PROFESSIONAL EXPERIENCE 2014-present Tom Stritikus tom.stritikus@gmail.com (206) 861-5784 Deputy Director, K12, US Programs, Bill and Melinda Gates Foundation Responsibilities: Develop strategic plan to improve outcomes for low-income students and youth of color nationwide. Key focus areas: teacher preparation, school leadership, personalized learning and assessment. Manage a portfolio of $200M in active grants and lead a team of program officers to make new grants to increase the college readiness rate for low-income students and youth of color. Serve as coach to a team of program officers as they execute upon the strategy Present portfolio learnings to Foundation Co-Chairs (Bill and Melinda Gates). Develop metrics to measure portfolio outcomes. Key Accomplishments: Developed and secured approval from Foundation Co-Chairs for a new $45M initiative to reform teacher preparation. Lead 100M initiative to create infrastructure and conditions to help personalize learning for students Built and recruited a team of exceptional educational leaders to spearhead program sub-initiatives. Successful Co-Chair engagement. Fostered relationships with key education foundations and led co-funding initiatives with the Charles and Lynn Schusterman Foundation and the Chan-Zuckerberg Education Initiative. 2010-2014 Dean and Professor, College of Education, University of Washington Responsibilities: Chief Executive Officer of the College responsible for all matters of academic quality, impact and budgetary sustainability for the 1,400 students, 70 tenure-line faculty and 200 employees of the College. Generate financial, community, and political support for College of Education programs and initiatives. Develop and support internal leaders to maximize the impact of College s $84M annual budget. Recruit, develop, and support faculty. Responbile for all matters of faculty affairs including tenure, promotion and leadership appointment 1
Key Accomplishments of the College during Deanship: During a time of severe budget constraints, led the expansion (44M to 84 M) of the College s budget, academic programs, and impact in the local community. College was ranked sixth in the US News and World Report rankings of graduate schools of education in 2014, up from 16 th in 2010. Second-highest ranked public school of education. Launched UW s first on-online degree to meet the need of early-childhood education in the state and nation. Launched two new teacher education programs through partnerships with Teach for America and the Seattle Public Schools/Seattle Teachers Union. Annual federal research reached all-time high - $33M in 2014. Private giving reached all-time high - $25M in total gifts to support the work of the College. 2009-2010 Visiting Fellow, La Universidad Nacional Autónoma de México (UNAM, Mexico City) in El Centro de Investigaciones de América Latina y el Caribe Responsibilities: built international partnership, taught intensive seminar in Spanish titled Immigration and Education in the U.S. Context. 2006-2009 Associate Dean of Academic Programs, College of Education, UW Responsibilities: Led and conceptualized ongoing renewal of College of Education academic programs. Provided strategic leadership of Office of Student Services, Office of Technology Services, Office of Minority Recruitment and Retention, and Office of Institutional Research. Serve as key member of the College leadership team. Key Accomplishments: Led the development of a new student tracking system and new online applicant review. Developed admissions targets and enrollment management procedures for the College. Led development and implementation of new undergraduate programs. Fostered diversity initiatives in the College. 2006-2011 Associate Professor, College of Education, University of Washington Responsibilities: provide intellectual leadership and program development for Language, Literacy and Culture program with a focus 2
on ESL/Bilingual Education. Teach Teacher Education, Masters, and Doctoral courses. 2000 2006 Assistant Professor, College of Education, University of Washington 1993 1995 Elementary School Teacher (ESL), Baltimore City Public Schools 1993-1995 Teach for America Corps Member EDUCATION 2000 Ph.D. University of California, Berkeley Education in Language, Literacy and Culture 1997 M.A. University of California, Berkeley Education in Language, Literacy and Culture 1993 B.A. University of Nebraska English Magna Cum Laude, Phi Beta Kappa Languages: Fluent in Greek and Spanish RELEVANT BOARD SERVICE Trustee, Carnegie Foundation for the Advancement of Teaching and Learning Executive Committee and Board Member, Island Wood Outdoor Educational Center Chair, Activity Based Budget Review Committee, UW Board Member, Educurious, Member, Sponsors Group for Community Center for Educational Results Board Member, Seattle Education Alliance Board Member, Education Northwest Member, Puget Sound Career to College Caucus Advisor, Bush Foundation Executive Committee and Board Member, Latino Educational Advancement Project GRANTS 2012 Principal Investigator Collaborative Schools for Innovation and Success; Washington State Office of the Superintendent of Public Instruction; $499,571; 9/1/12 8/31/13 2011 Principal Investigator Executive Educator Leadership Program; Bill and 3
Melinda Gates Foundation; $135,000; 12/1/11 4/30/12 2011 Principal Investigator University Accelerated Certification of Teachers: A Research and Development Initiative; Bill and Melinda Gates Foundation; $499,996; 12/1/11 10/31/14 2009 Project Director, Global Education in Bi-national Contexts: An Exploratory Grant for Partnerships in Mexico. Global Affairs Office, University of Washington, $5,900. 2008 Co-Principal Investigator (with Frances Contreras), Understanding the Latino Achievement Gap in Washington State. Commission on Hispanic Affairs, $150,000. 2008 Collaborator in Research, Meeting the Needs of Linguistically Diverse Learners: The Nature of Support Systems Available to Teachers. Co-PIs Marge Plecki, Mike Knapp & Ana Elfers. Center for Strengthening the Teaching Profession, $85,000. 2005 Principal Investigator, Washington Consortium to Improve K-12 Teaching of English Language Learner Students. US Department of Education, Training Grant. $ 600,000. (Over 2 Years) 2004 Co-Principal Investigator (with Sheila Valencia), The Children Left Behind: English Language Learners Caught in the Middle. Office of the Superintendent of Public Instruction, $60,000. 2003 Principal Investigator, New Comer Immigrant Students in Washington State. Office of the Superintendent of Public Instruction, $ 25,000. SCHOLARSHIP Books Stritikus, T. (2002). Immigrant Children and the Politics of English-Only: Views from the Classroom. New York, NY: LFB Scholarly Publishing. Journal Articles (*refereed) *Elfers, A. M., & Stritikus, T. (2014). How leaders build systems of support for classroom teachers with English language learners. Educational Administration Quarterly. 4
*Elfers, A, M., Lucero, A., Stritikus, T., & Knapp, M. S. (2013). Building systems of support for classroom teachers working with English language learners. International Multilingual Research Journal, 7(2), 1-20. *Stritikus, T., and Nguyen, D. (2010) Are we serving or segregating them? : Universalist and differentialist approaches to instruction for high school age immigrants. Bilingual Research Journal, 33 (3): 329-345. *Stritikus, T., & Nguyen, D. (2007). Strategic transformation: Gender identity negotiation in First Generation Vietnamese Youth. American Educational Research Journal, 44 (4): 853-895. *Stritikus, T. (2006). Making meaning matter: A look at instructional practice in additive and subtractive contexts. Bilingual Research Journal, 30 (1): 219-227. *Stritikus, T., & Wiese, A.M. (2006). Reassessing the role of ethnographic methods in education policy research: Implementing bilingual education policy at the local level. Teachers College Record, 108 (6): 1106-1131. *Stritikus, T., & Garcia, E.E. (2005). Revisiting the bilingual debate from the perspectives of parents: Policy and practices matches/mismatches. Journal of Educational Policy, 19 (5): 729-744. *Varghese, M., & Stritikus, T. (2005). Nadie me dijo [Nobody told me]: Language policy negotiation and implications for teacher education. Journal of Teacher Education, 55 (1): 73-87. Garcia, E.E., & Stritikus, T. (2004). National, state, and local policies: Issues for the preparation of quality teachers for linguistically and culturally diverse students. The Laboratory for Student Success Review, 3 (1): 17-20. *Stritikus, T., & Garcia, E.E. (2003). The role of theory, policy and educational treatment of language minority students: Competitive structures in California. Educational Policy Analysis Archives 11: (26). *Stritikus, T. (2003). The interrelationship of beliefs, context, and learning: The case of a teacher reacting to language policy. Journal of Language, Identity, and Education, 2 (1): 29-52. *Stritikus, T. (2001). From the political to personal: Proposition 227, literacy instruction, and the individual qualities of teachers. International Journal of Bilingual Education and Bilingualism, 4 (5): 291-310. 5
*Stritikus, T., & Garcia, E.E. (2000). Education of limited English proficient students in California schools: An assessment of the influence of Proposition 227 on selected teachers and classrooms. The Bilingual Research Journal, 24 (1 & 2): 74-85. Book Chapters (*refereed) Stritikus, T., & Varghese, M. (2012). Global movements in education and their impact on diverse students.. In D. Urias (Ed.), The immigration & education nexus: A focus on the context & consequences of schooling. Boston, Massachusetts: Sense Publishing. Stritikus. T., & Nguyen, D. (2011). Strategic transformation: Understanding the complexities of immigrant youth in schools. In D. Urias (Ed.), The immigration & education nexus: A focus on the context & consequences of schooling. Boston, Massachusetts: Sense Publishing. Stritikus, T., & Contreras, F. (2011). Achievement and opportunity in the Latino Diaspora in Washington State. In E. Hammond, E, Murillo, & S. Wortham (Eds.), Revisiting Education in the New Latino Diaspora, Information Age Press. Charlotte, North Carolina. Stritikus, T. (2012). Bilingual education policy. In J. Banks, (Ed.), Encyclopedia of Diversity in Education, Sage Publishing, California. Stritikus T., & Lucero, A. (2012). Second language learners. In J. Banks, (Ed.), Encyclopedia of Diversity in Education, Sage Publishing, California. Stritikus T., & Von Esch Soo, K. (2012). Immigration and education. In J. Banks, (Ed.), Encyclopedia of Diversity in Education, Sage Publishing, California. *Stritikus, T., & Varghese, M. (2012). Language diversity and schooling. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural Education: Issues and Perspectives (8 th ed.). Hoboken, NJ: John Wiley & Sons. *Stritikus, T. & Varghese, M. (2010). Language diversity and schooling. In J. A. Banks & C. A. M. Banks (Eds.), Multicultural Education: Issues and Perspectives (7 th ed.). Hoboken, NJ: John Wiley & Sons. *Stritikus, T., & Varghese, M. (2009). Linguistic diversity and schooling. In (Eds.) J. Banks & C. Banks, Multicultural Education: Issues and Perspectives (6 th Edition). Wiley Press, NJ. 6
Nguyen, D., & Stritikus, T. (2009). Conformity and resistance: Gender negotiation among first generation Vietnamese immigrant youth. In T. Wiley, R. Rumberger, & J.S. Lee (Eds), The Education of Language Minority Immigrants in the United States. Multilingual Matters: Clevedon, UK. Stritikus, T., & English, B. (2009) Policy, culture, and practice for Latino students. In E. Murillo (Ed.), The Handbook of Research on Latinos and Education. Lawrence Erlbaum: NJ. Stritikus, T. (2006). Proposition 227. In L. Soto (Ed.), The Latino Encyclopedia of Language and Culture. Greenwood Press: Westport, Conn. *Stritikus, T., & Varghese, M. (2006). Linguistic diversity and schooling. In J. Banks & C. Banks (Eds.), Multicultural Education: Issues and Perspectives (5 th Edition). Wiley Press, NJ. Garcia, E.E., & Stritikus, T. (2005). National, state and local policies: Issues for the preparation of quality teachers for linguistically and culturally diverse students. In K. Tellez and H. Waxman (Eds.), Teacher Quality for ELL Students. Lawrence Erlbaum: NJ. Policy Reports Elfers, A., Stritikus, T., Plecki, M., & Knapp, M. (2009). Policy Brief: Supporting Teachers of English Language Learners. Center for Strengthening the Teaching Profession. Contreras, F., & Stritikus, T. (2008). Understanding Opportunities to Learn for Latino Students in Washington State. Commission on Hispanic Affairs. (Report submitted to WA Legislature). 7