K12 Professional Development and Outreach

The Evergreen Center for Educational Improvement

The Evergreen State College wishes to acknowledge the work of Dr. Magda Costantino, Lynne Adair, Dr. Anita Lenges and other members of the Evergreen Center for Educational Improvement and to thank them for their significant contributions to the teachers, adolescents, and children in the State of Washington and in the United States. We regret that state-mandated budget cuts have led to the closure of the Evergreen Center but are happy to announce that professional development for teachers will continue to be made available through the Professional Development and Outreach branch of Evergreen's Teacher Education Programs.

The work of the Evergreen Center:

Collaboration

The Evergreen Center collaborated with school districts, professional organizations, government agencies, businesses and communities to address issues of educational restructuring and reform around math, science and culturally appropriate curriculum.

Curriculum Planning and Development

Teams of educators and community members joined efforts to develop integrated curricula for their schools and community.

Sharing the Best

The Center sought the best instructional tools, techniques and models, then created opportunities for sharing them. Some of the most experienced reformers are working within the region's K-12 districts today. The Center helped make their expertise more widely available.

Workshops and Retreats

Workshops and retreats focused on subjects in demand by schools in the region. Recent topics have included math and science, environmental education, assessment, academic achievement of diverse learners, and Northwest Native American issues.

The Evergreen Center Projects:

Chehalis History and Culture Curriculum Project

The Evergreen Center, working in partnership with GEAR-UP and the Confederated Tribes of the Chehalis, completed a ground-breaking series of lesson plans, with activities and resource materials, depicting the history and culture of the Chehalis Tribes. This inquiry based curriculum model integrates Washington State's Essential Academic Learning Requirements with the appropriate grade level frameworks. Each lesson has its own unique set of Essential Questions and Guiding Questions developed specifically to help students create meaning and a shared understanding of the Tribe's history and culture through a study of specific primary and secondary resources. This supports students becoming engaged in an ongoing dialogue with Tribal community representatives for an authentic representation of their history and culture. Designed as a curriculum not meant to stand alone, it is easily integrated into the Washington State History and United States History classes, especially the Westward Expansion section of these textbooks. Pending approval by the Chehalis Tribe, they will not only own this curriculum but will also identify the school districts that will use it.

Expanding Math and Science Reform

The South Sound Science, Math and Technology Consortium, S3MTC, a group of nine districts in the south Puget Sound region was awarded $85,000 from the Pacific Science Center and OSPI to provide professional development for science teachers during the 2006-2007 school year. The Evergreen Center acted as the fiscal agent for the S3MTC, provided leadership and co- facilitated monthly meetings as the co-director for the consortium. The S3MTC is also a regional LASER Alliance. The Alliance provides science leadership in the region and participates with other regional LASER Alliances in science leadership for the state.The consortium received $50,000 in the 2005-20006 school year and provided 18 or more hours of professional development for over 200 teachers of science. Another 600 teachers received 12 or more hours of professional development in science with about 400 teachers receiving 6 or more hours of professional development. With our $85,000 grant, we  increased these numbers substantially. During the 2005-2006 school year the majority of teachers receiving training in science instruction were elementary teachers. During the 2006-2007 school year The Evergreen Center provided training for both elementary teachers and middle school teachers of science.

Northwest Native American Reading Curriculum

The Washington State Higher Education Coordinating Board funded a proposal to support curriculum development for students in grades K-2. A team of educators and content area experts developed a culturally appropriate literacy curriculum for Native American students. After field testing, a CD-ROM was distributed to schools with the highest enrollment of Native American students across Washington State. The project was included in the National Assessment of Effectiveness of Culturally-Based Education Programs for Native American Students in the United States.

To request a sample curriculum, please call Joan Banker at 360-725-6160

Reading and the Native American Learner

The Evergreen Center prepared a critical summary of the research on reading and American Indian students in an effort to provide information to policy makers and teachers.

Please contact the Office of Indian Education at (360) 725-6160 for more information.

Reading and the Native American Learner Research Report (Word | PDF)

Reading and Second Language Learners

During the summer and fall of 1998, the Center conducted research on teaching reading to English language learners. The publishing of these research findings was conducted with support from the Office of Superintendent of Public Instruction.

To receive a full copy of this report please contact:

Helen Malagon
Transitional Bilingual Education
Title III / Refugee, Supervisor

Phone: 360-725-6147
Address: OSPI
Old Capitol Building
Olympia, WA 98504

(Word | PDF)

Student Teacher Technology Education Partnership (ST2EP)

A "Preparing Tomorrow's Teachers to Use Technology" grant

With funding from the U.S. Department of Education this project's objectives were to increase the use of technology in the course work of pre-service teachers; to assist pre-service and in-service teachers in planning technology-based lessons; and to create learning communities that integrate technology into existing curriculum.

The project outcomes included:
  • Technology-infused model lesson plans developed by pre-service and in-service K-12 teachers and college faculty;
  • An electronic learning community that connects students, teachers, and teacher education faculty from 22 sites across the country ;
  • The exchange of ideas and further understanding of the role of technology in education;

Encounters

With an initial grant from the King County Landmark and Heritage Commission The Center developed and conducted a series of workshops on Washington State History. The workshops focused on methods for examining encounters in the Pacific Northwest between Native Americans, settlers and the U.S. military utilizing original source documentation such as journals, trial transcripts, and photographs.

An Encounters curriculum guide, written by cultural anthropologist Dr. Llyn DeDanaan, has been published and is available for review in the Magda Costantino Teacher Education Resource Room on Evergreen's Olympia Campus. Please contact Lynne Adair at 360-867-6639 for more information.

Model Links Project

The Model Links Program, one of the most significant examples of systemic restructuring in our state, was created to enable ten elementary and middle schools to develop authentic curriculum models for successful environmental education programs. A workshop series was co-developed and co-conducted by the Evergreen Center, in conjunction with the Office of Superintendent of Public Instruction and several Washington State agencies. Through these workshops, teams of teachers and administrators from the participating schools learned how to develop integrated, thematic curriculum. They developed conceptual frameworks and explored strategies for authentic assessment of student learning. 

 "Teacher Perspectives on Environmental Education and School Improvement"
November, 1999by Dr. Anne Kearney, University of Washington
(HTML l PDF | TXT | Word )