-pitch and baseball,
not wrong. She demanded so much from
I teach summer school – all things that let
me and it really helped to hone who I was
me have a greater influence. I’ve also
as a teacher. Over the years, I’ve found
taken on more of a leadership role among
teachers from other cohorts who also had
my peers. I’m the language arts
Terry and it’s amazing to
department chair; I’m on
have a shared
the District Literacy
“I
knew
I
was
ready
and
I
experience about
Committee; I’ve done
somebody who was
knew how to figure out any- curriculum writing, gone
such a thorn in your side
to leadership
thing
that
I
didn’t
know.
…
and is still such a big part
conferences, and been
Teaching is hard, but so was involved in our school’s
of who you are as a
teacher.”
adoption of AVID. It
the MiT program.”
seems like I have my
What do you teach?
hands in everything at
What do you like about what you teach?
this point and I like it like that.”
th
“7 grade language arts/social studies.
What do you find important for students to
Middle school students are such funny
learn about what you teach?
creatures. They can be funny, sweet, awful,
annoying and often that’s just in the first
“The content of my class is only a small part
fifteen minutes of class. They are
of life. The relationships that you build with
incomplete, imperfect little versions of
people is what’s important. So whether
actual human beings and they are the
we’re learning about argument writing,
most fun to teach.”
citizenship, or how the writing of Sherman
Alexie follows the hero’s journey (today’s
How did the program prepare you for what
lesson), it’s all about our interactions with
you teach?
other people, what we owe them, and
“It’s hard to remember the specifics of how
what they owe us.”
the program prepared me, but I do know
that I never felt unprepared. From day one
of teaching, I knew I was ready and I knew
“I was studying business and
how to figure out anything that I didn’t
I was absolutely dying in an
know. I know that I still use the same lesson
plan template that they gave us and I still
accounting class. I realized
have most of my books on my shelf, but it
that was not something I
was really the mental state. Teaching is
wanted to do for the rest of
hard, but so was the MiT program.”
What else are you doing at the school?
“Somewhere in the last couple of years I’ve
taken on so much extra work. I love
anything that puts me in contact with more
students. I’ve done leadership for the last
Page 22
my life. I took some time to
figure out what I wanted to
do. “
The Connection
Alumni Success
Jim Anderson, MiT 2002
Here is Jim Anderson, a 2002 MiT graduate, who has just been
named Washington State Forensics Association Coach of the
year! On the right is Scott Rowland, Anderson’s former high
school speech and debate coach. Jim currently teaches at
Capital High School in Olympia. He sends his appreciations for
his award to the school, administration, his students, kids, and
wife Stephanie Anderson. This month, Jim was hired to be the
Vice Principal at Black Hills High School in the Tumwater
School District. Anderson starts in July.
Linda Huyck, MiT 1998
Here is Linda Huyck, MiT 1998, before winning the Capital City
Marathon for the Women’s Division on May 15th, 2016. This is
Huyck’s second time winning the Capital City Marathon. Her
time was 3:04:10. Huyck paced herself for a sub-3 hour race,
but around mile 17, “I just started cramping,” Huyck reported
to The Olympian. We congratulate Huyck on her victory and
hope she’ll meet that sub-3 hour mark next year!
Read more at
http://www.theolympian.com/sports/article77822447.html
Kelly Cowgill, MiT 2015
The Connection
Here is some of the work that Kelly Cowgill, MiT
2015, is doing in Oregon. Cowgill has been
featured in 3 different articles in the publication
by the Oregon Education Association. Links to
these stories are available below:
“First in Class” https://issuu.com/todaysoea/docs/toea_fall20
15_final
“The Toughest Challenge” https://issuu.com/todaysoea/docs/toea_winter
2016_final
“An Inextinguishable Force of Optimism” https://www.oregoned.org/images/uploads/p
ages/KellyCowgill_TOEA_Spring2016.pdf
Page 23
Alumni Success
Dominic Kehoe, MiT 2011
Dominic Kehoe, MiT 2011, will be the new Head of School at Olympia
Waldorf School starting this summer. For past five years, Kehoe has
taught middle school Math, Science, and Technology at NOVA
school.
Betsy Perkins , 2001, & Billy Simmons , MiT 2015
Betsy Perkins, MiT 2001,
and Billy Simmons, MiT
2015, take part in a
Poetry Open Mic Night
at Meadows Elementary
in Lacey.
Sisters and Brothers Geoduck Teacher Alum!
Richy Beith, ‘16 and his sister, Sara ’15 and Matt Fraiser, ‘14 and his sister, Kaitlyn, ‘16 smile
together at the 2016 commencement celebration of recent Geoduck grads!
Page 24
The Connection
Alumni Success
Heather McCarthy, MiT 2002
Heather McCarthy, MiT 2002, will be the new Principal of
Mountain View Elementary in Lacey. Most recently, Mrs.
McCarthy has served as the Assistant Principal at Lakes
Elementary here in North Thurston Public Schools. Heather is
already well-known as a dynamic, inspiring leader whose
compassion and care for the whole child make her an
excellent fit for Mountain View.
Betty Hicks, MiT 2002
Betty Hicks, MiT 2002, received the “Outstanding Educator Award’ in
March 2016 from the Washington State PTA. She teaches 2nd grade at
Clear Creek Elementary in Silverdale, WA. Congratulations and Go
Geoduck Teacher!!
Darice Johnson, MiT 1996
Thank you to Darice Johnson, MiT 1996, for 20 years of
service. Johnson is the principal of Meridian Middle School in
the Kent School District. Prior to this, she was the Assistant
Principal at Cascade Middle School in Auburn, WA. In 2001,
Darice was awarded a Fulbright scholarship to study in South
Africa and Swaziland. She returned in 2005 to help set up a
sister-school relationship between Madrona K-8 in Seattle and
Charles Duna in Port Elizabeth, South Africa. Johnson was
awarded the prestigious KCTS 9 Golden Apple Award for
excellence in education in 2003 and was also selected as a
Seahawks/Symetra Hero in the Classroom in 2009. In 2010 she
completed the Danforth Educational Leadership Program.
Darice is a member of Zeta Phi Beta Sorority, Inc. as well as
other education organizations.
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Page 25
Wayne Au, MiT 1996
Wayne is an associate professor in the School of Educational
Studies at University of Washington Bothell. Wayne writes for
academic journals and presses as well as for a more general
audience of teachers through Rethinking Schools. With this coauthored article (LINK:
http://monthlyreview.org/2016/03/01/opting-out-of-theeducation-reform-industry/) he is reaching out to readers who
normally would not be following educational issues closely.
Wayne also recently participated in in a panel on April 22
after the showing of the documentary “Most Likely to
Succeed” during the inauguration activities for Evergreen’s
new president, George Bridges.
Anne Hawkins, MiT 1999
Congrats to Jason Lee Middle School for becoming Pierce County’s first National AVID
Demonstration School! What does AVID mean? It stands for Advancement Via Individual
Determination, an elective college prep program geared toward students in the
academic “middle” (low A to high C) who are typically the first in their families to attend
college. While all 10 of the district’s middle schools offer AVID, Jason Lee’s designation as
an AVID Demonstration
School validates it as an
exemplary model of the
AVID College Readiness
System. Jason Lee has
implemented AVID
schoolwide with
evidence of student
achievement
schoolwide, along with
committed leadership
and a trained team of
AVID educators.
Pictured: Some of Jason Lee’s AVID team (L to R) Anne Hawkins (MiT 1999), Ryan Prosser, Krystal
Keller, Principal Christine Brandt, Amy Karlstrom
Page 26
The Connection
Dialogue with Dr. Milner
On February 2nd, the MiT Program received a very special visit from Dr.
H. Richard Milner IV. Both cohorts came together for a day of dialogue
and workshopping on cross-cohort field experience as they related to
the identity work at the heart of Milner’s books Start Where You Are, But
Don’t Stay There and Rac(e)ing to Class: Confronting Poverty and Race
in Schools and Classrooms. Year 1 and Year 2 cohorts broke into groups
and spent significant time exchanging experiences, reflections,
questions, and concerns in relation to Milner’s text and their own work as
beginning educators. Following the workshop and dialogue, students
from both cohorts expressed gratitude for the opportunity to visit with Dr.
Milner and for the opportunity to share fruitful discussion with him about
issues of race, class, and opportunity gaps as they related to students’
field experiences. Dr. Milner’s books are used as
foundational texts and lenses for students to analyze and
make sense of their work as teacher candidates and
future educators. The former book, Start Where You Are
welcomed both cohorts into MiT as a beginning seminar
text, and has been an ongoing reference throughout the
program.
Teaching is Political: House Bill
1345 and Professional Learning
Hope Teague-Bowling (center), MiT 2006,
is holding up one of the pens that was
used by Governor Inslee when he signed
House Bill 1345 into law yesterday.
The Connection
“The legislature finds that effective professional learning
enables educators to acquire and apply the knowledge,
skills, practices, and dispositions needed to help students
learn and achieve at higher levels.” This is only part of the
text for a new law here in Washington state. The new law
was signed by Gov. Jay Inslee on March 31, and it went
into effect on the 9th of June. The law outlines new
definitions of professional learning and gives schools a
push to begin incorporating professional learning
opportunities for teachers. This bill was sponsored by
Kristine Lytton and supported by Teachers United. Alumni
Hope Teague-Bowling, MiT 2006, was part of the process
within Teachers United that made this dream a reality!
Go Geoduck teacher!
Page 27
Mr. Bowling Goes to Washington
It has been quite a year for
Nate Gibbs-Bowling, MiT 2006,
of Lincoln High School, Tacoma.
In the fall he was named
Washington State Teacher of
the year, hosted the President
of China in his classroom, and
was nominated for National
Teacher of the Year. As part of
this nomination Nate and Hope,
his wife and fellow teacher at
Lincoln, traveled to Washington
DC to meet president Obama.
While in the other Washington
Bowling met with his fellow
teachers of the year from
across the United States and
incorporated territories. He also
visited some local landmarks
including the infamous Ford
Theater, where President Lincoln
was shot.
Ultimately, Bowling was one of four finalists for National Teacher of the year. In the
end, Jahana Hayes of Connecticut was awarded the prize. However, Bowling took this
news with his usual grace, and wrote on his blog, A Teacher's Evolving Mind, “If you’re
disappointed on my behalf, you shouldn’t be. I am happy for her and think she will be
an ideal ambassador for the profession.” Throughout the process Bowling has never
left behind his roots and his students. He grew up in Tacoma, near the school where he
now teaches and has been a tireless advocate for his students and his community. As
he said in his story “What We Know” in Seed to Apple: A Collection of Stories from
Washington State Teachers of the Year Nominees (LINK: www.k12.wa.us/
EducationAwards/pubdocs/SeedtoApple2016.pdf), “Teaching is more like farming
than many of the other careers it gets compared to. Lincoln is a massive farm with
nearly 1,500 seeds in the ground. Some have nutrient-rich soil. Others are in shallow,
sandy dirt and require more attention. At Lincoln, 80 percent of our seeds live in
poverty. That just means they need more fertilizer, more careful watering, and more
attention from us, the farmers.”
Page 28
The Connection
Tell us a little bit about the award. Why is it
given out?
Erin Landvatter wins
Rangveld Kvelstad Award
“The Rangveld Kvelstad Teacher of the
Year award is granted to one elementary
and one secondary teacher each year.
Teachers considered for this award are
diligent (specifically, they are teachers
who “alertly detect any child who is
becoming disconnected, learn the cause,
and fashion a solution that restores the
child's interest in being an active learner”);
they exhibit professionalism; and they foster
community involvement. “
What were your initial thoughts when you
were announced as the recipient of this
award?
“When I first learned that I was selected as
a recipient of the Rangveld Kvelstad
Teacher of the Year award [Awarded in
the North Kitsap School District by the North
Kitsap Teacher of the Year Foundation], I
was surprised and delighted. Part of me
was worried I was only chosen because
the nominating students liked me, but
when I read their kind words, I was deeply
honored and quite proud. Six students
nominated me, and they all focused on
the traits I am most proud to possess as a
teacher. They said it is clear I care deeply
for all of my students and that I am an
advocate for each
and every one -regardless of
background,
privilege, or
hardship. In
addition, they
stated that they felt
I would support
Erin Landvatter, MiT 2000, holds her 2015 Rangveld Kvelstad
Teacher of the Year Award at Kingston High School in the
North Kitsap School District.
them and advocate for them for the rest of
their lives – a statement of such faith and
sweetness that I was moved to tears.”
Why do you think you were picked for this
award?
“The second main trait students focused on
was my devotion to developing engaging
lessons that move students to a deeper
understanding of our various texts. While
those lessons take many forms, Socratic
seminars are central
to my English
classes. By the end
of 9th grade, I
expect all students
to devise deep textbased questions
and engage in
meaningful
“Six students nominated me,
and they all focused on the
traits I am most proud to
possess as a teacher. “
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Page 29
discussions with minimal influence from
me. We then move into a literature-rich
10th grade year and continue to hone
those seminar skills.
“I’ve found seminar to be the most
effective tool for getting students to write
with sophistication and insight. In addition,
seminars provide students with the ultimate
sense of agency. They run the show from
start to finish: annotating texts, devising
questions, setting discussion goals,
discussing with a mind for depth, and
providing feedback to their peers.”
respectful ways. And it was at Evergreen
that I learned the value of an anti-bias
education. I try each day to provide my
students with these same skills and
opportunities in order to help foster an
open community of learners at our
school.”
What advice do you have for future
Geoduck teachers?
“As for advice for future Geoduck
teachers, I’d say the most important part
of this job is to value each student for who
he or she is at any given moment -- and to
The award was established as a way to
help each student by figuring out what he
prevent levies from failing. What have you
or she needs. Students thrive on (or wither
noticed about the effectiveness of this
because of) the relationships they form
award in getting the local community
with their teachers. I make sure that each
involved in school affairs?
student knows I care about his or her
future. Because I really do feel invested in
“The award was created in response to a
them as people, I have more legitimacy
string of defeated levies; it serves to inform
when I ask them to correct their behaviors
the community of the high level of
or revise their assignments. They know I am
instruction available throughout our
asking because I care to see them
district. I’m not entirely sure
improve and have many
how to measure the
options available to them
“Keep a journal. Love at graduation.
success of this award, but I
do believe we’ve passed all
your students.
subsequent levies after its
of course, my last bit
Appreciate the access “And,
creation.”
of advice is to keep a
they provide you to their journal from day one. The
How did Evergreen prepare
things students say and do,
lives and thoughts.”
you for this award?
the things you’ll begin to
dismiss as just constituent
“Obviously, Evergreen was absolutely
parts of a “normal” day, are absolutely
instrumental in shaping me as a thinker
amazing and often hilarious. Keep a
and a teacher. It was at Evergreen that I
journal. Love your students. Appreciate
was able to read widely, think deeply, and
the access they provide you to their lives
engage in challenging discussions. It was
and thoughts.”
at Evergreen that I learned how to discuss
important and controversial issues in
Page 30
The Connection
The Why Teach, Why Evergreen
Campaign
The Why Teach, Why Evergreen campaign was started by Loren Petty as a way to reach
out to alumni of the Master in Teaching program and see why they chose to go through
the program and why they wanted to become teachers. Below are just some of the
thoughts sent into our office.
Why teach?
“I teach to help the next
generation find their place in the
world.” -- - Eric Danielson, MiT 1993
“I TEACH in a rural high-poverty
school because I LOVE my
subject, History, and honestly…if
not me? Who?” - Brent Conklin,
MiT 2000
“Teaching is never boring, always
impactful, and often personally
fulfilling.” -- -Joshua Parker, MiT
2007
I refuse to let the future be shaped by those I
do not respect. I am fighting for change from
the inside.”— Ashley Emmett, MiT 2009
“I teach to help students recognize that
they have an abundance of dreams.” -- Stacee Anderson, MiT 2008
“So that when I get up every morning, and pull my pants on, I know my day will mean
something. Not just to me, but to every student and family that walks through the door of
my school. “-- -Jessica St. Louis, MiT 2010
The Connection
Page 31
Why Evergreen?
“I chose the MiT program at TESC because of their dedication to social justice in the classroom.” — Julia Abrams, MiT 2013
“Evergreen gave me a
strong learner-centered
paradigm, as well as the
tools I’ve needed to help all
kids grow as learners.”
Michael Joshua, MiT 2007
“I chose the Master in Teaching Program at TESC because it has an incredible
reputation stretching across
the U.S.—and the MIT program surpassed my expectations for preparation, rigor,
and support for its future
teachers.”-- - Luann (Hicks)
Bigbear, MiT 2005
“Evergreen challenged my personal and professional identity to mold me into a passionate,
reflective, empathetic, and FIERCE educator.” -- - Alaina Hellum-Stern, MiT 2010
“I wanted to be pushed to be the best I could be, and Evergreen does that. A lot.” -- - Ashley Emmett, MiT 2009
Page 32
The Connection
THANK YOU!
We would like to thank the following Schools and Teachers
for hosting our second year student teachers:
Chief Leschi Schools
Steilacoom School District
Brittany Kennedy—Chief Leschi Schools
Frank Casey—Clover Park High School
Cynthia Haverkamp—Pioneer Middle School
Kyle Haller—Pioneer Middle School
Linda Merritt—Saltar’s Point Elementary
Jennifer Reger—Saltar’s Point Elementary
Marci McKay—Steilacoom High School
Highline Public Schools
Tacoma School District
Clover Park School District
Kelly Ann Smith—Health Sciences and ‘
Human Services High School
North Thurston School District
Johannes Barksdale—Aspire Middle School
Glenn Yates—Komachin Middle School
John Pirie—Lydia Hawk Elementary
Treasa Ryan—Nisqually Middle School
Kirsten Bennett & Adriana Caviedes—North
Thurston High School
Lori McAllister—North Thurston High School
Fred Ericson—River Ridge High School
Joan Marshall—Timberline High School
Olympia School District
Caron Stehr—Lincoln Elementary
Darla Knutzen—Reeves Middle School
Kate Hudson—Reeves Middle School
Candyce Burroughs—Washington Middle
School
The Connection
Allison McManus—Baker Middle School
Sue Grote—Grant Elementary
Marnie Moore—Jefferson Elementary
Heather Conklin—Lincoln High School
Brent Beckstead—Mason Middle School
Ruth Anderson—Meeker Middle School
Ken Roberts—Meeker Middle School
James Catalinich & Jeffery Black—Stadium
High School
Abbie Brown & Kainoa Higgins—Tacoma
School of the Arts
Shar Chittenden—Whitman Elementary
Tumwater School District
Scott Hess & Suzanne Hall—Tumwater High
School
Page 33
THANK YOU!
We would like to thank the following Schools and Teachers
for hosting our first year practicum students:
Clover Park School District
Olympia School District
Wade Jerdee— Lochburn Middle School
Tara Longfellow— Lochburn Middle School
Justin Brooks— Lochburn Middle School
Jason Finney—Garfield Elementary
Libby Sheafe—Garfield Elementary
Pam Yusko—Garfield Elementary
Susan Stillwell—Madison Elementary
Jill Terry—Madison Elementary
Cindel Tobias—Olympia High School
Highline Public Schools
Kelly Ann Smith—Health Sciences and ‘
Human Services High School
North Thurston School District
Dena Green—Nisqually Middle School
Jessica Cohoe—Nisqually Middle School
Tania King—Nisqually Middle School
Annie Soles—Nisqually Middle School
Lori McAllister—North Thurston High School
Heidi Perry—North Thurston High School
Angela Farley—River Ridge High School
Deidre Pleasant— River Ridge High School
Greta Gustavson—South Bay Elementary
Cori Hancock—South Bay Elementary
Lisa Krupp—South Bay Elementary
Page 34
Tacoma School District
Laura Allen—Blix Elementary
Tammy Bentley—Blix Elementary
Coni Prewitt—Blix Elementary
Tumwater School District
Chris Gunderson—Bush Middle School
Laura Chevalier—Bush Middle School
Tyler Haywood—Tumwater Middle School
Kristen Jewell—Tumwater High School
The Connection
SAVE THE DATE!
Return to Evergreen 2016
October 15th
Teachers Are Agents of Change
Join this interactive dialogue to examine:



How do your experiences, five senses, and racial and
cultural identity inform your teaching practice?
How do you see yourself as an agent of change in your
classroom and in your community?
How do your experiences shape your role as a teacher in
a diverse society?
Registration: $15 for students; $30 for all other registrants.
o
ut!
d
n.e
e
e vergre2016/
h
C w.e turn/
w
e
/w nts/r
/
:
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htt
The Connection
it
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u/
Page 35
Panelists
Hope Teague-Bowling, MiT ‘06
Hope Teague-Bowling is a National Board Certified Teacher at Lincoln High School in Tacoma. She teaches
Sophomore English, and AP Language and Composition. In her spare time, she volunteers in her community
and advocates for education policies that put students first through her work as the Director of Organizing for
Teachers United. Additionally, Hope is a blogger for Stories From Schools.
Nate Gibbs-Bowling, ’04, MiT ‘06
Entering his eleventh year of teaching, Nathan Bowling is veteran of the United States Air
Force Reserves and a graduate of The Evergreen State College. He was a 2014 recipient of the Milken
Family Foundation's National Educator Award, the 2016 Washington State Teacher of the Year and was
one of four finalists for 2016 National Teacher of the Year. Nathan is a co-founder of Teachers United, a
teacher led education policy advocacy group, and currently teaches AP Human Geography and AP
Government & Politics at Lincoln High School, in his hometown of Tacoma.
Sean Riley, MiT ‘05
Sean Riley is a National Board Certified teacher in Seattle Public Schools. He has also worked
in the Highline School District and for the Chilean Navy. During his eleven-year career, he has
taught, led professional development, and been an instructional coach. In addition to
teaching, Sean writes and talks about education. This year he wrote a feature for The
Stranger about segregation in Seattle schools. He earned Evergreen’s 2014 Distinguished
Educator of the Year Award.
Darice Johnson, ’94, MiT ‘96
Darice Johnson has been in education for 20 years. Currently, she is the principal of Meridian Middle
School in Kent School District. Prior to this, she was the Assistant Principal at Cascade Middle School in
Auburn, WA. She holds a Bachelor of Arts and Master in Teaching from The Evergreen State College. She
began her teaching career at University Place School District. She last taught for Seattle Public Schools at
African American Academy and Madrona K-8. In addition she taught 6th grade History in the Rainier
Scholars Program. In 2001, Darice was awarded a Fulbright scholarship to study in South Africa and
Swaziland. She returned in 2005 to set up help set up a sister-school relationship between Madrona and
Charles Duna in Port Elizabeth. Darice went on an education mission trip to Kenya and Ethiopia with
Cultural Reconnections in 2007. Darice was awarded the prestigious KCTS 9 Golden Apple Award for
excellence in education in 2003 and was also selected as a Seahawks/Symetra Hero in the Classroom in
2009. In 2010 she completed the Danforth Educational Leadership Program. Darice is a member of Zeta
Phi Beta Sorority, Inc. as well as other education organizations. Darice is third of five children born to
Claxton and Barbara Johnson of Oak Harbor, WA.
Jerry Price ’93, MiT ‘95
Jerry Price, teaches U.S. History and Washington State History and Government at Ridgeline
Middle School in Yelm, WA. Jerry has been a member of the Social Studies Cadre since its
inception, and also worked on the revision of the Social Studies GLEs. Additionally, Jerry is a
middle level writer and presenter for OSPI's "Since Time Immemorial" Tribal sovereignty curriculum
and is currently working on a project for the Smithsonian's National Museum of the American
Indian. Jerry lives in Yelm with his wife, a fourth grade teacher, and two daughters.
Page 36
The Connection
Get Your Geoduck Teacher
Swag!
Dear Master in Teaching (MiT) Alumni,
We are proud of the outstanding educators, who graduate from our
program each year, and know you are the best recruiters we have.
The teacher swag program was developed to share visual symbols
of The Evergreen State College to inspire your students to pursue a
college education. You might even encourage them to become a
teacher by pursuing the Evergreen Master in Teaching Program
someday, as they embark on a journey of a lifelong learning.
To request your MiT Teacher Swag, simply send an email to Loren E.
Petty at [email protected] Please note your school, address and
cohort year in the email.
The Connection
Page 37
Learning for Educators
An OSPI Special Education State Needs Project
Online courses designed for busy K-12 educators
working with students with disabilities.
Earn clock hours from home, scheduling your
coursework around your job and family.
The courses are:
• Accessible anytime, anywhere.
• Available continuously.
• Available to all educators.
• Delivered 100% online.
• Accepted by OSPI for certificate maintenance.
Take an online class anytime for just $4 a clock hour.
Check out our latest course offerings online—we’re always
adding new courses to support you in your work.
Learn about:
• Evidence-based practices
• Progress monitoring
• Addressing challenging behavior
• Functional behavioral assessment
• Differentiated instruction
And more!
Get started. Register at
evergreen.edu/elearningforeducators