Message from the Dean
Just Keep Knitting!
A colleague once shared with me a story about a lady who was traveling on a plane and knitting to pass the time. Suddenly, the engines failed and the plane began to descend in perilous fashion. Despite this imminent danger, the lady continued knitting. A fellow passenger asked how she could continue to knit when they were surely plummeting to their deaths. She responded that there was nothing she could do about the plane going down, but there was something she could do about the sweater she was knitting. As the plane careened toward the ground, she just kept knitting. This story begs the question: How do we respond in a time of crisis? “Have I not commanded you? Be strong and courageous. Do not be frightened, and do not be dismayed, for the Lord your God is with you wherever you go” (Joshua 1:9, ESV).
God knows that when we are faced with troubles, our default response is to be dismayed. Yet the Bible emphasizes that we should not be dismayed. God does not usually offer to change our situations. Instead, God reminds us that God is in total control and he has set good, firm plans for us which cannot be changed even by the toughest of circumstances.
So, what do we do while the troubles remain? We stay firm and faithful to two mandates that bind us.
First, we continue to strive to be like Jesus who trusted the Father even to the point of death, understanding that even in the pain and challenges, discouragement and uncertainty he is in control and his plan will hold.
Second, we have a job to do as an institution — to bring excellent education grounded in biblical principles to our students. Both individually and as a body, we are bound to that task — to work as unto the Lord. As we continue to do our work, our eyes on him and our faith intact, He will lead us through.
In the School of Education, as in other parts of the university, Autumn Quarter got off to a great start. Students were excited to launch into their courses and the instructors were ready to partner with them in their learning. We hit the ground running! As you will see in this issue, we’ve already had our first two EdTalks for the year in September and October. You will also read about the accomplishments of our faculty, staff, and students.
As an institution, we are walking through a tough phase, and it demands much resolve and determination to keep our focus and push through. In the School of Education, we are leaning on God’s promises and fulfilling our mandates — in other words, we “keep knitting” as we forge ahead and seek resolution.
Blessings to you,
Nyaradzo Mvududu
Dean
School of Education
Alumni & current students highlights
Anam Qadri was recently appointed as the counseling program chair at Mercer Island High School! She graduated from our school counseling program at SPU in 2021. She was hired as a school counselor in Mount Vernon and, after working there for a year, she accepted a position as the department chair at Mercer Island High School.
Anam says, “It has been surreal to look back and see how far I’ve come. I’m an immigrant from Pakistan and moved to Seattle in 2018. My journey has been long and I’ve learned a lot along my way. I am very fortunate to be able to support students from all walks of life and be an advocate for racial equity and diversity in my work. Huge shoutout to my professors at SPU for encouraging me and helping me believe in myself.”
Breann Hulford joined Whatcom Middle School as assistant principal. Breann is a veteran mathematics teacher who taught in Marysville schools and at Fairhaven and Shuksan middle schools from 2010 to 2021. She is currently serving as a teacher on special assignment (TOSA) supporting multi-tiered systems of support and highly capable learners across Bellingham Public Schools. Breann completed her principal certification in June 2022.
Congratulations to 2022 doctoral graduates! From left to right: Drs. Andre Stout, Shannon Thissen, Karen Hickenbottom, Sacha Helling-Christy, and Stacey McCrath-Smith.
Andre is the principal at Truman Middle School in Tacoma. Shannon is the computer science program supervisor at OSPI. Karen is instructional technology coordinator in the Snohomish School District. Sacha is a secondary teacher in the Omak School District. Stacey is the director of special services in the Lake Washington School District.
Dr. Krystle Jalalian-Chursky and her Severe Disabilities class went to Hamilton International Middle School to observe a special education classroom run by Dan Renn, a graduate of the SOE Special Education program. Dan is currently a resource-room teacher at Hamilton and does “push-in services” for students who currently have an individualized education plan (IEP) and receive support services in the general education classroom. Current special education major Ky Krogh said about her experience: “On Thursday, Oct. 6, a group of SPU students were warmly invited into Hamilton International Middle school. We were able to observe Mr. Renn’s resource classroom and learn about Washington state special education programs. The environment was set up with a cozy reading corner, an organized binder section, and a shelf full of fidget toys. These options within the classroom helped create a comforting atmosphere for the middle school students. This resource room teaches techniques on how to attain specific goals so that these students can succeed in other classes.”
Dr. Ira Rasikawati, doctoral graduate of 2020, has been appointed to the position of dean of the School of Humanities and Social Sciences at Universitas Kristen Krida Wacana, a Presbyterian university in Jakarta, Indonesia. In Ira’s words, “I came to Seattle Pacific in 2016 mainly with the expectation to earn my PhD. But studying in the U.S. on a Fulbright scholarship was like getting a package of surprises for an extended time. In addition to a degree, I took home friendships and a network that brought a lasting impact on my personal and professional life. It started from an accidental reading of a book chapter, ‘Why Vocabulary Instruction Needs to Be Long-Term and Comprehensive,’ written by emeritus faculty member Dr. William Nagy, which stated Seattle Pacific University as his affiliation. This discovery has been a constant reminder of the power of literacy. Beyond information, it gives a vision that opens doors to unlimited opportunities, as many as we dare to explore.”
International collaboration
This past summer Ira worked with Dr. Kris Gritter, chair of the Literacy, Language, and Equity program and Fulbright Specialist to: 1) develop the faculty’s research and community outreach plan in literacy; and 2) conduct a capacity-building program for improving secondary content area teachers’ literacy pedagogies. They organized five discussions among faculty about instructional and research practices to improve adolescent literacy, with a focus was on including fiction and graphic novels in the curriculum. The program, titled “New Literacies and Media,” was attended by more than 80 teachers from 55 schools across Indonesia.
Ira says, “Kris has inspired the faculty at UKRIDA, especially the Department of English, and the teachers invited to the Capacity Building Program. She shared fresh ideas about how instructors and teachers in different disciplines should become literacy brokers and include literacy instruction in their classrooms. Kris’ eagerness to collaborate at different levels has encouraged a similar attitude among the instructors. The Fulbright Specialist Program has been a culturally and professionally enriching experience for UKRIDA faculty and students. Kris’ warm personality was evident in her great interest and respect for cultural heritage, foreign languages such as Indonesian, and its tradition. During her short stay, she has brought a positive influence on improved faculty collaborative work and increased awareness of cultural differences.”
Have a professional success to share? Send it to On Point at fryettl@spu.edu for publication in the “Alumni & Current Students Highlights” section of our next issue.
Faculty & staff highlights
Welcome!
We are happy to introduce Dr. Alice Bravo as our newest faculty member in the SOE. Alice earned her BA in psychology from Scripps College, her MEd in intellectual disability/autism: early childhood education from Teachers College, Columbia University, and her PhD in special education from the University of Washington. Prior to pursuing her doctorate, Alice worked as an early-childhood special educator in the Part C early intervention system and as a behavior specialist providing remote and in-person home-, clinic-, and school-based services. Her research focuses on early social communication intervention for children with autism, and caregiver and paraprofessional training and coaching in evidence-based practices. She is a Seattle native and lives in the Queen Anne neighborhood with her husband, Guillermo, and spends her free time chugging coffee, running, and playing with her preschool-aged nieces and nephews. We are excited to have Alice join our team and community. She brings a wealth of knowledge and experiences that will have a positive impact on our students throughout the program.
Faculty recognition
Dr. Munyi Shea, professor of counselor education in the School of Education, recently had her co-authored commentary, “A two-way street: Immigrants’ mental health challenges, resilience, and contributions” published in One Earth, a Cell Press journal. In this commentary, Munyi and Y. Joel Wong (Indiana University) discuss how to optimize immigrants’ mental well-being by leveraging their lived experiences and unique strengths via a strengths-focused approach.
A co-authored paper by Dr. Kris Gritter, professor and Fulbright specialist in the School of Education, and doctoral student Alice Wing Shuen Lau titled “Hidden voices: How Chinese immigrant educators implement culturally inclusive practices in U.S. classrooms” was published in Educational Research and Development Journal.
A book co-edited/authored by Dr. Cher Edwards, professor of counselor education in the School of Education, was published in November. Cher and her co-author Mary Amanda Graham (Seattle University) were intentional regarding chapter authorship to ensure that historically underrepresented voices were included, and each chapter is co-authored with a practicing school counselor. Authors include Dr. Jordan Shannon, assistant professor of counselor education in the School of Education and three SOE graduates (Amanda Rosenfeld, Nicole Dock, Kaley Mitchell).
Dr. Munyi Shea (professor of counselor education), Dr. Jorge Preciado (professor of education), and Alice Wing-Shuen Lau (doctoral student), along with their community partners, Renton Park Elementary School and CISC After School Program, received the Inclusive Excellence Grant from the School of Education. The funding will allow them to engage historically marginalized school communities in identifying and evaluating culturally inclusive SEL practices. If your school is interested in future partnership opportunities, please contact Dr. Shea (mshea@spu.edu).
It has already been a busy year for our staff member Jason Thornberry. In addition to teaching his first writing class this quarter (“Writing Our Memories”), he has seven pieces (six poems and one personal essay) forthcoming in the following journals: Bookends Review, Door Is a Jar, North Dakota Quarterly, Rejection Letters, Two Hawks Quarterly, and Wingless Dreamer. Jason was also a guest on the “Quintessential Listening Poetry Online Radio” show in September. He will finish his first novel by the end of this year.
Dr. Alice Bravo, assistant professor of teacher education, had a co-authored paper published in the Journal of Autism and Developmental Disorders. The article is titled “Telehealth Delivery in Part C Early Intervention: Provider and Caregiver Perspectives." Telehealth is a promising modality for Part C early intervention (EI), services typically implemented face-to-face in home and community settings. COVID necessitated the shift from face-to-face services to telehealth. This study looks at the providers’ perspectives of service changes resulting from the telehealth transition.
Staff book/podcast recommendations
The Overstory by Richard Powers
Leadership 101 by John C. Maxwell
TV Show: “Abbott Elementary”
Podcast: “Teaching MLs”
10 things you should know about special education
with Drs. Jorge Preciado, Krystle Jalalian-Chursky, Alice Bravo, and Lara Cole
- Special education is a service, not a place. Special education is a service that complements the general education curriculum and should be delivered within the general education context to the greatest extent possible. Special education services are not synonymous with segregated learning spaces.
- All students are general education students first. Students receiving special education services are not “special education students,” but are general education students who are also receiving special education services.
- Collaboration with colleagues is essential. Many administrators we work with have intentionally given staff permission to “think in draft form.” This means that they can truly brainstorm and think about difficult topics without fear of judgment. This supports genuine relationships with others, even when team members disagree. They are also intentional in expressing belief in staff members, reminding us (again) that educational staff will do hard, hard things when they know that their administrative team believes in them. As we work to meet the needs of students with complex needs, we will need leaders that can model this.
- Feedback is critical. Another “big idea” has to do with the leverage we can gain from evidence-based instructional strategies, especially those that “cross over” between populations of students. Feedback has always been one of our favorites, and we are reminded (daily) that although it is hard to give specific feedback (teachers often feel the crush of time to get to all students), it is essential.
- Patience is necessary. The most important rule for working with children in special education is patience. We need to have and show patience. When it comes to having patience as a teacher, the most important step is listening. Students want to know that you hear them and are paying attention to them.
- Maintain a calming nature. It is essential to provide a calm temperament when dealing with students who require extensive support. Many children must balance behavioral and learning issues, so a classroom environment can be extremely stressful. An effective teacher will be able to calm their students so that anxiety is reduced. When children feel safe, they are more likely to be open to learning.
- Multitiered System of Supports are beneficial (MTSS). MTSS is a framework that supports all students requiring additional academic and/or social skills support. MTSS is a tertiary framework that intensifies student support through a tiered system incorporating evidence-based practices.
- Use Multitiered System of Supports strategically (MTSS). Before referring a student for special education, it is important to remember that students benefit from receiving tier 2 and tier 3 intensive small group instruction before making a referral.
- Individualized Education Program (IEP): The IEP is the cornerstone of special education and requires that students receive specially designed instruction (SDI) in general education and/or special education settings.
- Collaboration with parents: Parents are a critical component of student success. Ongoing communication between educators and parents is necessary to strengthen the bond and support provided for students.
News & events
SOE graduate students had a new opportunity this year to sign up for a SoulCare group for the 2022–23 school year. These groups work to facilitate growth in faith integration and awareness of God’s work in our lives and in the world. Participants gather in community to ask and answer the question, “How goes it with your soul?” SoulCare groups are being led by Emily Huff, director of field placements and clinical faculty in the School of Education, and the group is meeting through the 2022–23 school year twice a month on Zoom.
Our current Undergraduate Teacher Education interns gather to work on their Professional Learning Network portfolios together. Each week the UGTE program creates a place called EDU Common Space, where students can fellowship, do homework, and talk all things teaching together. It creates a space where all can share ideas, learn from each other, and most importantly build community!
EdTalks Series
On Sept. 22, the School of Education hosted our 10th installment of our EdTalks series event. Dr. Pat Hinchey talked about “Re-Thinking.” While acknowledging the difficulties and constraints of the current context, she explored the potential benefits of consciously making time to rethink some common assumptions — especially when things go surprisingly wrong. Anecdotes from decades of classroom experience (and parenting) provided examples in a few key areas: Are we sure that we know “what teachers do?” That our assessments always measure what we intend? That our understanding of students’ motivation aligns with what actually motivates them? That if we’re careful with our words, listeners will hear what we meant to say?
Dr. Patricia H. Hinchey is Penn State professor emerita of education and a fellow of the National Education Policy Center. She holds a doctorate from Teachers College, Columbia University, has taught a wide variety of undergraduate and graduate courses, has conducted professional development for K–12 and university faculty nationally and internationally, and has authored or co-authored numerous books and articles. Her latest book, co-authored with Pamela J. Konkol, is titled Getting to Where We Meant to Be: Working Toward the Educational World We Imagine/d (2018).
On Oct. 20, Laura M. Jackson presented a talk titled “Discovering Dyscalculia: When Numbers Don’t Make Sense.” Laura described the math disability that impacts one in every 20 children and adults yet is not widely recognized or understood. This math disability not only affects students in educational settings but also impacts everyday life when it comes to handling money, telling time, measuring quantities, and performing basic math calculations. Laura shed light on this little-known and often confusing disability. She covered how to recognize the signs and symptoms of dyscalculia, effective teaching methods for dyscalculic learners, and the need for dyscalculia-trained educators in our school systems.
Laura is a mom, writer, and an advocate for individuals with dyscalculia. She is the author of the new book, Discovering Dyscalculia, as well as a consultant and advocate for families and educators supporting students with dyscalculia. Laura graduated from SPU in 2002 from the School of Theology. She loves being in nature, writing, and spending time with her husband Sean and two daughters.
SPU Hosts Virtual Symposium
For several years, SOE’s Center for Global Curriculum Studies (CGCS) has sponsored, with the support of the Henry Jackson Center of the University of Washington, conferences on educational innovations around the world. This year, our symposium features the theme of “Crisis: Danger and Opportunity.” The dangers to long-standing practices are obvious. But with danger comes opportunity — opportunity to think in innovative ways about teaching and learning.
On Aug. 26, The CGCS held Session 1 of the symposium, in which participants from Australia, China, Indonesia, Japan, Malaysia, Russia, Turkey, and the United States presented plans for innovative instructional practices. The “results” session will be on Dec. 9 and 10. The December meeting will give participants an opportunity to assess the outcome of their efforts and share them with an audience of fellow researchers. We give a special shout-out to organizers Dr. Art Ellis, Dr. Liz Ebersole, and Dr. David Wicks. Other participants include SPU faculty Dr. Cher Edwards and Emily Huff; SPU emeriti and alum Rick Eigenbrood, Karen Hickenbottom, AnnRené Joseph, Ira Rasikawati, and Kathy Shoop; and current SPU graduate students Ignas Yuyun, Chelly Rody, and Gizem Yolcu.
Giving
Like you, we believe in our mission to engage the culture and change the world … starting in the classroom. That’s why SPU’s School of Education is always looking for new ways to help you connect with the future of education in our state and beyond. And there’s more than one way you can get involved. In fact, here are four ways to give.
On Point
Do you have news or know of any faculty, staff, or alumni that should be featured in the next issue? Please email On Point at fryettl@spu.edu