Student Bios
Danforth 21, 2008-09
Ashley Barker
Certification:
Initial Principal
Initial Program Administrator
M.Ed.
Internship Site:
White River High School
Student Support Services, White River School District
Academic Background:
Washington University- Bachelors of Arts in Education
Endorsements: K-12 Special Education, 4-8 Psychology
Professional Experience:
I have been a special education teacher in Puyallup, Washington, Shanghai, China, and currently in Buckley, Washington. My teaching career has allowed me to connect with the community on a variety of levels. I have had to partner with local business in finding my students work-related experiences and community agencies to secure resources for families in need. In my current position as Transition Specialist, I am charged with planning and implementing curriculum, establishing community relationships, and training staff in the area of IEPs and Transition to post-secondary institutions and employment. In addition, I am currently working on several school-related projects through my district’s Response to Intervention Team (RTI), Learning Refocus Committee, and Leadership Cohort. In the community, I am a facilitator for the grant-funded Person-Centered Planning team and the Pierce County Transition Network.
Professional Goal:
To gain a leadership position within a district dedicated to the philosophy that all students can and will learn.
Teresa Cairns
Certification:
Internship Site:
Edmonds School District
Academic Background:
University of Washington, B.A., English, History
University of Washington, M.Ed.
Professional Experience:
After a 15 year hiatus I returned as an adult learner to the UW in 1995, earning a BA in English and history, and the M.Ed., all in just three years. Before becoming a certificated teacher I taught ESL at the Bellevue Academy as well as adult driver's education in Seattle. I have taught English, history and drama to grades 7-12. I am currently teaching the International Baccalaureate History of the Americas program at Edmonds-Woodway High School where I am also the history department chair. In addition, I am a Powerful Teaching and Learning mentor, guiding groups of my peers to a more constructivist understanding of their craft.
Professional Goal:
My goal is to earn a leadership position in a high school where I can help reduce the achievement gap by inspiring teachers to be innovative and take risks. I would love to lead initiatives in assessment reform, both at the district and state level.
Tin Cartwright
Certification:
Internship Site:
Academic Background:
University of Washington, B.A., English Teaching Major
City University, Master’s Degree K-8 Certification
Professional Experience:
I started my teaching career at Chloe Clark Elementary School in DuPont, WA as a 3rd/4th Multi-age teacher. As a member of the School Improvement Team, I worked with administration and colleagues to increase the academic success of students not meeting district or state standards. I was an active member of the District Reading Curriculum Team and the District Diversity Team. While at Chloe Clark, my career expanded beyond the walls of my classroom. I ran an after school reading program called Reading Rockets, providing support for struggling readers. I gathered mentors and tutors from McChord Air Force Base and Ft. Lewis Army Base, Intel, and the surrounding communities to help build and foster a love for reading. Passionate about building community, pride, and celebration in a school, I ran a school wide assembly every Friday called “Friday Sing”. Students, teachers, staff, and parents came together to end the school week in singing and music. Currently, I am a second grade teacher at Somerset Elementary in the Bellevue School District. My passion for building community and spirit amongst staff, students, and parents continues.
Professional Goal:
To obtain a leadership role as an assistant principal/principal in school who will work towards narrowing the achievement gap, creating a happy working and learning environment, promoting an equitable education for all, and empowering communities to enrich their public schools.
Steve Coram
Certification:
Initial Principal
Internship Site:
Explorer Middle School, Mukilteo School District
Academic Background:
Valparaiso University, M.Ed., K-8 Certification
University of Washington, B.A., Speech Communication
Professional Experience:
In each of the five years of teaching experience prior to enrolling in the Danforth program, I taught in Title I high-poverty schools. In my first year of teaching, I taught sixth grade elementary students in Gary, Indiana where greater than 80% of the student body received free or reduced-price lunches. Upon my return to Washington State, I have taught sixth grade middle school students in south Everett at Explorer Middle School, where nearly 60% of students receive a free or reduced-price lunch.
During my first three years at Explorer, I taught a self-contained class where students were selected based on their unique needs in social, organizational, and behavioral development. This past year, I started teaching literacy blocks exclusively. I have two years experience as our school’s sixth grade advisor. In this position, I worked with the ASB and helped to develop transitional plans and activities for incoming sixth graders. For the past two years, I have been a literacy block leader for our school’s sixth grade team, and for one year, I have been the sixth through eighth literacy departmental leader. I have been a state scorer for the Reading WASL exam and have participated in one day staff trainings at Explorer on WASL scoring. For the past two summers, I have been selected as a residency teacher for our school. In this role, I taught literacy summer school and hosted teachers from my school, other middle schools, and high school language arts classes. Teachers observed me implementing specific and progressive instructional methods used within the reader’s and writer’s workshop model of instruction. I have also led teachers as a facilitator in literacy workshops at my school and another middle school in our district, and have been a mentor teacher for a new teacher at Explorer Middle School.
Professional Goal:
I look forward to helping students, teachers, and the school community foster academic rigor and excellence, and celebrating the many diversities that our students have. I believe that my school’s excellence should not be measured as an end goal. Rather, an atmosphere of excellence needs to permeate the entire school culture, from the professionalism of the staff, to the “whatever it takes” determination of the students, for us to achieve the highest standard.
Danelle Edwards
Certification:
Initial Principal
Internship Site:
Odle Middle School, Bellevue School District
Academic Background:
June 2009: Initial Principal Certificate upon completion of the University of Washington’s Danforth Program for Educational Leadership
Dec 2006: National Board Certificated Teacher (Middle Childhood Generalist)
July 2008: Professional Teaching Certificate from the state of Washington
Dec 2007: Power of Coaching Seminar; Center for Educational Leadership
June 2001: Masters in Teaching from the University of Washington
June 1999: Bachelor of Arts in Speech Communication from the University of Washington
Professional Experience:
During my administrative internship at Odle Middle school in the Bellevue School District I support staff and students through a variety of means.
- Regularly meet with struggling students to build a positive relationship which enables me to mentor and re-teach concepts.
- Facilitate professional development through team and staff meetings, book study, teacher observations, and providing opportunities for teachers to observe each other.
- Assist with student discipline by investigating issues, facilitating reconciliation student meetings, participating in parent meetings, and learning about district and state discipline policies.
- Member of the Wrap-Around Services project team which is focused on researching the community needs and implementing services to meet those needs.
- Principal Designee multiple times at various elementary and middle schools throughout the Bellevue School District; Odle MS, Chinook MS, Tillicum MS, Clyde Hill Elementary, & Lake Hills Elementary
- Aid with supervising afternoon/evening events, such as, curriculum nights and concerts.
- Member of the Green Schools Team promoting environmentally friendly school policies.
- Co-develop and plan curriculum, assessments, and goals to ensure student and teacher success.
- Model best practices in literacy, math, science, and social studies, and allow teachers to observe colleagues, and mentor new teachers.
Professional Goal:
My professional goal is to be an instructional leader who facilitates and supports a collaborative professional learning community focused on empowering all students to achieve academic success. My goal is to increase collaboration among educators, parents, students, families, and community members. My dream is to foster and promote schools that are the heart of a community and cherished by all.
Diana Eggers
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Pacific Cascade Freshman Campus, Issaquah School District
Academic Background:
Western Washington University Bachelor of Arts in Special Education and Psychology, with secondary social studies endorsement
City University, Bellevue, M. Ed.
Professional Experience:
I began my teaching career in 1991 as a Special Education Teacher at Mattson Junior High School in the Kent School District. I spent five years teaching Special Education during which time I earned my Masters Degree in Educational Technology. I was worked as a Teacher on Special Assignment in the Instructional Technology department of the Kent School from 1997-1999. I left the Kent School District to become the Executive Director of The Learning Space a non-profit organization that was focused on helping teachers integrate technology with the curriculum. I returned to the classroom in 2005 with the opening of Pacific Cascade Freshman Campus in the Issaquah School District. I currently teach Video Production, Digital Design, and Software Technology.
Professional Goal:
To obtain a leadership role as an assistant principal at the middle school level, challenging students to work to their full potential and working with staff to deliver purposeful and engaging curriculum to reach all students.
Eric Ferguson
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Education Service Center, Bellevue School District
Academic Background:
Iona College, New Rochelle NY, Masters in Multicultural Education
Keene State College, Keene NH, BS
Professional Experience:
I have worked in education for the past 14 years. I taught middle school science in Wyckoff, New Jersey for three years and then in Bellevue, Washington for two years. In 1999 I made the decision to leave the classroom and take a special role made available through a NSF Local Systemic Change grant to improve science teaching at the middle school level. I led professional development activities and helped drive the Bellevue School District to a common curriculum in science. Most recently, I have further broadened my role and work as a member of the Information Technology group to be the connection between the entire curriculum department and our IT organization. In this role I have focused on standardizing curriculum and enhancing access to curriculum for all stake-holders with the goal of improving the quality of education provided by Bellevue Schools.
Professional Goal:
I believe that a true instructional leader knows that ALL students can learn and achieve at high levels. I plan to be a building/district leader and work towards seeing that all students receive a meaningful and rich experience and become productive members of our society.
Rina Foedisch
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Academic Background:
The Evergreen State College, B.A., Latin American Studies, Spanish
The Evergreen State College Olympia, MIT; K-8 Certification, Spanish K-12, Social Studies 4-12
Professional Experience:
During my seven years as a teacher in the Shoreline School District, I have taught fifth and sixth grade in the Highly Capable Program.
In addition, I have participated in a looping program for students in third and fourth grade. During this time I developed strong
learning communities with my students and their families. I have been active in leadership positions at both the district level and the
building level. During my career I have worked as a district and building reading coach, collaborating with teachers and administrators
to implement district initiatives, helping to develop new district assessments, and supporting teachers in their classrooms. I have
also served as a mentor for student teachers and first year teachers in my building. Currently, I am a grade level representative on the
school's Building Leadership Team. I am also the principal designee at my school, working closely with my school principal. In this role
I serve as an administrative representative during various meetings. In addition, I am a leader on our building Emergency Team, putting
together a working plan that will support the community in case of emergency.
Professional Goal:
My goal is to obtain a leadership position as a principal or vice principal in an elementary or middle school setting. I want to serve as an instructional leader who works effectively with staff, students and parents to create a shared vision of high academic standards and success for all students. I am also interested in working at the district level in a role that supports teachers so they can meet their full potential while providing the best education possible to all students.
Monica Garcia
Certification:
Initial Principal
Internship Site:
Cedar Heights Junior High, Port Orchard, WA
Academic Background:
University of Washington, B.A., English
University of Washington, Masters in Teaching
Secondary Teaching Endorsements in Biology, Science, Language Arts and English
National Board Certification, Early Adolescent Science
Professional Experience:
Albert Einstein stated "the important thing is not to stop questioning. Curiosity has its own reason for existing." My professional growth has stemmed from curiosity and the drive to figure out how to make learning experiences meaningful for each student. Questions about my own practice that began in the science classroom nine years ago have rooted, stemmed and grown into new avenues of leadership. Currently, I am an Instructional Specialist where I facilitate conversations about learning and teaching through activities such as staff training and collaboration. Additionally, I work as the South Kitsap School District Science Coordinator, leading teachers in the implementation of a district wide, inquiry centered science curriculum. I have mentored pre-service and new teachers, earned National Board Certification and I facilitate first year candidates in the process of Professional Certification.
Professional Goal:
To significantly impact student achievement through effective school leadership.
Theresa Gries
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Academic Background:
Boston College, BA, Secondary Education and History
Boston College, M.Ed., Moderate Special Needs
University of Washington, Pro-Cert and ELL Endorsement
Professional Experience:
I have been teaching in the Seattle Public Schools for the last 7 years, initially as a special education
teacher and more recently as an ELL teacher. I have been at Madison Middle School for the entire time in
Seattle. As a special education teacher, I worked with the students in a small group setting, as well as
team-teaching with a general education teacher. I also constructed Madison’s first Autism program. I
taught in that position for three years, leading two instructional assistants, while also working with the
students and their families. I taught a combination of ELL and Special Education for a couple of years,
and eventually found myself in a full time ELL position. Beyond the regular work day, I have taught math
intervention classes both on Saturdays and after school. In addition to my teaching, I have coached both
volleyball and basketball at the middle and high school levels. I have also taken on many leadership roles
at Madison. I have been a member of the Building Leadership Team, the School Improvement Leadership Team,
and have been the head of the Special Education department, the ELL department, and the Family and Community
Involvement Task Force.
Prior to moving to Seattle, I worked at a boarding school for boys grades 6-8, where I taught English and Math,
while also coaching Cross Country and Basketball. I also worked at two public Boston high schools during graduate
and undergraduate school.
Professional Goal:
To obtain an administrative role as an assistant principal or principal in a diverse school that values social justice, and is working towards closing the achievement gap by holding students accountable, while also building relationships with them and partnerships with their family.
Michael Griffin
Certification:
Initial Prinicpal
Internship Site:
Denny Middle School, Seattle School District
Academic Background:
University of Washington, B.A., History
Pace University New York, M.Ed.
Professional Experience:
Prior to joining the Seattle School District as the Middle School Support Coordinator at Denny Middle School,
I worked for the New York Board of Education. My passion to work for social justice led me to join Teach
For America. As a member of Teach For America, I worked as a teacher and Dean of Students in the South Bronx.
My leadership role as Dean of Students allowed me understand the importance of quality leadership. I have
strived to help close the achievement gap by creating and developing additional academic programs for
students. My current position as the Middle School Support Coordinator has allowed me work with colleagues, students, and parents to provide additional support to students and families in need. I have played key roles in aligning the academic school day with academic after school programs. Some of these programs include an additional math class after school, WASL camps, and individual mentor/tutor support. The Middle School Support position has allowed me work closely with colleagues, parents, and students as I have created individualized learning plans for over half of the students who attend Denny Middle School.
Professional Goal:
To obtain a leadership role in a school that will work towards closing the achievement gap and strives for social justice for all students. I will foster a learning community by promoting a vision of support and success for the school and the community.
Sonja Handeland
Certification:
Initial Principal
Initial Program Administrator
M.Ed.
Internship Site:
Louisa May Alcott Elementary, Lake Washington School District
Resource Center, Lake Washington School District
Academic Background:
Western Washington University, Bellingham, BA Music
Central Washington University, Ellensburg K-8 Certification
Professional Experience:
I spent my first ten years in the Riverview School District at Tolt Middle School. While teaching various subjects, I discovered my passion for teaching middle level mathematics and narrowed my scope to focus on math education. In 1999, I was on the team that wrote and received the $52,000 “No Limit” grant that provided me and four other math teachers with technology and extensive training in our classrooms. In 2006, I became an Instructional Technology and Mathematics Specialist at Lake Washington School District and have spent the past two years working with Junior High mathematics teachers on improving instruction and with all secondary teachers in regards to integrating technology into the classroom. Additionally, I have worked as a consultant for various local districts on implementation of the Connected Math curriculum in 6th-8th grade classrooms and best teaching practices.
Professional Goal:
I want to become a leader who inspires the teachers I work with, and provides the professional development needed, to become exemplary educators focused on equity and excellence, closing the achievement gap, and developing an educational atmosphere in which all of the students grow socially, emotionally, and intellectually. I truly believe that all students can learn and I am committed to fostering an environment in which all staff embrace that belief and strive to make it a reality.
Nicole Hepworth
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Stevenson Elementary School, Bellevue School District
Curriculum Department, Bellevue School District
Academic Background:
University of Washington (Current)
Lesley University, M.Ed. Curriculum and Instruction with an emphasis in K-8 Literacy
Washington State University, B.A., K-8 Education
Washington State University, K-12 Special Education Endorsement
Professional Experience:
I have worked in the field of education for the past twelve years. For the past four years I have worked in the Bellevue School District as an Elementary Technology/Curriculum Specialist. In this role I have spent time collaborating with teachers, administrators and developers on the implementation and use of district initiatives. Prior to this role, I spent five years teaching third and fourth graders, in a Title 1 school, as well as serving as the Special Education case manager for all third and fourth graders. Previous to this experience, I spent two years, as a Special Education teacher, teaching students with learning disabilities, health impairments and behavior disorders. Before moving to Western Washington and working in Bellevue, I also had experience with teaching first and second graders.
Professional Goal:
To obtain a leadership role as an elementary principal so that I may be an instructional leader who continuously strives to effectively inspire a school community to aim for a shared vision. A shared vision which values high standards and an aligned curriculum so that all students are able to gain an educational experience which leaves them prepared to make a positive choice for their future in society.
Farin Houk
Certification:
Initial Principal
Internship Site:
Academic Background:
University of Washington, B.A., American Ethnic Studies
Pacific Oaks College Northwest, Teaching Certification, Bilingual/Bicultural Specialization
Pacific Oaks College Northwest, M.A., Human Development
Professional Experience:
I began my teaching career in a dual immersion program, where I taught third grade in Spanish and English to native Spanish and English speakers. I have presented at a variety of conferences on dual language programs, biliteracy, and biculturalism. I taught kindergarten and K-1 for four years in the Tacoma School District, where I provided building leadership on ELL issues and literacy instruction. I currently work at Olympic Hills Elementary in the Seattle School District where I am a site-based literacy coach. I began at Olympic Hills as a K-1 teacher and moved into my current role in order to facilitate our building adoption of a Reader’s and Writer’s Workshop model. I was an adjunct faculty member at Pacific Oaks College, teaching courses on bilingual methods, language and literacy development, and the role of play in learning. In addition, I authored a professional book about the wide range of policy and instructional issues around English Language Learners, published by Heinemann in 2004.
Professional Goal:
My passion is to bring consistently high quality instruction to communities that have traditionally been underserved by public schools. I am eager to bring instructional leadership, a commitment to educational equity, and a belief in effective teamwork to an elementary school community striving to provide excellence for all students.
Tate Loftin
Certification:
Intial Principal
Initial Program Administrator
M.Ed.
Internship Site:
Academic Background:
Pacific Lutheran University, B.A., Elementary Education, Major: Norwegian, Minor: Social Science
Pacific Lutheran University, K-12 Norwegian, K-12 Physical Education, K-8 Elementary Education Endorsements
Pacific Lutheran University, B.A., Recreation, Major: Programming, Minor: Aquatics
Professional Experience:
Prior to teaching, I was the Outdoor Program Specialist for Girl Scouts – Totem Council. This involved writing
environmental curriculum, overseeing a variety of outdoor programs and camps, and supervising hundreds of
volunteers. Since entering the public school system, I have taught classroom grades 1-8 as well as elementary
physical education. I have also taught skiing and swimming, was the Aquatics Director for the Sheridan Beach
Swim Club, and conducted private tutoring. Currently I am an administrative and aquatics consultant for
resident camp programs at Girl Scouts of Western Washington, am the Preschool Supervisor for Powder Pigs Ski
School’s Saturday program and serve on the Woodland Park Zoo’s Teacher Advisory Council. I also serve on
the Northshore School District’s Science Task Force, am a Northshore School District trainer, and coach track
and cross-country. I was nominated for the Northshore Teacher of the Year in 2007, nominated for the
Presidential Award for Excellence in Science Teaching in 2006, received the Golden Acorn Award from Westhill
Elementary PTSA in 2005, and was nominated for the Disney Teacher of the Year in 2002.
Professional Goal:
To obtain a leadership role as a principal in a suburban or urban public school who will work towards promoting an equitable education for all children through setting high standards for students and staff alike and then inspiring them to achieve those standards, and to empower communities to enrich their local public schools.
Amy MacDonald
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Newport Heights Elementary School, Bellevue School District
Curriculum Department, Bellevue School District
Academic Background:
University of Washington, B.A., Political Science
University of Washington, K-8 Certification
University of Washington, M.Ed.
Professional Experience:
After completing my M.Ed and K-8 certification at the University of Washington, I began teaching 4th grade at Cherry Crest Elementary and then Lake Hills Elementary in Bellevue, WA. During my six years at Cherry Crest and Lake Hills, I taught both 4th and 5th grade and worked on district level initiatives including developing common assessments for mathematics and writing along with serving as a lesson study leader. Additionally, during this time, I was part of the Expanding the Community of Mathematics Learners grant through the University of Washington and trained as a Developing Mathematical Ideas facilitator, leading professional development within the Bellevue School District and in other Puget Sound area school districts. I also became a trainer for the Investigations in Number, Data, and Space mathematics curriculum leading teacher trainings throughout Washington and Oregon. During my last year in the classroom, I earned National Board Certification as a Middle Childhood Generalist.
After six years in the classroom, I moved to the position of Elementary Technology Curriculum Coach in the Bellevue School District’s Curriculum Department. During the past four years, I have worked at Somerset and Spiritridge Elementary schools supporting K-5 teachers, principals, and support staff in implementing curriculum, integrating technology into instruction in a meaningful manner, and improving instructional practice using research and data. As a member of the Curriculum Department, I have also written curriculum and helped maintain the Bellevue School District’s Curriculum Web.
Professional Goal:
To obtain a leadership role as an assistant principal/principal in a school/district that values building collaborative learning communities amongst staff, parents, and the community and strives to provide all students with a rigorous, connected education.
Scott McComb
Certification:
Initial Principal
M.Ed
Internship Site:
Aviation High School, Highline School District
Academic Background:
Middlebury College: B.A., Physics; B.A. Philosophy
Capital University: 6-8 General Science Certification; 9-12 Physics & Biology Certification
Columbus (Ohio) Public Schools: National Board Certification
Galvin Flying: Private Pilot
Professional Experience:
For the last 18 years, I have had the pleasure of helping people aged from 3 to 75 years experience and learn about skiing, science, educational facilities, pedagogy, and flight. Along the way, I have conducted scientific research in the Arctic (twice), have been awarded over $100K in grant monies, have helped train and mentor scores of pre-service teachers, and have written curriculum guides for school-, district-, state- and nationwide dissemination. My career in formal education began in Baltimore (I taught 6th & 7th grade in Baltimore City Public Schools) and continued in Columbus (Ohio) (where I served as an educational facilities consultant, adjunct faculty member at Capital University, and taught 7th, 9th, 11th & 12th grades in Columbus Public Schools). Currently, I am a science instructor at Aviation High School in Highline School District, and have the privilege of serving as Science Olympiad head coach, department chair, team leader, and co-facilitator of the leadership team.
Professional Goal:
Create effective learning communities in which all students have access to excellent education. These learning communities will be enhanced and sustained through meaningful and positive personal relationships, and the cultivation and celebration of competence. They will be characterized by partnerships with parents & guardians and with the community, and by opportunities for each stakeholder to offer their unique contribution to the community.
Jackie McKenzie (Estephan)
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Bellevue School District
Academic Background:
Seattle Pacific University, B.A., Sociology & Communication
Loyola Marymount University, M.Ed., K-8 Certification, CLAD Credential
Professional Experience:
I began my education career through the Teach For America organization. I completed my student teaching and teacher training in the Bronx, NY. Then I moved to Los Angeles to pursue my Masters Degree in Elementary Education while teaching 2nd grade in the Lynwood Unified School District. For the past two years, I have taught 4th grade in a mainstream classroom at Eastgate Elementary School in the Bellevue School District. Prior to teaching 4th grade, I worked as an ESL Facilitator and ESL Teacher to primary newcomers. Most recently, I returned to New York City to train new teachers at Teach For America’s Summer 2006 & 2007 Institutes.
Professional Goal:
To be an educational leader who inspires and motivates the entire school community to recognize the academic potential of all students. I plan to use my experience working in a diverse range of school districts and communities to advocate for equity in our school systems.
Heather McMullen
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Central Office, Puyallup School District, Puyallup, WA
Northwood Elementary Puyallup, WA
Academic Background:
University of Washington, B.A., Political Science
Central Washington University, K-8 Certification
Walden University, Masters of Science- Reading and Literacy
Professional Experience:
My current position in the Puyallup School District as an Instructional Mathematics Coach allows me to work district wide with 22 Elementary Schools improving instructional practice and increasing student achievement in the area of mathematics. This role also includes coordinating assessment at Firgrove Elementary School where data-driven decisions are made in order to influence best instructional practice. Prior to my role as an Instructional Coach, I taught for 14 years in Elementary schools in the Puyallup, Tacoma, Auburn, Eatonville and White River School Districts. This wide range of experience in various settings allowed me to see the value in strong instructional leadership and collaborative decision making.
Professional Goal:
My goals as an administrator in a school or district are to increase student achievement, promote a cohesive professional learning community, and ensure equitable opportunity for all. By working together with families and the community, every child in my influence will feel valued, encouraged, and driven to be an empathetic, intelligent and productive member of society.
Aimee Miner
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Highland Terrace Elementary, Shoreline School District
Curriculum and Instruction Department, Shoreline School District
Academic Background:
Seattle Pacific University, M.Ed., Curriculum and Instruction – Technology
Western Washington University, B.A., Elementary Education and Psychology
Professional Experience:
I have been an educator for the past 16 years teaching Pre-K through 8th grade in Edmonds, Shoreline, and an
international school in Austria. In each building, I enjoyed leadership roles by serving on a myriad of committees
and mentored interns and new teachers. For the past six years, I was the Technology TOSA (Teacher on Special
Assignment) for 15 schools in Shoreline School District where I implemented the districts’ one-to-one laptop program
in 5th through 12th grades. A major part of my role was to provide ongoing staff development on best practices for
integrating technology in all subject areas and helping each building achieve their Student Improvement Plans.
Currently, I am the elementary Math TOSA in the Shoreline School District working on aligning the new state math
standards with our current curriculum. I have also consulted for other districts around the state when they have
adopted the Growing with Math curriculum. I enjoy presenting technology and math best teaching practices at state and
regional math and technology conferences.
Professional Goal:
To obtain a leadership position as a principal of an elementary school while working collaboratively to empower the community to create equity for all students to achieve high academic performance based on best practices and state standards. I want to foster a positive and rich teaching and learning environment with common goals and a shared vision by supporting the needs of the staff.
Liora Minkin
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Academic Background:
Barnard College, B.A., Political Science, Elementary Education
K-8 certification
Harvard Graduate School of Education, Ed. M., concentration: Interactive Technology in Education
Professional Experience:
I have worked as an educator in many capacities--in the classroom, in curriculum development, and as a teacher trainer and mentor. Although my initial certification was as an elementary school teacher in New York, I lived in Israel and worked in the realm of English language instruction for the middle and high school for fifteen years. I moved to Seattle 6 years ago and spent 4 years working as the director of an extracurricular Jewish studies high school program, teaching, and working with teachers in creating high quality programming. Currently, I work as a consultant, leading teacher education workshops on topics such as: using drama in the classroom, active learning techniques, classroom management and lesson planning, and in curriculum design.
Professional Goal:
My professional goal is to be an assistant principal or principal and work towards creating school communities that foster learning at all levels. I hope to focus my leadership efforts on the creation of a positive learning environment for staff, students and their families. I think it is important to create a school culture of high expectations for student and teacher achievement, high standards, and respect for all community members. I think this is best achieved through the collaborative efforts and involvement of as many members of the greater school family as possible.
May Pelto
Certification:
Initial Principal
Initial Program Administrator
M.Ed.
Internship Site:
Academic Background:
University of Washington, B.A., Psychology
University of Washington, K-8 Certification
Professional Experience:
I have been in education for the past 9 years. During that time I taught 2nd, 3rd, and 4th grades at Clyde Hill Elementary in the Bellevue School District. While teaching, I was a building math leader, district Math Assessment Leader, lesson study participant, and consultant for
Scott Foresman. I achieved National Board Certification as a Middle Childhood Generalist in 2003 and have since worked as a National Board
Facilitator. For the past 3 years I have worked in 4 different school as a Technology and Curriculum Coach. In this role I am able to
collaborate with teachers and administrators as we work toward the common goal of increasing student achievement and success.
Professional Goal:
To obtain a leadership role as an assistant principal or principal in a district that promotes student success through high standards and a commitment to professional growth and support for teachers.
Juan Price
Certification:
Initial Prinicpal
Initial Program Administrator
Internship Site:
West Seattle High School, Seattle School District
John Stanford International, Seattle School District
Academic Background:
Eckerd College, B.A., History
Saint Martin’s University, M.A., Teacher Certification
Professional Experience:
I have been a classroom teacher for the past ten years, all at the high school level. I am currently teaching AP U.S. History and AP U.S. Government & Politics at West Seattle High School in the Seattle School District. I am also currently serving as the AP Coordinator and a member of the Building Leadership Team at West Seattle. Other leadership roles include serving as Vice-President of the Clover Park Education Association, Textbook Consultant for Prentice Hall, and AP Reader for U.S. Government & Politics for the College Board.
Professional Goal:
To obtain a leadership role as an assistant principal/principal in an urban school or as a program administrator at the district level. I am eager and passionate about working to create high standards for all students no matter their backgrounds. I enjoy working with and creating partnerships with others in the educational community to build structures and policies to narrow the achievement gap and to empower all stakeholders involved in student achievement. I strongly believe that through communication, sharing ideas, and working toward a common goal, schools will ultimately be successful.
Pam Robert
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Madrona K-8, Seattle Schools
Academic Background:
University of Washington, Ph. D.
University of Washington, M.A.
University of Michigan, A.B.
Professional Experience:
I began my teaching career in 1990 immediately after graduating with my Bachelor’s degree and teaching
credential from the University of Michigan. My first position was teaching computers in the high-poverty
school where I had completed my student teaching. Over the next three years, after a move to California,
I held a variety of positions including substitute teacher, literacy specialist, and 8th grade science
teacher. I moved to Seattle in 1993 and after a brief stint as a long-term substitute, spend the next five
years as a classroom teacher and reading specialist. Also during this time, I earned my Master’s degree and
made the decision to pursue my doctorate in Education. I earned my doctorate in August 2004 and that fall
began to work as a Literacy Coach in the Seattle Public Schools. I coached for two years at Highland Park
and Concord Elementary Schools, working with 4th and 5th grade teachers in reading and K-5 teachers in
writing. Currently, I am in my second year at Madrona K-8 coaching K-8 reading and supporting school-wide
implementation of the Columbia Teacher’s College Writer’s Workshop program.
Professional Goal:
When I completed my doctorate in Education, I sought ways to affect change in the school setting. Being a
site-based literacy coach has provided the opportunity to begin this work of helping to create positive
change. As a coach I have been able to continue my work with students, lead professional development
sessions, and work collaboratively with teachers to improve classroom instruction to ensure all student
needs are consistently met. However, possessing an administrative credential will help me do this on a
broader and more significant level. As I watch my current district implement new policies and struggle
to balance the needs of children with the demands of the institution, I find myself wanting to have a
voice in how that plays out. My ultimate goal is to work in an urban school district as a district leader.
As a district leader, I would hope to lead school reform efforts in which an entire district requires best
practices in teaching across every classroom, thereby closing the achievement gap and ensuring an equitable
and excellent education for every child. I am determined to see all students achieve at a level that allows
them a future full of rich opportunities from which they can pick and choose their path in life. I am
determined to see all students achieve at a level that allows them to feel empowered and that they, too,
can change the world for the better.
Kristin Rose
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Inglemoor High School, Northshore School District
Academic Background:
University of Washington, B.A., Communications, Political Science, History
Seattle University, Master in Teaching (Social Studies and English Endorsements)
Seattle Pacific University, Professional Certification
Professional Experience:
I have taught Social Studies and English at Inglemoor High School in the Northshore School District. I have served on our 7-member Building Leadership Team, created a specialized program for struggling learners called “Junior Academy,” and created and taught “WASL” and “Collection of Evidence” support classes. At the district level, I have served on our Instructional Technology District Design Team, as well as our District Literacy Team. I have also enjoyed being a mentor to new teachers in the profession and find this work critical to the retention of great educators. Being an active member of my school community has been important to me, as is shown in my involvement with ASB through class advising, coaching of the 4-time State Champion Swim Team, as well as being advisor to our Model United Nations and National Honor Society chapter.
Professional Goal:
My goal as an administrator is to build a school community where every student has access to an equitable education with learning opportunities to match their needs. Our schools today bring a great diversity in student population and learning in response to this wide assortment of students must be meaningful and authentic to help them achieve their full potential. Rigor, challenge, and high expectations are critical as we prepare our students to succeed as community members and participants in a global society. As a leader, I will be committed to building a collaborative environment for all faculty, as we work together on common goals and fulfilling our shared school vision.
Dr. Marci Shepard
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Thunder Mountain Middle School, Enumclaw School District (Dean of Students)
Academic Background:
Walden University, Ed.D.
Lesley University, M.A.Ed.
Western Washington University, B.A.Ed.; K-8 Certification
Professional Experience:
While working on my doctorate in education, I have intentionally taught a spectrum of grade levels (including K, 1, 3, 4, 6, 7, and 8). Currently, in addition to team teaching 7/8 grade language arts and social studies, I design and facilitate middle school writing professional development for my district, serve as a demonstration classroom, present at conferences, and serve on the leadership team in my building. I have also served as a district facilitator for OSPI’s IN ACTION model and continue to work with teachers around the state with this. I was a member of two Professional Teaching Standard Review Boards, and I am a trained mentor of new teachers from OSPI’s Mentor Academy.
To pursue well-rounded content understanding, I have scored the reading and writing WASL for the state, participated in writing range finding, and received training for state high school writing modules. Additionally, I received training for social studies CBAs and served as a K-12 social studies alignment facilitator for my district. For mathematics and technology, I was an EETT (Enhancing Education Through Technology) and NO LIMIT (New Outcomes: Learning Improvement in Mathematics Integrating Technology) grant participant focusing on math state standards, PLCs, and instructional technology. In order to effectively meet all students’ needs in these and other content areas, I sought best instructional practices through on-going research and conferences, such as the National Differentiation of Instruction Conference in Las Vegas and the National Association for Gifted Children in Idaho.
Professional Goal:
My goal is to be an educational leader who focuses on student learning with high expectations for all students, to be an instructional leader with knowledge and understanding of standards and best practices, to have a clear and shared vision, and especially to be the lead learner. My passion is integrating curriculum, instruction, assessment, and professional development that is centered on and directly impacts student learning and performance.
Freedom Siyam
Certification:
Initial Principal
Internship Site:
Nathan Hale High School, August – October 2008
Chief Sealth High School, October 2008 – June 2009
Academic Background:
Washington State University, B.A., History and Comparative American Cultures
Whitworth College, Masters in Teaching
Whitworth College, 4-12 Certification
Professional Experience:
Since October of 2008, as Dean of Students at Chief Sealth High School I have absorbed some of the Assistant Principal’s responsibilities including truancy and discipline matters for all ninth grade students and students with last names beginning with letters M – Z. I familiarized my self with and applied the standard and progressive disciplinary program of the Seattle Public Schools. To uphold the CSHS attendance I conducted student-parent-admin conferences to correct student attendance behaviors. Facilitating all-staff meetings was also part of my job description. As Principal Intern, I coordinated the master schedule committee to determine the schedule for the 2009-2010 school year, the registration process and refinement of the second semester schedule. As part of the administrative team I participated in weekly learning walks to highlight the eight-principles of high leverage teaching strategies in the building.
I taught for seven years in an alternative education setting in a state recognized education clinic with students who were deficient in credits, students with substance abuse problems, victims of violence, and many of which were adjudicated youth. I was responsible for developing a curriculum that was culturally relevant while helping students retrieve credit in their core classes. For six of the seven years I taught a summer writers workshop helping young people develop an appreciation of literature and poetry and publish their own journal of poetry and prose. Additionally, I taught an Introduction to American Diversity course at High Line Community College, program managed the White Center Program of the Service Board, and developed educational modules and workshops for community based organizations in the Filipino American and Asian American community.
Professional Goal:
To obtain a position as an assistant principal or principal in an urban school to promote critical pedagogy and equitable education. I wish to arouse the community to become more involved with the schools and the schools to become more involved in the community. I am interested in developing partnerships between schools and local community based organizations and non-profits to facilitate a healthy and dynamic relationship for the purpose of serving our youth. I have an interest in serving as an educational leader in an urban school setting, to promote the success of every child with particular emphasis on serving students from communities of color, immigrant communities, and economically disadvantaged communities.
Holly Volkmuth
Certification:
Initial Principal
Initial Program Administrator
M.Ed.
Internship Site:
Madison Middle School, Seattle School District
Academic Background:
Saint Bonaventure University, B.A., Elementary Education
Saint Bonaventure University, Special Education Certification
Professional Experience:
Prior to my classroom teaching experience, I taught students in their homes who were under house arrest for the Rochester City School District in Rochester, NY. I taught at Eckstein Middle School in the Seattle School District for four years where I launched Seattle’s first Asperger’s Syndrome inclusion program, developed a social skills curriculum and co-taught inclusion United States History. While at Eckstein, I also chaired the Building Leadership Team, was a member of the school climate committee and served as the drama director. In addition, I worked on building effective student and teacher schedules, facilitated professional development around inclusion and differentiated instruction and participated in the district’s IEP task force. I currently am working as a special education teacher at Madison Middle School in Seattle collaborating with staff to bring an inclusion model to their community.
Professional Goal:
To become an educational leader in an urban school who will guide instruction to meet the various needs of all learners and facilitate a learning community that embraces diversity, encourages self advocacy and promotes academic excellence.
Nona Wright
Certification:
Initial Principal
Initial Program Administrator
Internship Site:
Grand Ridge Elementary School, Issaquah School District
Academic Background:
Southern Illinois University B.A., Early Childhood Endorsement
Southern Illinois University, K-12 Certification
City University, WA, M.Ed. Special Education Endorsement
Seattle Pacific University 37 GPA hours
Professional Experience:
I have been teaching fourth grade for the past 12 years in the Issaquah School District, where I have been a leader on district committees such as Assessment, Math Curriculum Adoption, and Report Card Review. I’ve also served on several building Site Council and CIP committees. And as a Core Team Member, I helped to open Issaquah’s newest and largest elementary school. At the state level, I’ve worked on the WASL every year since the pilot test, including helping OSPI to write and range find elementary math test items. I have shared WASL math test insights, as a facilitator on Learning Improvement Days. My own teaching and learning has been enhanced by participating in the Issaquah Technology Project and helping to implement Understanding by Design, a district planning standard. I also received significant training in Love and Logic and Guided Language Acquisition by Design (GLAD). In 2004 I was awarded the Issaquah School District’s Chain of Achievement Award.
Professional Goal:
My goal is to be a curriculum leader who helps to deliver an excellent education for every child. Sensitivity to ethnicity and equity issues will be part of all I do. I want to be a positive influence, whether I am advocating for social justice or insisting on rigorous academic standards. I also want to be a collegial and caring principal who facilitates change, guides personal growth, and honors independent thinking within the context of a compassionate learning community.
Heather Yen
Certification:
Initial Principal
M.Ed.
Internship Site:
Chief Kanim Middle School, Snoqualmie Valley School District
Twin Falls Middle School, Snoqualmie Valley School District
Academic Background:
University of Washington, Professional Teacher Certification
University of Wisconsin-Madison, B.S., Special Education
Professional Experience:
I have been a middle school special education teacher for the last six years, specializing in the resource program and inclusion. One of the ways I have served the needs of special education students is through a true co-teaching model in general education social studies and math classes. This system not only improved the participation and confidence of students with disabilities, but also encouraged teachers to collaborate and plan curriculum in ways that focused on meeting the needs of all students. In addition, I have spearheaded projects within my school to promote literacy and cultural awareness. My participation in various committees at my school, including the Learning Improvement Team and Building Leadership Team, as well as my role as a team leader and new teacher mentor, have led me to pursue a leadership role in education.
Professional Goal:
My goal is to serve as an assistant principal or principal working to provide a safe, positive environment for students and staff. I am committed to serving the needs of all students, and will strive to improve the effectiveness of special education programs, narrow the achievement gap through the use of research driven best practices, and create Professional Learning Communities focused on teacher collaboration, professional development, and family/community involvement.
If you would like to make any changes to your biography please email Brieanne Hull at k12admin@u.washington.edu