These stories are a collection of educator professional learning experiences and opportunities provided by ESD, CBO and Tribal School partners.
Northeast Washington ESD 101 focused on creating a way to reach all 288 schools in their region with standards that fit their scope and sequence while expanding teachers understanding of climate science. This resulted in larger professional development for regions and individualized professional development for some schools.
In partnership with Spokane Public School District (SPS) and Northeast Washington Educational Service District 101(ESD 101), the Gonzaga Institute for Climate, Water, and the Environment facilitated the creation of the SPS Climate Integration Task Force. The Climate...
The sixth and final session of the virtual Climetime professional learning series "Our Climate is Changing, Why Aren't We?" featured a showcase that provided teachers from NEWESD 101, ESD 123, ESD 105, and NCESD an opportunity to share their experiences. For this...
Our Climate is Changing, Why Arenโt We? Childrenโs Literature Book Study convened virtually for the fifth session in late February. Engaging nearly 60 educators from across ESDs NEWESD 101 (Spokane), ESD 123 (Tri-Cities), NCESD (Wenatchee), and ESD 105 (Yakima), we...
Session Four of the virtual professional learning series โOur Climate is Changing, Why Arenโt We?โ engaged nearly 70 educators from across ESDs NEWESD 101 (Spokane), ESD 123 (Tri-Cities), NCESD (Wenatchee), and ESD 171 (Yakima) in continuing to learn how to use...
The virtual professional learning series" Our Climate is Changing, Why Aren't We?" wrapped up it's third session on December 17th that focused on climate learning with an emphasis on indigenous perspectives, content integration, advocacy, and hope. The event is...
The virtual professional learning series โOur Climate is Changing, Why Arenโt We?โ continued this month on November 19th with the second of six sessions focused on climate learning, content integration, advocacy, and hope. The event is presented as a collaborative...
How can educators begin teaching climate science to young learners in a way that feels accessible, hopeful, and impactful? For many teachers, the idea of discussing wildfires, severe weather, greenhouse gasses, and climate change with students as young as 5 or 7 can...
Climate change was the reason Lori Buratto decided to become a high school science teacher. She understood how climate change impacts every aspect of life, but for years she only felt confident teaching it in the context of environmental science classes. Last year,...
โWe need to stop thinking, โIs this student good enough for my science class?โ and start asking, โIs my science class good enough to engage all students?โโ This was the question posed by Jamie Yoos, a chemistry teacher and OpenSciEd facilitator from Bellingham,...