1. Reimagining Teacher and Human Services Education Woodring College of Education Western Washington University Marilyn Chu and Jackie Baker-Sennett

2. How can we best prepare professionals to meet the complex needs of children and youth?

3. Teacher Education 1.0: The university constructs and disseminates knowledge. Teacher Education 2.0: School = practitioner knowledge & University = academic knowledge Teacher & Human Services Education (THSE): Value and recognize the expertise and wealth of knowledge/skills of schools, universities and communities. School Communities University THSE

4. Developing a Re-imagined Approach to Preparing Professionals Requires:  Systems Thinking  Multidisciplinary Collaboration  Meaningful Field Experiences  Inquiry  Grounded in Community  Strengths-based Practice  Social Justice and Equity Goals include closing the opportunity gap & growing a diverse group of culturally responsive professionals who will retain in their positions. Offer meaningful professional development for working teachers (Lee & Zeichner calls these ‘hybrid spaces’; Murrell refers to development of the ‘community teacher’).

5. Human Services @ WWU  50 years at Western (originated with War on Poverty)  In Woodring’s Department of Health and Community Studies with Nursing, Rehab. Counseling, Adult & Higher Education programs  Graduates work in nonprofit, government and for profit organizations  About 250 students in Bellingham and around Puget Sound  200+ agency partners (e.g. child welfare and aging services, law enforcement, education, faith based services)

6. Human Services Focus Navigating systems and change (intrapersonal through community and global) Human Development Interviewing and Case Management Research and Policy Program Planning and Evaluation Diversity and Social Justice Three quarters of field study

7. Woodring Education Summit 2012

8. Teacher & Human Services Education Engaging campus, communities and schools in fostering healthy child & youth developmen t Preparing future professionals through multidisciplinary inquiry projects Cultivating collaborative partnerships that are publicly purposed Connecting students with schools & communities in a culture of caring & creative problem solving

9. Towards Systems Thinking Preparation Because many of the challenges that underserved populations face are systemic, we can prepare professionals to help children/youth/families (and themselves) navigate these systems This program grounds coursework and field experiences in inquiry. Students work as a cohort to become human services and/or teacher professionals.

10. Pathway to Recruitment Diverse future professionals Year 1: Freshman/Sophomor es WWU Year 2: Community Colleges Later: In high schools Content Whole child Systems Youth Family & Community Research & theory grounded in place based inquiry School & Community- Based Inquiry REIMAGINING PRE-SERVICE TEACHER AND HUMAN SERVICES EDUCATION

11. WWU freshman/sophomores Community colleges Co-Teaching with THSE faculty Field experiences Intro to inquiry Exploration 100/200 level courses Inquiry continues along with specialization Courses impacted with joint field experiences Specialization 300/400 level courses

12. Teacher & Human Services Education Examples: Lifebooks  MAKING MEANING WITH YOUTH University students who plan to work with youth and/or families benefit from multi-disciplinary learning opportunities The project fosters pre- professional skills to support youth development and the navigational competence to partner with community organizations that support children & families Lifebooks with/for children in foster care Partners: Children’s Administration, Families and Children, Human Services, ECE Program

13. Honoring Stories and Experiences of School, Families, Community

14. Example Making Learning Visible at Windward High School  School’s Question: How do we know when learning is taking place? Windward students, working with pre-service teachers and human services professionals learn interviewing skills and produce films about learning taking place at Windward.  They visited Woodring to share their work in progress

17. Windward and Woodring students share work in progress on campus

18. Measurable Effects Possible OutcomesMethod of Evaluation Upon graduation and completion of certification: Feeling ready and prepared to teach or work in Human Services, collaborate with partners and navigate systems Exit interviews, focus group or survey Willingness to work in under-served and diverse schools and communities Online pre and post survey Commitment to and knowledge of family and community engagement strategies and culturally responsive practices Online pre and post survey End of first year of teaching or working in Human Services: Feeling there is still much to learn, but also feeling a sense of agency and eager to continue in the field Interviews, focus group or survey Interviews with principals and employers Increases in: Student Achievement Student Attendance Family Engagement Access to Community Resources Grades and Smarter Balanced Attendance Records Family Engagement Survey Community Resources Survey

19. Ongoing and Next Steps  Human Services students in the Program Planning and Evaluation course are currently surveying alums, practicing professionals (teachers and community-based agencies) about needs.  Two Woodring faculty visited Ball State to learn about their Teacher in Community program. Learning from a national alliance including Illinois State University - Chicago Teach program.  1 st Summer Institute with schools and community partners in August  Gearing up for first two courses and inquiry projects for next fall and winter

20. Teacher & Human Services Education Woodring College of Education | Western Washington University

21. Theoretical Framework  Bridge the school/community divide and create ‘hybrid spaces’ to learn with & from communities (Lee & Zeichner, in press)  Systems approach to education designed to foster critical thinking, critical imagination and problem-solving (Peter Senge, 2010)  Situate children and families within the multiple and nested contexts in which they live. (Gutierrez, 2003)  Mutual reverence for developing inclusive and actualized communities within each of those nested contexts. (Tsunesaboro Makiguchi, 1938)  Democratic and educative ideals focus on supporting learners wherever they are, developmentally and contextually. (John Dewey, 1936)  Freedom to be wholly human through the capacity to love (Freire, 1996)