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School of Education Newsletter, Volume 7, issue 3
Update from the Dean
Dear Friends of the School of Education,
As we close out the spring 2025 quarter, I write with a great deal of gratitude and pride.
Foremost, I am proud of a record-breaking year for the School of Education in terms of a range of accomplishments, awards, and citations among our incredibly talented faculty, staff, and students. The following are just a few examples. Noemi Duncan, our ASUWT representative and a student in our BA in Education program’s inaugural cohort, was named a Husky 100, the most prestigious recognition for UW students. Dr. Laura Feuerborn, Professor & Faculty Director of our School Psychology Program, received the Distinguished Community Engagement Award from UW Tacoma’s Office of Community Partnership. Dr. Amy (Maharaj) Madeo, EdD Muckleshoot Cohort (Class of 2023) received UW Tacoma’s Distinguished Alumni Award from the Office of the Chancellor.
I am also proud of the many ways that School of Education faculty, staff, and students are rising to the occasion in these challenging times. In this edition of E3, we will get to know more about some incredible faculty and students who are deeply committed to advancing equity and justice for all. We will learn more about some of the incredible faculty-led initiatives and partnerships that both center decolonizing praxis in elevating reciprocal approaches to community engagement in BIPOC communities with/in domestic and transnational contexts. These powerful narratives will generate critical dialogue about the meaning and value of community-grounded partnerships.
Finally, I recognize these are intense and morally trying times for our nation and world. I end with one of my favorite quotes from the late Black feminist writer Audre Lorde that is keeping me focused on what really matters: “In our work and in our living, we must recognize that difference is a reason for celebration and growth, rather than a reason for destruction.”
I wish you and yours much light (figuratively and literally) as we enter into summer 2025 and look forward to staying in touch.
Respectfully,
Rachel Endo
Dean & Professor, School of Education
Personnel Transitions
Dr. Belinda Louie, Professor and Founding Faculty, has been appointed as Faculty Program Director for the MEd for Practicing Educators Program, effective June 16, 2025. She will replace Dr. Matthew Weinstein, who has served in this role since September 16, 2022.
Dr. Eduardo “Ed” Armijo, who most recently served as Data/Grants Manager & Certification Officer, has accepted a position with the City of Des Moines. His last day at UW Tacoma was May 15, 2025.
Dr. M. Billye Sankofa Waters, Assistant Professor in Educational Leadership, has accepted a position at Michigan State University as an Associate Professor in the Department of African American & Black Studies. Her last day at UW Tacoma is June 15, 2025.
Faculty Promotion & Tenure
The UW Tacoma School of Education is proud to announce that Dr. Kawena Begay (below left) has been promoted to Associate Professor with tenure, effective September 16, 2025. We also are delighted to share that Dr. M. Billye Sankofa Waters (below right), who will join Michigan State University in August 2025, had a successful tenure review at UW. Congratulations, Dr. Begay and Dr. Sankofa Waters!
Get to Know EdS Students
Maiya Cook – EdS School Psychology Student
1. Tell us a bit about yourself and what drew you to the School of Education’s Educational Specialist in School Psychology Program (EdS) at UW Tacoma?
I lived in Seattle for nearly a decade before relocating to Tacoma for the EdS program. I come from a non-traditional background — most of my work experience has been in the food and hospitality industry, from managing bakeries to bartending. It took me a few years after graduating from college to realize my true passion. As someone who struggled with mental health and academics in grade school, I know firsthand the importance of school psychologists, counselors, and other mental health professionals in public schools. This program stood out to me because of its emphasis on preparing future practitioners who value collaboration, promote equitable learning environments, offer comprehensive services, and strive to empower diverse students and families.
2. What do you want/hope to get out of your time here?
As I near the end of my second year, there is much to reflect on. I have learned from some of the best educators in the field of School Psychology and have even had the opportunity to work alongside some of them in a research group and present at the National Association for School Psychologists (NASP) convention in Seattle. My overall experiences in this program have exceeded my initial expectations. I’m working toward my goals of pushing myself out of my comfort zone, learning as much as possible, and building a sense of community at UW Tacoma.
3. What are you looking forward to the most at UW Tacoma and the School of Education?
I am looking forward to my internship next year and being that much closer to beginning my career as a school psychologist! In addition, I am excited to see the program evolve and grow each year. This is a crucial time to be working in education, and I hope the UW Tacoma’s School of Education continues to attract individuals who are excited to collaborate, work hard, and create equitable learning environments for this and future generations.
4. What advice would you give to someone considering this program?
This program is not part-time – it requires full-time commitment, engagement, and effort. Due to the small cohort and class sizes, the learning environment fosters strong connections with your peers and professors. Additionally, for those like me who have had limited experience working in a school setting before this program, do not be afraid to apply. Regardless of your background, with the right attitude and work ethic, there is a place for you in this program. For those prepared to take the next step, brace yourself for new experiences, opportunities for reflection, and moments to genuinely challenge yourself.
Arcelia Madrigal Hill – EdS School Psychology Student
1. Tell us a bit about yourself and what drew you to the School of Education’s Educational Specialist in School Psychology (EdS) program at UW Tacoma.
I am the oldest child of four in a Mexican household. I am the first person in my family to pursue graduate school. Many of my aspirations and passion in the field of education stem from wanting to advocate and build community within the schools I serve. I first became interested in the field of school psychology and became passionate about the field in college when I learned about the history of overrepresentation of students from culturally and linguistically diverse backgrounds in special education. This connects to why I chose to apply to UW Tacoma’s School Psychology program. The program website highlighted that they focused on diversity and equity, expanding the roles of a school psychologist. I valued the opportunity to be part of a program that values and encourages cultural humility. I wanted to be part of a program that would encourage me to actively reflect on the experiences I have in my environment.
2. What do you hope to get out of your time here?
There are many things I hope to get out of my time at UW Tacoma. One of them is learning how to be a better advocate for those I serve and work with. I want to understand more about the field of education, both general and special education, so I know how to support others. I want to better understand the inner workings of the field of education as a system. I am learning in my program about the barriers many communities face and continue to face. I want to learn where I can create or encourage change to better support the communities we serve.
3. What are you looking forward to most at UW Tacoma and in the School of Education?
I am looking forward to connecting with and learning from those in my community. I want to learn about resources and opportunities that are available in the South Sound region. I am looking forward to being able to connect with the community through collaboration opportunities. I would love to go and visit schools and connect on ways I could offer support based on learnings from my program. Finally, I hope to create and establish a community I can connect with when I need support in navigating challenging situations I face serving students.
4. What advice would you give to someone considering this program?
The advice I would give to those considering the School Psychology program is to learn about the varying services a school psychologist can provide and understand that our field is continuing to grow. I would also recommend connecting with our advisor, Ashley Walker, or current students in the program.
Get to Know Dr. Christopher B. Knaus
Dr. Christopher B. Knaus is Faculty Director of the EdD Program and a Professor in the School of Education.
1. What do you enjoy most about teaching at UW Tacoma?
We are blessed to have an incredibly wide range of educational leaders as our primary students in the doctoral program. These are Black and Indigenous and Asian and Latinx and White and queer and non-binary leaders whose lives are dedicated to fighting for students and communities. I get to learn alongside such brilliant, passionate experts who continually remind me both of the harm educational systems cause and the faith that future generations will lead us into a healing world.
2. How did you become interested in your field of study?
I have come to reject fields of study. Instead, I challenge the notion of disciplines as tools to colonize ways of knowing. I study, research, teach, and live against racism in educational systems, and in particular, how schooling is designed to silence Blackness and Black people. I choose to live my life as a challenge to binary whiteness based in part upon a lifetime of surviving poverty, generational family and community violence, and antagonistic schools. I eventually found refuge and community in African American Studies and critical race theory, which continually remind me to be who I am despite the pressures of academic systems that reward acquiescence.
3. What inspired you to teach at UW Tacoma specifically?
I came to UW Tacoma in 2013 to work with the late Chancellor Debra Friedman and Dr. Ginger MacDonald to implement our campus’s first doctoral program. My goal was to cultivate educational leaders who would strengthen their professional identities, orientations to anti-racism, commitments to social justice, and capacities to transform traditionalized educational systems. The focus on strengthening locally committed practitioner experts to deepen their leadership within their chosen communities was (and is) too exciting to pass up.
4. Do you have a favorite quote or reading you'd like to share, and why does it inspire you?
Ed Briones, a multiracial Filipino chef, baker, musician, and homie, sang “the society in which we live, is a perfect reflection of how we give” in his 2022 re-issued song "Loving Kindness". His words continually remind me that if we do not live with purpose and in service to transforming this world, the world will continue to reflect the capitalistic, individualistic, me-me-me-ism that leads to earth-melt and continued genocide. Ed sings that we get to live better, that our choices in how we give of ourselves is who we are.
Congratulations Noemi Duncan
Noemi Duncan, a BA teacher candidate in our inaugural undergraduate cohort and our Associated Student (ASUWT) representative, has been selected as a UW Husky 100. She is among just 9 UW Tacoma students selected for this system-wide honor, which “recognizes 100 UW undergraduate and graduate students who are making the most of their time at UW.” Being selected as a Husky 100 is the most prestigious recognition for graduate and undergraduate students across the UW tri-campus system. Learn more about UW’s Husky 100 here.
Notes from UW Tacoma's Spring 2025 Celebration
The UW Tacoma School of Education was well-represented at the UW Tacoma Spring 2025 celebration ceremony on April 22, 2025. We are delighted to share the following accomplishments and citations.
Dr. Laura Feuerborn, Professor & EdS in School Psychology Faculty Program Director, is the recipient of the Distinguished Community Engagement Award from the UW Tacoma Office of Community Partnerships.
Dr. Amy (Maharaj) Madeo, EdD Muckleshoot Cohort (Class of 2023) received UW Tacoma’s Distinguished Alumni Award, awarded from the Office of the Chancellor.
Donna Braboy, Office Supervisor, was recognized for 20 years of service.
Dr. José Rios, Associate Professor, was recognized for 25 years of service.
Future Native Teacher Initiative (FNTI)
The UW Tacoma School of Education is honored to have been part of the Future Native Teacher Initiative (FNTI) on April 24, 2025. Below is a summary of remarks from Dr. Dawn Hardison-Stevens (Assistant Professor) and Dr. Julia Aguirre (Professor & Faculty Director of Teacher Certification Programs).
How many people have had the privilege of learning from a Native American teacher from preschool through the 12th grade, or even in higher education? Many individuals have never had this experience. For those who did, it often resembled settler-colonial practices. One notable elder in the Evergreen State College Native Studies Program never completed the doctorate but was "All but Dissertation" (ABD). Despite not having a formal credential, this elder made significant contributions to academic growth in many ways. The family and Tribal community recognizes the influenced legacies.
Several Native individuals have influenced teaching and learning, often without holding formal roles as teachers or administrators. Many of these individuals did not complete an educational degree, let alone a doctorate, yet made invaluable contributions to their communities and families. The pursuit of higher education or a doctorate was viewed by some as a means of establishing superiority over others, which is why many did not pursue these opportunities.
Currently, a transformative energy surrounds a revitalized initiative. Two Indigenous employees, Randy Paddock and Ben Ibale, from the Washington Educators Association (WEA) approached UW Tacoma's School of Education) and Green River Community College (a UW Tacoma partner) with a proposal to host the Future Native Teacher Initiative (FNTI). This initiative provides Native high school students with a two-and-a-half-day immersive experience in the institution's teacher certification program, which includes visits to K-8 classroom sessions in a local district with a high Native population.
Historically, education has negatively impacted Native communities, primarily due to notorious boarding and residential schools designed to systematically eradicate Native language and culture. The impacts of generational trauma have significantly hindered the promotion of Native teachers, highlighting the urgent need for educational improvements that benefits and works equally with Tribes and Native communities.
Since FNTI’s inception, six events have been held for this initiative. The 2025 hosts included Green River College, Auburn School District, and the event culminating at UW Tacoma.
During site visits, FNTI participants fully immerse themselves by engaging all their senses—sight, sound, touch, voice, smell, and intuition. These experiential visits are followed by reflective debriefings with FNTI administrators and Native mentors, fostering deeper understanding and connection. Over the years, FNTI has partnered with various institutions to share and build these meaningful experiences. Highlights include visits to Muckleshoot Tribal School in 2014, The Evergreen State College and North Thurston School District in 2015, the University of Washington and Seattle Public Schools in 2016, Washington State University in 2017, Western Washington University in 2018, and, most recently, Green River College, UW Tacoma, and the Auburn School District in 2025.
The 2025 Spring event was the first gathering since the global pandemic, and it felt like a joyful celebration of family reuniting. Many of the regular FNTI mentoring staff and faculty had not seen each other since the start of the COVID-19 pandemic, the atmosphere was reminiscent of a family reunion. Native students attended from various high schools, including Inchelium, Spokane, Omak, Ferndale, Yakama, and others. While some students were not able to come due to local state testing, we are looking forward to organizing another event in October 2025.
FNTI supports Native students actively pursuing educational careers in teaching, counseling, administration, instructional assistance, and other educational roles. The experiences and connections made at this event help students envision their next steps. The immersive teacher camp, led by educators and leaders from Native American and Alaska Native communities, aims to increase the number of Native teachers in Washington State.
In 2025, FNTI continues to strengthen its impact through dynamic partnerships with a wide range of organizations committed to Native education and equity. Key collaborators include the Tribal Leaders Congress in Education (TLC), OSPI's Office of Native Education, Green River College, Washington Education Association, The Center of Excellence for Careers in Education, Native Student Success Gates Foundation and Teaching Equity Conference. At UW Tacoma, partnerships span across the School of Education, the Office of Indigenous Engagement, the School of Interdisciplinary Arts & Sciences, and the Center for American Indian and Indigenous Studies (CAIIS). Support from Native community networks further enriches this work, including Cedar Circle, Native Relatives & Friends, Tribal and Educational Partnerships, and strong ties with the Muckleshoot Tribe and Muckleshoot Tribal College.
During the FNTI partner planning sessions, a central theme emerged among the participants: "You are the Ancestors' Future." This theme was honored throughout the event. The opening prayer circle focused on "Honoring the Ancestors & Futures." Participants introduced themselves by sharing, "From which Ancestral Lands do you come to join us on our pathways?" This experience allowed us to acknowledge the Native high school students present, whom we recognize as our future legacies. The Indigenous supports are very evident and growing on our UW Tacoma campus.
The 31 high school participants were divided into smaller groups; each paired with a UW Tacoma Cedar Circle student who provided a tour of the campus. The excursion concluded in the syayəʔadiʔ (Family Room), where many conversations and questions were exchanged from the youths’ perspectives. The walk back to UW Tacoma William Philip Hall was conducted in silence, allowing everyone to engage their senses fully.
Participants connected with the experiential stories shared by Sara Marie Ortiz (Acoma Pueblo), a poet, performing artist, filmmaker, and Indigenous peoples' activist, who serves as the Native Education Program Manager at Highline School District. Another Native panelist was Chrystal Gonzales, an undergraduate student and activist pursuing her BA in Education and teacher certification.
As part of envisioning the future, participants created group artwork, guided by the idea: "We are all educators from Birth to Legacy. Cultural education is an intergenerational approach, as we all learn from one another." At their tables, on large sheets of paper and using various media, participants responded to the question, "What Traits Will You Embrace as an Educator Today to Leave a Legacy?"
We thank all of the UW Tacoma students, advisors, staff and faculty for embracing our future Native teachers. We are also grateful to UW Center for American Indian and Indigenous Studies (CAIIS) for sponsoring this event, which will ensure that the participants always remember their experience on our campus.
EdD Program Team Co-Hosts TEIR Conference in South Africa
By: Dr. M. Billye Sankofa Waters & Dr. Christopher B. Knaus
Dr. M. Billye Sankofa Waters (Assistant Professor) and Dr. Knaus (Professor and Director of the EdD Program) represented the EdD Program and the School of Education as co-hosts for the 13th Annual Teacher Education and Interdisciplinary Research (TEIR) Conference in Sun City, South Africa. This conference rotates annually across Southern African countries (recent years included Eswatini, Namibia, and Zimbabwe), and focuses on research-informed educator preparation and support, with a specific focus on P-12 teachers and leaders in under-resourced schools. As co-hosts, we concluded the conference with two collaborative convening-wide sessions, elevating the importance of practitioner-scholars who work professionally within education systems while also cultivating engaged, decolonial research practices.
Two current EdD students also supported the conference, including Dennis Denman (Dean of Student Development and Retention at South Seattle College), and Elizabeth Flavors (Principal of Hawthorne Elementary School in Seattle). Representing our partnership with Tacoma Community College, Latoya Reid (Professor, Communication & Transitional Studies), also accompanied the host team. All three participated in a concluding global panel on the state of education. Our participation continues a multi-year relationship between the University of South Africa, Tacoma Community College, a number of Southern African regional colleges, and UW Tacoma’s School of Education.
In addition to the conference, the Tacoma-based team explored historically significant sites of struggle, including a visit to Robben Island, where the majority of South Africa’s revolutionary leaders were incarcerated for their efforts leading the fight against apartheid. The team also explored the Walter Sisulu National Botanical Gardens, a beautiful sprawling series of curated art and historical memorials that honor one of the early African National Congress (ANC) leaders who also mentored Nelson Mandela and many other revolutionaries.
School of Education Accomplishments
We are proud to spotlight the accomplishments of some of our amazing alumni/current students, faculty, and staff. These are not exhaustive.
Kathleen Beaudoin, Associate Professor
PRESENTATIONS
- Vlah, N., Beaudoin, K., & Vukelić, D. (2025, May). Perceived competence in the role of empowering parents of children with special needs: Socio-emotional characteristics of teachers and educators in early intervention [Conference presentation]. Didactic Challenges V: Leadership and Management in Education, Osijek, Croatia.
- Beaudoin, K., Tyre, A. D., Feuerborn, L. L., & Hoyt, L. (2020, April). Engaging families and caregivers to promote equity in discipline practices and behavior supports in schools [Conference presentation]. Twenty-third Annual Northwest PBIS Conference, Portland, OR.
K. Kawena Begay, Assistant Professor
PUBLICATION
-
Kucera, M., & Begay, K. K. (2025). Nonstandardized assessment as social justice in school psychological practice [Part 2]. Communiqué, 53(6), 27–30.
PRESENTATION
- Fields, B., Coccia, S., Begay, K., & Kmail, Z. (2025, May). Enhancing learning environments: The impact of biophilic designs in classrooms [Conference presentation]. A4LE Regional & LearningSCAPES Annual Conference, Tacoma, WA.
MEDIA
- Dr. Begay was cited in the UW College of Education’s newsletter. (n.d.). Training the next generation of culturally responsive psychologists.
https://education.uw.edu/news/feature/training-next-generation-culturally-responsive-psychologists
Rachel Endo, Professor & Dean
RECOGNITION
- Dr. Endo was featured in GlobalMindEd’s 2025 Asian American Pacific Islander Heritage Month newsletter that “honor[ed] the remarkable AAPI leaders in GlobalMindED’s network who are shaping impact across education, arts, leadership, and community." They highlighted her background, experiences, and leadership philosophy in an article titled “From Nebraska classrooms to founding dean of the School of Education at UW Tacoma: Meet Dr. Rachel Endo.” Available : https://myemail.constantcontact.com/Asian-American-Pacific-Islander-Heritage-Month.html?soid=1104015295855&aid=o3yUhMiRu3c
PUBLICATIONS
- Endo, R. (05/2025). Chizu Omori, civil rights activist, filmmaker, and survivor of Japanese American WWII incarceration, reflects on community resistance past and present. International Examiner. Available: https://iexaminer.org/chizu-omori-civil-rights-activist-filmmaker-and-survivor-of-japanese-american-wwii-incarceration-reflects-on-community-resistance-past-and-present/
- Endo, R. (05/2025). The significance of AANHPI Month 2025 in our (im)perfect union. Ed Prep Matters. Washington, DC: American Association for Colleges of Teacher Education. Available: https://edprepmatters.aacte.org/the-significance-of-aanhpi-month-2025-in-our-imperfect-union/
CONFERENCE
- Endo, R. (04/2025). Discussant for session Breaking the bamboo ceiling: Advancing Asian women leaders in academia. With Y. Amos, C. Eckert, S. Hagiwara, E. Lin, J. Kang, S. Mecham, & R. Saran. Symposium session sponsored by the Research on the Education of Asian Pacific Americans Special Interest Group. American Educational Research Association Annual Meeting. Denver, CO.
PRESENTATIONS
- Endo, R. (04/2025). What lines? Whose lines? Counter/narratives from Women of Color Education scholars who “color outside of [academia’s] Lines”. With S. Arroyo-Rodriguez, F. Pearson, & J. Bailey. Co-Sponsored by University of Nebraska at Omaha’s College of Education & Human Services and Multicultural Students; and UW Tacoma School of Education. Omaha, NE (virtual).
- Endo, R. (03/2025). Professional development workshop. Learning and teaching in (ever) perilous times: A fugitive pedagogical framework. Highline School District’s Culturally Responsive Teaching & Ethnic Studies Institute. Des Moines, WA.
Christine Espeland, Coordinator of Clinical Experiences, Educational Administration
PUBLICATION
- Locke, J., Williams, N. J., Sridhar, A., Ehrhart, M., Dopp, A., Thirion, M., Espeland, C., Riddle, B., Schmitz, K., Hatch, K., Buehler, L., & Lyon, A. (2025). Study protocol for testing the efficacy of the Helping Educational Leaders Mobilize Evidence (HELM) implementation strategy in elementary schools: A hybrid type 3 effectiveness-implementation randomized controlled trial. Implementation Science, 20(17). https://doi.org/10.1186/s13012-025-01429-4
Laura Feuerborn, Professor & Director of the School Psychology Program
PRESENTATION
- Beaudoin, K., Tyre, A., Feuerborn, L., & Hoyt, L. (2025, April). Engaging families and caregivers to promote equity in discipline practices and behavior supports in schools [Conference presentation]. NWPBIS Conference with ORTli, Portland, OR.
AWARD
- UW Tacoma Office of Community Partnerships Distinguished Community Engagement Award. (2025, April).
Christopher Knaus, Professor & Director of EdD Program
PRESENTATIONS
- Knaus, C. B., Sankofa-Waters, M. B., Flavors, E., & Denman, D. (2025). Transformational partnerships: Re-conceptualizing Black educational strategy [Conference presentation]. 13th Teacher Education and Interdisciplinary Research Conference, Sun City, South Africa.
- Knaus, C. B., Sankofa-Waters, M. B., Flavors, E., Denman, D., & Reid, L. (2025). Practitioner-leaders on the global state of education [Conference presentation]. 13th Teacher Education and Interdisciplinary Research Conference, Sun City, South Africa.
Miranda Kucera, Assistant Teaching Professor
PUBLICATION
- Kucera, M., & Begay, K. K. (2025). Nonstandardized assessment as social justice in school psychological practice [Part 2]. Communiqué, 53(6), 27–30.
Elavie Ndura, Professor
PUBLICATION
- Ndura, E., & Bukuri Kambaye, G. (2025). Fostering belonging for all students and employees in schools and other organizations: Pathways to inclusive excellence. Intercultural Education, 1–21. https://doi.org/10.1080/14675986.2025.2484513
PRESENTATIONS
- Ndura, E. (2025, April). Equity-minded leadership framework: Pathways to institutional transformation [Poster presentation]. AAC&U Conference on Learning and Student Success (CLASS), San Juan, Puerto Rico.
- Ndura, E. (2025, March). Engaging in difficult conversations in times of conflict: The promise of mindful communication [Invited workshop]. Inaugural Equity Symposium, Renton Technical College, Renton, WA.
Dawn Hardison-Stevens, Assistant Professor
GRANT
- Center for American Indian & Indigenous Studies (CAIIS) Grant, UW – Future Native Teacher Initiative (2025).
Sae saem Yoon, Assistant Professor
PRESENTATION
- Yoon, S., Lee, J., & Son, M. (2025, March 26–29). Exploring AI for equity in bilingual education: A focus on the Korean language [Workshop]. California Association for Bilingual Education 2025 Conference, Long Beach, CA.
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