On February 27, 2025, more than a dozen educators gathered under blue skies on the scenic campus of Paschal Sherman Indian School to explore a unique approach to professional learning—connecting science, culture, and community through the study of phenology, or seasonal natural phenomena.
Educators tried to solve the mystery of the willows by examining the buds of cuttings to determine the names of the plants.
The day began with Joshua Porter, director of Western Washington University’s Sustainability Pathways program, inviting participants to reflect on their personal experiences with seasonal change. This shared storytelling not only set a welcoming tone, but also highlighted how deeply rooted and relatable phenology can be for learners of all ages. Porter then introduced the National Phenology Network, a nationwide initiative that helps communities engage in observing and recording seasonal changes in plants and animals.
Julie Vanderwal of Sparrow Song Consulting led educators through the National Phenology Network Botany Primer, offering hands-on learning with plant cuttings in various stages of budding. The session encouraged educators to think like scientists—and students—as they explored the subtle cues nature provides throughout the year.
A highlight of the workshop came from Kamea Pino, curriculum developer for the Colville Confederated Tribes, who presented a culturally grounded phenology curriculum designed specifically for tribal youth. Pino shared the thoughtful development process behind these resources, emphasizing their alignment with tribal goals to preserve cultural knowledge and connect students more deeply to the land and their heritage.
Lisa Monahan, STEM coordinator with the North Central Educational Service District (NCESD), showcased Signs of Spring, a phenology-based outdoor learning project funded by the OSPI Outdoor Learning Grant. The project successfully brings phenology into elementary and middle school classrooms, blending environmental science with real-world observation and discovery.
Tulmn shares plans about the outdoor space at Paschal Sherman Indian School that will support students in engaging in cultural learning around native plants.
Paschal Sherman’s own outdoor education teacher, Valerie Mason, opened her classroom to the group, sharing her approach to hands-on, wellness-focused learning. Participants created their own herbal tea blends using locally harvested and purchased botanicals—just one example of how Mason integrates traditional knowledge, well-being, and sustainability into her students’ daily experiences.
Cultural learning took center stage as Cody Saint-Tulmn, the school’s culture teacher, led participants outside to identify and collect data on native plants found around the school grounds. Along the way, he taught the group each plant’s name in the nselxcin salish dialect and shared insights into the school’s culture program, which centers Indigenous knowledge and stewardship.
The day wrapped up with a preview of the Guidebook to Starting a School Native Plant Nursery, a manual filled with practical tools and curriculum materials for schools looking to integrate native plant studies into their programming. Authored by Julie Vanderwal and developed through a Career Connect Washington extension program with WWU’s Sustainability Pathways, the guidebook offers a step-by-step roadmap for launching anything from a micro-nursery to a full-scale student-led project.
Together, these sessions offered more than just professional development—they modeled how educators can weave together science, cultural relevance, community engagement, and sustainability. Through immersive experiences like this, professional learning becomes not just informative, but transformational.
