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2016 Advocate for Education Award Recipients – Gene Sharratt


Gene Sharratt

Introducing
Gene Sharratt

Dr. Gene Sharratt is currently the Executive Director for the Association of Educational Service Districts and OSPI Professional Learning Network.  Prior to this position, Dr. Sharratt served for three years on Governor Inslee’s Cabinet as Executive Director of the Washington Student Achievement Council. The Council is the lead state agency bringing together all sectors of the state’s education system, early learning through higher education, to improve access, attainment, and outcomes for all Washingtonians.

Before joining the Governor’s Cabinet, Dr. Sharratt spent ten years as a clinical assistant and associate college professor for Washington State University.  He served 30 years as a K-12 teacher, principal, school superintendent, and ESD superintendent in international and public schools.   This experience was in Washington, Alaska and Norway.

Dr. Sharratt has published numerous articles in professional journals and magazines.  Gene is the author of “Keeping on your Feet,” an inspirational book of how to overcome challenges in a positive and healthy manner.  He is the past president of the Washington Educational Research Association.

Education
  • Ph.D. — Washington State University
  • MA — Pacific Lutheran University
  • BA — Washington State University
  • AA — Highline College
Some of Gene’s awards
  • Excellence in Leadership Award — College Success Foundation (2016)
  • Leadership in Science Educ. Award, Institute for Systems Biology (Valarie Logan) Award (2015)
  • Distinguished Alumnus Award, Highline College (2015)
  • Lifetime Legacy Award, Washington Association of School Administrators (2013)
  • Lifetime Achievement Award, Association. of Washington School Principals (2013)
  • Lifetime Legacy Award, College of Education, Washington State University (2013)
  • Distinguished Alumni Award, College of Education, Pacific Lutheran University (2009)
  • Washingtonian of the Year, Washington Association of Business and Educational Leaders (2004)
  • Distinguished Alumni Award, Washington State University (1999)
  • Washington State School Superintendent of the Year (1991)
  • National Educational Administrator of the Year Award, NAEOP (1988)
  • Washington State Administrator of the Year, WAEOP, (1988)
  • Outstanding Teacher Award. Pi Lamda Theta Educational Honorary Society, WSU, (1982)

A new university-high school partnership… and joke

Here’s a joke that always brings the house down:

Who do Zooplankton get their Christmas gifts from?
Santa clausi

(**sound of crickets**)

OK, that doozy aside…

Zooplankton, phytoplankton, and other nutrients, including harmful algae and invasive copepods exist in the Columbia River estuary.

The Columbia River’s 146-mile estuary is one of the largest in the nation. Only the Missouri–Mississippi system carries more water. Rapid population growth has changed land use in the Columbia estuary’s watershed in ways that may affect coastal ecosystems.

That’s where WSU Vancouver professor Tamara Nelson comes in. Believe us when we say it’s not just to save everyone from our corny jokes.

She’s joining two other WSU faculty research to lead student-conducted Columbia estuary research. Why? Because it’s critical to understand how nutrients and organisms from upstream contribute to habitat degradation, and the spread of invasive species.

The official project name is called Columbia River Estuary Science Education and Outreach: a Landscape-scale University–High School Partnership Integrating Scientific and Educational Research.

Yes, it’s a mouthful. So… CRESCENDO, for short.

The high school students gather water, plankton, and hydrographic data in the estuary, to learn about and assess relative effects of cumulative watershed drainage, and local factors such as sewage outflows (there’s gotta be a joke in there somewhere).

Nelson will join Gretchen Rollwagen-Bollens and Steve Bollens, both also from the Vancouver campus. The job of the trio is to gauge what students have learned about science and stewardship; students’ ecological knowledge and outlook.

The research plan called for students at five high schools along the estuary to spend two years collecting water samples, plankton tows, and hydrographic data.

Katherine C. Rodela, Ph.D.

Katherine Rodela, Ph.D.

Assistant Professor, Educational Leadership

Vancouver Campus, VUB 317
14204 NE Salmon Creek Avenue
Vancouver, WA  98686
Phone: 360-546-9676
Email: katherine.rodela@wsu.edu
Curriculum Vitae

Welcome to Katherine Rodela’s faculty page

I’m a faculty member in the Educational Leadership Program. I teach courses related to equity, social justice, and inclusion of diverse communities, families, and students in K-12 schools, in WSU’s Administrative Credential, Masters, and Doctoral Programs.

My research agenda centers around the concept of leadership for equity and diversity. As third-generation Mexican American and first-generation college student, I am committed to being a community-engaged scholar, whose work advances educational equity and culturally responsive education for marginalized communities, particularly low-income communities of color across the educational PK-20 pipeline. My focus on leadership for equity and diversity inspires three lines of qualitative research: (1) Studies of school and district equity leadership; (2) Studies of parent and community leadership in education; (3) Research on STEM access and retention in community colleges.

I am a graduate of Stanford University’s Graduate School of Education. I received a BA in Philosophy and History at Seattle University. I am a former Fulbright Scholar and worked on research project studying the civic engagement and leadership impacts of a childhood nutrition program in Peru. Before earning my Ph.D., I taught Spanish and Service Learning at an urban high school in Oregon.

Currently, I am engaged in these two research projects:

Counterstories of Leaders of Color:  Using CRT and LatCrit counterstorytelling methods (Solorzano & Yosso, 2002), I have analyzed the experiences of leaders of color across work positions, regions, and cultures. I have recently published two articles from this work. With co-authors Dr. Claudia Rodriguez-Mojica (Santa Clara University) and WSU graduate student Alison Cochrun, we published “‘You guys are bilingual aren’t you?’ Latinx educational leadership pathways in the New Latinx Diaspora” in the International Journal of Leadership in Education. With Dr. Rodriguez-Mojica, we also published Equity Leadership Informed by Community Cultural Wealth: Counterstories of Latinx School Administrators in Educational Administration Quarterly. I also received the first George Brain and Gay Selby Faculty Award in Educational Leadership from WSU. This award will help fund continued research on the experiences of leaders of color across races and cultures in the Pacific Northwest, beginning in Fall 2019.

Latinx Parent Leadership: Building on my dissertation work with Latina immigrant mothers and in partnership with Diana Avalos-Leos, Director of the Clark County Latino Youth Conference, we established the SW Washington Latino Parent Leadership Institute. We worked with a diverse group of  school and parent leaders to offer parent education and leadership workshops to Spanish-speaking parents in the SW Washington and Portland Metro Area. I’m studying how a grassroots community based program is established and the impacts of this program on Latinx parent engagement and leadership for equity in schools. For more information about the current project and our workshop sessions, please visit our Facebook Page at: https://www.facebook.com/SWWALatinoParentLeadership

Links to published articles

Rodela, K. & Rodriguez-Mojica, C. (2019). “Because we work for the whole, not the I”: Community Cultural Wealth Informing Latinx Equity Leadership. Educational Administration Quarterly. Advance online publication. doi:10.1177/0013161X19847513

Rodela, K., Rodriguez-Mojica, C., & Cochrun, A. (2019). ‘You guys are bilingual aren’t you?’ Latinx educational leadership pathways in the New Latinx Diaspora. International Journal of Leadership in Education. Advance online publication. doi:10.1080/13603124.2019.1566577

Brooks, M.D., & Rodela, K. (2018). Why Am I in Reading Intervention? A Dual-Analysis of Entry and Exit Criteria. The High School Journal, 102(1), 72-93. doi:10.1353/hsj.2018.0020

Rodela, K., & Bertrand, M. (2018). Special Issue Introduction: Rethinking Educational Leadership in the Margins: Youth, Parent, and Community Leadership for Equity and Social Justice. Journal of Research in Leadership Education, 13(1), 3-9.

Bertrand, M., & Rodela, K. (2018). A framework for re-thinking educational leadership in the margins: implications for social justice leadership preparation. Journal of Research on Leadership Education, 13(1), 10-37. [Special Issue: “Rethinking Educational Leadership in the Margins: Youth, Parent, and Community Leadership for Equity and Social Justice”].

Kruse, S., Rodela, K., Huggins, K. (2018). Messy Messages and Making Sense Across Complex Contexts: A Regional Network of Superintendents Confronting Equity. Journal of School Leadership, 28(1), 82-109.

Vossoughi, S. & Rodela, K. (2018). Rewriting class, culture, colonialism, and the “culture of poverty”: Ethnographic work by Eleanor Leacock, 1959-1980. [Special Issue: “Beyond the Culture of Poverty”]. Diaspora, Indigenous, and Minority Education. Advanced online publication. doi:10.1080/15595692.2017.1421534

Rodela, K., & Tobin, J. (2017). On Anna’s Terms: Supporting a Student’s Gender Transition in Elementary School. Journal of Cases in Educational Leadership20(4), 42-57.

Rodela, K. (2016). Undocumented Educational Leadership: The Development of Latina Mothers into Emergent Social Justice Leaders [Special Issue: “Latina/os and a Spirit of Dedication and Commitment Towards the Community]. National FORUM of Applied Educational Research Journal, 29(1&2), 21-33.

Gomez, K., Gomez, L., Rodela, K., Horton, E., Cunningham, J., Ambrocio, R. (2015). Embedding Language Support in Developmental Mathematics Lessons: Exploring the Value of Design as Professional Development for Community College Mathematics Instructors. Journal of Teacher Education, 55(5), 450-465.

Clearinghouse on Native Teaching & Learning

Clearinghouse on Native
Teaching and Learning

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Clearinghouse Mission

We help pre-service and in-service teachers to connect with students in local public schools through professional development and community collaboration using the WA state Tribal Sovereignty Curriculum.

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Since Time Immemorial

All 29 Washington Native tribes have endorsed this state-mandated curriculum (SB 5433) which supports the teaching of tribal sovereignty, history, and current issues. Each unit is aligned with national and state standards and builds toward the successful completion of a Content-Based Assessment.

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We bring Indigenous perspective to Washington public schools. Both members of our staff are from federally-recognized tribal nations and areas of interest include: Indigenous teacher education, policy, advocacy, special education, and culturally-responsive curriculum and training. This includes working in both reservation and urban communities.
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