Teriauna Duran, Director of Arts Integration July 29, 2020 By wpengine I have witnessed from the very beginning the commitment Friendship PCS has for arts education. In 2003, I came in as a music teacher and taught for 13 years. During that time, the arts team at Friendship Collegiate Academy decided that we were going to focus on implementing student productions. Can you talk about your role at Friendship? A large and exciting part of my role is ensuring that our partnership with City Arts and Prep Charter School is a smooth transition for both families and staff. We’re excited about bringing the arts program from City Arts to our Armstrong campus. Our FPCS Armstrong campus is now the only arts program for preK through 8th grade in the city! I provide professional development for our specials staff. I also establish and maintain partnerships – not just at the community office level, but I ensure that each of our schools has strong partnerships in the arts to support instruction, arts integration and programs. I am proud of some of the partnerships we’ve established just in this past year. We’ve had a residency with the Washington Ballet at Woodridge International for about 5 weeks. Scholars had the opportunity to perform in a culminating presentation after several weeks of ballet instruction. Several students even received scholarships to the Washington Ballet. We also have a new partnership with Busboys and Poets. The curator, who sits on our advisory board for the arts program, is in the process of reviewing our students’ artwork to be featured in several Busboys and Poets restaurants. Their Southeast location will feature our scholars’ work this October. The DC Collaborative is our biggest partnership. Our students regularly attend performances, view art exhibits, and participate in arts residencies. Any educator at Friendship can take advantage of these opportunities, not just the arts teachers! How have students benefited from the arts? I have witnessed from the very beginning the commitment Friendship PCS has for arts education. In 2003, I came in as a music teacher and taught for 13 years. During that time, the arts team at Friendship Collegiate Academy decided that we were going to focus on implementing student productions. After our inaugural production of “The Wiz”, a decision was made to re-stage it at the Lincoln Theater. When you make this kind of investment in scholars – offering abundant resources, a professional set and costumes – it says a lot about what you believe and value. We are adamant about offering students choice for their education. We want them to have options, not just a one-dimensional educational experience. There is more than one way to get to and through college. My job is to ensure they have the skills and opportunities necessary to excel in the arts if they so choose. Many of our talented scholars have majored in the arts and have since returned to teach at Friendship. Seeing former students use the skills, experiences and knowledge they’ve acquired to invest in the next generation is amazing. It is a true testament to living our mission and vision. It shows that we are getting it right. What do you find most rewarding about working in the arts at Friendship? It is most rewarding to connect with students when they’re just getting started in high school or earlier. They’re a little shy, a little unsure, and a little timid. You teach them and develop relationships. You see their growth. You see them blossom in front of your eyes as they gain more confidence. They perform at school events, in the community, and even at the Kennedy Center, which one of our spoken word artists recently did. Their growth from these experiences shows that we’re achieving our mission in a variety of ways. We are graduating well-rounded, confident, persistent, and responsible students. Artists need to have all of these traits. You have to have perseverance, because you’re going to be told “no” a lot before you’re told “yes.” You have to be responsible and put the work in to get better at your craft. They may pursue an arts degree or something all together unrelated, but they will have developed traits that will have a profound effect on their life. What has been your journey been like? I am grateful to do something that I absolutely love, which is to work with young people and affect their lives as much as they affect mine. I went to Howard University and studied classical voice. I never planned to teach, but I wanted to use my degree in some meaningful way. I initially applied to be a part-time music teacher. The next day, I received a call saying, “Oh, we’re going to need you full-time.” Here we are, 16 years later, and Friendship has shaped my career. I am doing what I love, aligned with my purpose, and I am growing professionally. I also love this school network, the family environment, and how Friendship has invested in me, believed in me, and allowed me to learn and grow. It is a huge honor to now be able to lead this work with other passionate artists and educators and to have an impact on a larger scale. Are there any strategies you would recommend to help teachers incorporate the arts into their lessons? During the next few years, we’re going to offer support to further integrate the arts into our curriculum. Regardless of what you teach, you can have the arts embedded into your curriculum, so long as you have an open mind and the ability to be a little vulnerable. It’s really about the collaboration that takes place between the teaching artist and the core subject teacher. When both teachers are open and explore together, ideas start to flow. The opportunities are limitless, as the arts connect in so many different ways to ELA, math, social studies, science, and more. Is there a fun fact you’d like to share? In 2005, I auditioned for American Idol and even made it to the Hollywood Round. My “storyline” was that I was a music teacher. When I got my “golden ticket” to Hollywood, they asked me to call my class and announce it to them to see their reaction on camera. Jendayi Wright, who is now a teacher at Blow Pierce and a Teacher of the Year finalist this year, was my student. She answered the phone. American Idol was a life-changing experience. It taught me that just because someone says “no” today, it doesn’t mean that it is a “no” forever. I am truly living my American Idol superstar dream – it just happens to be in a supporting role, here in Washington, D.C. with the scholars and staff at Friendship Public Charter School.
Christopher Cruz, Spanish Teacher July 29, 2020 By wpengine One of the benefits I see is that they learn from applying the language and through immersion. They do not need to translate words like adults. If you’re teaching, for example, you would use gestures, images, songs, and then the children will pick up the language quickly. How did you become a Spanish teacher? Have you always wanted to teach? I originally worked for a company called Language Stars, where we had contracts with several schools. Back then, I was also a director at one of the centers and working for Ideal Academy at the same time. When they closed, Principal Speight decided to keep me on board. I’ve always loved working with children; I’ve been doing it for my entire professional career. I’ve even worked with children only a few months old, because at the language center we wanted to start introducing children to languages early on in order to build a solid language-learning foundation. Even if they weren’t using the language, they were gaining comprehension and being exposed to it. For example, if you stated a command, they would demonstrate that they understood. Can you talk more about the benefits of children building that kind of foundation early on? One of the benefits I see is that they learn from applying the language and through immersion. They do not need to translate words like adults. If you’re teaching, for example, you would use gestures, images, songs, and then the children will pick up the language quickly. It is important for them to learn at a young age so that as they get older, they can build upon this foundation from the previous years. In other parts of the world, it is perfectly normal for most people to speak two or more languages. It’s a good idea for us to catch up with the rest of the world in this respect. Do you teach them about different countries and cultures, too? I recently went to Brazil and have since been introducing the Brazilian culture in my classroom. I fell in love with that country. In Brazil, they speak Portuguese – I do not want to limit students to Spanish-speaking countries only. I want them to see that whatever language they choose to learn – be it French, Italian, Portuguese, or whatever – that there are so many cultures to learn about. I don’t want to only teach them a new language, but open the doors for them to expand their cultural knowledge and have more intercultural experiences. I want them to learn that life is not limited to their neighborhood, Washington D.C., or the United States. During Hispanic Heritage month, I introduce them to different Spanish-speaking countries, like Mexico, Panama, El Salvador and the others where some of our students come from. We learn how to make agua fresca and Mexican crafts, which I use to decorate my classroom. What do you like about Friendship? I love the sense of family here. You can go to anyone, ask them for a favor, and they’ll help you. They share resources, and there are plenty of resources at Friendship. Now I am part of a network of professionals that I can reach out to if I need anything. This is a strong community. In addition, our professional development sessions are useful and hands on. Rather than just sitting and listening to someone, we might create a lesson plan or design an activity. We’ll explore what works and what doesn’t for our students. Is there anything I haven’t asked that you want to be sure to include in your spotlight? I just want to reiterate that I love working with all children and specifically with those who are considered “at risk” in underserved communities. Sometimes I think they’re being programmed by the media to believe they can only achieve so much, but I want to show them that their potential is unlimited; there is so much they can learn and achieve. I want them to understand that they’re not going to learn anything if they don’t try.
Ronald La Fleur, Social Worker July 29, 2020 By wpengine I have found Friendship to be a very good school and very welcoming. Our team works together, and we support each other in amazing ways. Can you talk a bit about your journey to working at Friendship Chamberlain as a clinical social worker? Prior to working at Chamberlain, I still worked in this neighborhood. I worked at an all-girls public charter school called Excel Academy. Also, prior to that, I worked at a community outreach center. So I am very familiar with this community. When I heard about Friendship Public Charter School, I applied for an open position. It’s been interesting to see some of my previous students from other schools here now. I have always been drawn to communities where there is a need. As a social worker, that is where I would like to be. I have found Friendship to be a very good school and very welcoming. Our team works together, and we support each other in amazing ways. This is a new experience for me, especially in a large organization. It’s truly like a family environment. As a social worker, what strategies do you find help our scholars the most? It’s important to have an unconditional regard for them, a relationship where there’s no judgement and they are accepted for who they are. When I cultivate this relationship, I find that I don’t have to ask questions, pry, or do many of the things that a therapist traditionally does. When you have a relationship, the child will begin to let you know what their world is like, but you have to join them in their world without prejudice or judgement. They’ll let you know what’s going on in their world. Once you know that, you’ll be better equipped to assist. Are there any strategies you’ve seen teachers use to be more empathetic with their students? Yes, and a lot of it also has to do with having a relationship with parents, too. You can get a better idea of what that child’s environment is like outside of school and what challenges she or he may be facing. After both the child and the parent realize that there’s genuine concern – not just about academic growth, but about the whole person – it makes a big difference. It’s difficult to work with someone if there isn’t a level of trust. It’s important that students trust teachers to have their best interests in mind and that they’re not going to be judged. My job is to help remove any obstacles that might interfere with a child’s learning. It could be transportation, a lack of community resources, childcare, or a need for mental health resources. Those things will affect a child’s ability to concentrate, and retain and recall information. A number of children experience what we call “complex trauma,” which is the result of experiencing or witnessing repeated traumatic incidents. Sometimes it’s just the environment they have to walk through to get to school; it may put a child in a constant state of hyperarousal, which affects their ability to learn. That’s where I come in – to support students and families directly, or connect them with outside resources. What advice would you offer teachers and school staff to most effectively support students who are experiencing trauma or other challenges? Approach students in a way that is nonjudgmental. That is very important. Be mindful when discussing students around the school. It is so easy sometimes for teachers to talk about students with other teachers, even when they’re standing in the hallway. Kids will know this. They hear when they’re walking by. They’ll be curious, stop, and listen carefully. Being non-judgemental, keeping confidences, expressing genuine concern and empathy are all ways you can build trust and be more effective. Are there any books or curricula you would recommend as useful? There are books I’ve given to teachers on grief and loss during childhood. These issues are extremely important to pay attention to. A lot of our kids experience grief and loss at a very early age. At some point in the year, it’s important for teachers to have a discussion about grief and loss. Even go over the stages of grief and what they look like. I can’t overemphasize the importance a multidisciplinary team. The counselor, teachers, and deans work together to come up with a joint strategy to manage whatever challenges arise, whether they’re behavioral or academic. You can teach the best curriculum and have the best teacher in the world, but if we don’t address social and emotional issues, neither of those is going to work. It’s important to remember that the emotional well-being of a child is crucial for them to be academically successful. Is there a fun fact you’d like to share? Well, the favorite place that I’ve been to is Rio de Janeiro, Brazil. Also, I’m French Creole, and I love cooking. I think I cook very well.
Tyresse Person July 28, 2020 By wpengine The school is a system from the top down From Ms. Brantley to principals, to teachers, to students, and parents, of course. I appreciate how the system works here at Friendship. I have enjoyed the journey and the vision. This is my 7th year here. I taught math, then moved to teach science. I have enjoyed the transition. Now, of course, with science, I can still incorporate math, which I enjoy doing. It’s been seven good years, which is why I’m still here of course. I enjoy working with the kids; they have taken a real liking to science and they have grown by leaps and bounds. They continue to impress me. It’s very encouraging to see how well they do. Can you share some strategies that have been especially successful? I communicate to them that everything in science is connected to life: breathing, pulse, heart rate – everything around you, the atmosphere… All the different things we talk about during the course of the year are connected to them personally. This excites them. Hands-on activities are very effective. Some students might not thrive in ELA or math, but they really enjoy the labs. They love putting things together and taking things apart; finding out the “why” and “how.” My strategy is to be hands on and make connections to their lives. Can you talk more about your journey to becoming a science teacher? I moved here from Cincinnati, Ohio, where I also taught, but mostly math. I moved to the DC area and transitioned into science, which I have really come to enjoy because of the connection to life. I communicate this excitement to the students; that science is life, everything you see, everything you do is science. Because this subject excites me personally, I transfer that excitement to the kids through my lessons. For the most part, they seem to get it. What do you like about Friendship, having worked here for seven years? I have been blessed to have worked on strong teams. The school is a system from the top down From Ms. Brantley to principals, to teachers, to students, and parents, of course. I appreciate how the system works here at Friendship. I have enjoyed the journey and the vision. Have any of your students expressed an interest in STEM careers or majors? Oh definitely. At the end of every school year, we complete a college project where students use google slides or create a poster. They research colleges and professions they would like to pursue. Some want to be police officers, some want to be hair stylists, others want to be scientists, engineers or teachers because they like learning. They research to see how many years they’ll need to study to achieve this goal and whether they need to pursue a PhD or medical degree. They’re encouraged by this. How has your teaching changed since working remotely? While elements of my teaching are the same, distance learning has forced me to make some tweaks, while remembering students are feeling the effects of the pandemic, too. For starters, I have to chunk my lessons further to make sure students are engaged and able to understand the targeted concept. The need for succinct and engaging experiences has led me to use the 5E instructional model (Engage, Explore, Explain, Extend, and Evaluate) to plan my lessons and help students build their understanding along the way. Students can choose from a variety of ways to demonstrate their understanding. They show their thinking using FlipGrid, Padlet, AnswerGarden, and NearPod, to name a few. You have to be creative! Additionally, working remotely has allowed me to do more with small group instruction. I provide more personalized feedback to students and I am able to to push their thinking farther. This process has been made possible through the use of breakout “Zoom rooms” and Google Classroom. Moreover, parents have become more active partners in the work. It feels good to see parents working alongside their children as they join our lesson. The familiar quote, “It takes a village,” is more imperative now than ever.
Anise Walker, Parent & Board Member July 28, 2020 By wpengine What connects with me the most is the support that Friendship offers its families. I was raised as an only child, and Adria is my only child. This organization has wrapped its arms around my daughter and me. We’ve felt very supported throughout our years in the Friendship system. Can you talk about your experience at Friendship over the years – how long have you been involved with the school? I’ve been involved with Friendship since around 2005. I am currently a member of the board of trustees and my daughter is a senior at Friendship Collegiate. I started working at Friendship Woodridge as a mental health specialist through a partnership that they had with an organization called The Student Support Center. I worked at the Woodridge campus for four years and at Chamberlain for two. When it came time to enroll Adria in school, I made a conscious choice to enroll her at Friendship because I was impressed with its vision. She started there when she was 3 years old and will graduate this year. She’s a true Friendship “Lifer.” What connects with me the most is the support that Friendship offers its families. I was raised as an only child, and Adria is my only child. This organization has wrapped its arms around my daughter and me. We’ve felt very supported throughout our years in the Friendship system. I’ve had two strokes, one in 2012 and the second in 2013. The level of support and encouragement the Friendship staff provided was simply amazing. They checked in with me, sent flowers, and made sure I remained as engaged as I could be in my daughter’s education during my recovery. That’s another big reason why Friendship is like family to me. A lot of schools might offer initial communication after a situation like that, but Friendship was consistent with the opportunities and support it offered. The organization went above and beyond, without question. Can you talk about how you’ve been involved at your daughter’s schools and offer suggestions for busy parents who might want to get more involved? Make sure teachers and school leaders know you’re interested in hearing how your child is doing and about opportunities to support them, whether it’s via a quick email or text message. That’s essential. You don’t have to attend every school event. Just ask the teachers or school leader, “How can I support you? Is there a way you can livestream the event so I don’t have to miss it?” I started getting involved with Friendship by working with our first Director of Parent Relations, Gail Sivels. She was arranging parent engagement workshops on ways to help students be more successful. She’d give me an idea for a workshop, and I’d use what I knew as an educator to create one in family-friendly language. We went from campus to campus to offer these presentations. As the network got larger, we brought parents together in one space as a District PAC so we could learn from each other and explore what was working well on some campuses and what could be improved. Eventually, someone suggested that I be the parent representative on the board of trustees. I was thrilled to be considered, because I’m so very invested and impressed by Mr. Hense’s vision and mission for Friendship. When he asked me to join I said, “Yes, without question.” Is there a teacher who has stood out to you as doing a phenomenal job? I could name several. My daughter Adria is still closely connected to her 8th-grade science teacher, Jennifer Beckwith. Two other teachers that come to mind are Ashley Royal and Garry Cameron. Many Friendship teachers recognized her as more than just a kid in their classroom – they saw a whole person with struggles and concerns. They took the time to connect with her and reach out. Several staff members have also mentored her… Marcus and Alecia Thompson and Dr. Chakoria Wells come to mind. They have been amazing with Adria; they treat her as if she is their own. Carlos Richardson also stands out. His father was my mentor in college, and I’ve known Mr. Richardson since he was in 6th or 7th grade. I’m so blessed that Adria can know him as a committed educator and see his dedication to his students and how he’s an encouraging voice that students sometimes need if they don’t hear it from others in their lives. How has Adria responded to your involvement over the years? When she was younger, she was excited that her mom was involved. As she became a preteen, it was more like, “Oh, you’re still here?” She’s gotten used to the dichotomy of having an involved parent who is in a leadership-type position in the network that results in the light shining on her a little bit more, but still having to meet the same expectations as every other scholar at Friendship. When I was at the senior banquet for Collegiate last year, I was asked to introduce Friendship Lifers. True to form, Adria cheered for me and gave me a standing ovation. She’s always been my biggest fan. I have a bookbag that says, “I am my child’s role model.” I try to live that every day. I hope that in the future Adria will look back on these days and say, “My mom was one of the good ones. My mom really did stick by me.” You mentioned that you’ve been active at the city-wide level. You’ve won some awards. Can you talk about them? I’m currently a member of the My School DC Parent Advisory Committee, a Ward 8 representative for the Parents Amplify Voices in Education (PAVE) board, a Parent Organizer for the PAVE City-wide Board, and the Chair of the OSSE Parent Advisory Committee. Each of these roles offers me a different opportunity to elevate parents’ voice in the city and expand my role as an educator. These experiences also help me broaden my horizons as a life-long learner. I’m always going to a training, learning something new, or getting information I can offer to other parents. I want to help them understand that their voices are really important —especially together. One voice might move a few things here and there, but collective voices can move the world. I received a parent engagement award from Friendship about eight years ago; it popped up in my Facebook memories earlier this school year. That award was very special to me, as it was presented by Ms. Sivels, who was a treasured friend and mentor. We lost her to cancer a few years ago. There isn’t a moment that goes by that I don’t think about her and the work we did together. She was so amazing! Three years ago, I was nominated by our current Director of Parent Relations, Charmayne Carter, for a Parent Leadership Excellence Award with the DC Public Charter School Board. Both awards were a total shock to me, because I don’t feel like I’m doing anything special or different. I’m just doing what’s good for my daughter, which means engaging with her school and sharing my knowledge with others. Do you have a fun fact you’d like to share? What people definitely know about me is that I’m a HUGE Prince fan. If there’s anything Prince-related, I’m very well versed in it. I have just about every piece of music he ever released, as well as some bootlegs. Some parents may have had their children listening to greats like Beethoven and Bach in utero or while growing up, but Adria was listening to Prince!
Juilenne Sanders, PreK Teacher July 28, 2020 By wpengine What I love the most about teaching young children is the love, the laughs, the genuineness, and the simple excitements of life! My scholars are so full of love. Can you talk a little bit about your journey? I’ve always admired the teachers I’ve had growing up. As you know, Friendship first started out as Friendship House, and I went to Friendship House for early childhood students. There was also an afterschool program. The teachers simply inspired me. When I did a summer youth program, I was always picked to work in recreation. I later went to school at Virginia State, and received my BA in Community-Based Education before getting my masters in Elementary Education from St. Thomas University. In 2010 I started working with Friendship in the before and afterschool program. I later became an afterschool coordinator. I had multiple roles. I also subbed and eventually I became a classroom paraprofessional. Mr. Craig and Ms. Owo-Grant saw something in me and promoted me to be a teacher. This is my fourth year teaching here at Friendship Woodridge International. Friendship House was where I started, then later I had so many great teachers which inspired me to become one myself. What do you like most about what you do? I live for those “Aha!” moments that students often get. I like to see how students have grown from the beginning of the year to the end of the year. I enjoy using my creativity to design unique lessons and build meaningful relationships with scholars. All scholars learn differently. What’s one of your favorite lessons? I have many favorites, but the one that comes to mind is when we do a story about the three little pigs. We take it to another level. I love the story of the three little pigs. Being able to do it as a read aloud, I ask critical questions like, “what would happen if you had to build a house?” I also have students make predictions and we reenact the story together. I love seeing the kids act and give their interpretation of the story. They even get a chance to build the houses. At Woodridge, we do a lot of project-based learning, which extends into their home with an opportunity for parents to get involved. Students do a lot of experimenting to see if their house is going to stand with the materials they have chosen. They might ask, “Why is your house going to fall down?” so we introduce words like, “sturdy” and “stable” and figure out how they can improve their houses. Getting students to think critically is what I like most. We experiment with different endings of the story. One story ends with the wolf eating the pigs, a different story says he’s trying to get sugar. The kids share whether or not they believe the wolf or the pigs. We talk about the protagonist, the antagonist, which one is the good one or the bad one. I transform my learning centers to be all about that story, which provides the opportunity for scholars to be completely immersed in the story. As an International Baccalaureate school, we teach students to become critical thinkers. We make sure they answer higher-order questions. We also make real-world connections. We ask, “How much would you need to spend on materials to build this house?” Then students naturally talk about construction workers and community helpers. We compare our stories to real life. Are there any strategies you would offer to someone who is new to teaching? I do like the fact that I got my start as a paraprofessional. It’s about observing other teachers. I would be able to ask them questions. One strategy is to always connect with another teacher. Go into the classroom, observe them, ask questions. I’m a big fan of the Ron Clark book “Move Your Bus.” Always stay up to date within your field. Another strategy is to build relationships with your scholars. You won’t just be “that teacher that they had,” but someone whose influence they’ll remember for a lifetime. You need to build relationships with scholars first. Also, connect with parents; I’m really big on parent engagement. Once you have a connection with families, you have a great connection with students. It’s a collaborative process that will make all the difference for a child. Can you talk specifically about how you engage parents? I engage parents in different ways. I am frequently in touch with them about their child’s progress. I send emails and photos of their child in learning centers. I host breakfasts where parents come in and form connections with other parents. I also have a “class mom” as the liaison between me and the parents. We host different events. I may bring in Ms. Beghani and other leaders from the district office to talk about literacy or what they need in kindergarten. I also provide parents with a lot of resources—when you come in for teacher conferences, I have a table with a lot of hands-on materials, games, and activities they can do with their scholars. I have an open-door policy. They can come in whenever they want to join our lessons and learning. What do you like about Friendship? I love Friendship because they appreciate their teachers, they invest in their teachers, and they make sure we have what we need to do our job well. Here at Woodridge, I love my principal, Ms. Owo-Grant. She helps us to become better leaders. She makes sure that I receive what I need. We’re like a family. The morale is great. What was the experience like when becoming teacher of the year? It was a great experience. I’ve worked at several different campuses in different roles, and at the end of the day, I felt appreciated for the work I’ve done. It felt great to know I made an impact and hear students later saying, “Oh, Ms. Johnson, you were teacher of the year. That’s the teacher of the year. We gotta be good.” My philosophy is that it doesn’t matter where you come from or where you start from, if you keep doing what you love, then you will definitely make it far. Is there anything I haven’t asked that you would like to include? I believe you should allow your passions to become your purpose—whatever you’re passionate about, continue to do it. There will be days when you want to give up. Remember that your students are the future and you need to prepare them to walk into the world and make a difference. I just want people to know that, whatever your role, always do your best—whether you’re a substitute teacher, a paraprofessional, or a leader. Whatever you do, do it to the best of your ability. Is there a fun fact you’d like to share? I love music, but I can’t sing. I also love to dance, but you won’t see me dancing unless I’m with the kids. I love art and being creative. I like to take something that is small and make it big. My students always tell me, “Ms. Johnson, you always want to do something over the top.” That’s just who I am.
Shante Johnson, PreK Teacher July 28, 2020 By wpengine I do like the fact that I got my start as a paraprofessional. It’s about observing other teachers. I would be able to ask them questions. One strategy is to always connect with another teacher. Go into the classroom, observe them, ask questions Can you talk a little bit about your journey? I’ve always admired the teachers I’ve had growing up. As you know, Friendship first started out as Friendship House, and I went to Friendship House for early childhood students. There was also an afterschool program. The teachers simply inspired me. When I did a summer youth program, I was always picked to work in recreation. I later went to school at Virginia State, and received my BA in Community-Based Education before getting my masters in Elementary Education from St. Thomas University. In 2010 I started working with Friendship in the before and afterschool program. I later became an afterschool coordinator. I had multiple roles. I also subbed and eventually I became a classroom paraprofessional. Mr. Craig and Ms. Owo-Grant saw something in me and promoted me to be a teacher. This is my fourth year teaching here at Friendship Woodridge International. Friendship House was where I started, then later I had so many great teachers which inspired me to become one myself. What do you like most about what you do? I live for those “Aha!” moments that students often get. I like to see how students have grown from the beginning of the year to the end of the year. I enjoy using my creativity to design unique lessons and build meaningful relationships with scholars. All scholars learn differently. What’s one of your favorite lessons? I have many favorites, but the one that comes to mind is when we do a story about the three little pigs. We take it to another level. I love the story of the three little pigs. Being able to do it as a read aloud, I ask critical questions like, “what would happen if you had to build a house?” I also have students make predictions and we reenact the story together. I love seeing the kids act and give their interpretation of the story. They even get a chance to build the houses. At Woodridge, we do a lot of project-based learning, which extends into their home with an opportunity for parents to get involved. Students do a lot of experimenting to see if their house is going to stand with the materials they have chosen. They might ask, “Why is your house going to fall down?” so we introduce words like, “sturdy” and “stable” and figure out how they can improve their houses. Getting students to think critically is what I like most. We experiment with different endings of the story. One story ends with the wolf eating the pigs, a different story says he’s trying to get sugar. The kids share whether or not they believe the wolf or the pigs. We talk about the protagonist, the antagonist, which one is the good one or the bad one. I transform my learning centers to be all about that story, which provides the opportunity for scholars to be completely immersed in the story. As an International Baccalaureate school, we teach students to become critical thinkers. We make sure they answer higher-order questions. We also make real-world connections. We ask, “How much would you need to spend on materials to build this house?” Then students naturally talk about construction workers and community helpers. We compare our stories to real life. Are there any strategies you would offer to someone who is new to teaching? I do like the fact that I got my start as a paraprofessional. It’s about observing other teachers. I would be able to ask them questions. One strategy is to always connect with another teacher. Go into the classroom, observe them, ask questions. I’m a big fan of the Ron Clark book “Move Your Bus.” Always stay up to date within your field. Another strategy is to build relationships with your scholars. You won’t just be “that teacher that they had,” but someone whose influence they’ll remember for a lifetime. You need to build relationships with scholars first. Also, connect with parents; I’m really big on parent engagement. Once you have a connection with families, you have a great connection with students. It’s a collaborative process that will make all the difference for a child. Can you talk specifically about how you engage parents? I engage parents in different ways. I am frequently in touch with them about their child’s progress. I send emails and photos of their child in learning centers. I host breakfasts where parents come in and form connections with other parents. I also have a “class mom” as the liaison between me and the parents. We host different events. I may bring in Ms. Beghani and other leaders from the district office to talk about literacy or what they need in kindergarten. I also provide parents with a lot of resources—when you come in for teacher conferences, I have a table with a lot of hands-on materials, games, and activities they can do with their scholars. I have an open-door policy. They can come in whenever they want to join our lessons and learning. What do you like about Friendship? I love Friendship because they appreciate their teachers, they invest in their teachers, and they make sure we have what we need to do our job well. Here at Woodridge, I love my principal, Ms. Owo-Grant. She helps us to become better leaders. She makes sure that I receive what I need. We’re like a family. The morale is great. What was the experience like when becoming teacher of the year? It was a great experience. I’ve worked at several different campuses in different roles, and at the end of the day, I felt appreciated for the work I’ve done. It felt great to know I made an impact and hear students later saying, “Oh, Ms. Johnson, you were teacher of the year. That’s the teacher of the year. We gotta be good.” My philosophy is that it doesn’t matter where you come from or where you start from, if you keep doing what you love, then you will definitely make it far. Is there anything I haven’t asked that you would like to include? I believe you should allow your passions to become your purpose—whatever you’re passionate about, continue to do it. There will be days when you want to give up. Remember that your students are the future and you need to prepare them to walk into the world and make a difference. I just want people to know that, whatever your role, always do your best—whether you’re a substitute teacher, a paraprofessional, or a leader. Whatever you do, do it to the best of your ability. Is there a fun fact you’d like to share? I love music, but I can’t sing. I also love to dance, but you won’t see me dancing unless I’m with the kids. I love art and being creative. I like to take something that is small and make it big. My students always tell me, “Ms. Johnson, you always want to do something over the top.” That’s just who I am.
Nzingha Murphy July 27, 2020 By wpengine By moving beyond that fear, you open the door to proactive risk-taking which will result in success and confidence. Let’s just grapple with the concept. Let’s become comfortable with discomfort. As a result, they replace “I’m not good at math” with “I have to work harder at it, but I can do it.” Making mistakes is part of the process. What’s been your journey to your current position? I’ve always loved math, and I’ve always been a natural teacher. I started at the age of 15 teaching swimming lessons. I earned a full scholarship to Howard University as a competitive swimmer, where I majored in mathematics. When I graduated, I found myself in education. I started with AmeriCorps, then transitioned into the classroom to teach high school. I came to Friendship Woodridge International to teach fifth- and sixth-grade math. I love coming to work. I find middle-school grade levels to be the most enjoyable. The kids are so lovable! You have to have a lot of patience, which is a challenge within itself – but the natural competitor in me is up for it. Some of my scholars often walk around saying, “I’m not good at math.” It bothers me that this statement is acceptable. You’ll never hear people saying, “I’m just not good at reading.” My goal is for my scholars to leave my classroom with a positive growth mindset that will eventually mature into a love for math. The first thing I do is to let students know that it’s okay to make mistakes. Sometimes I’ll intentionally make mistakes in class and let them know when I’m wrong. I tell them we’re all going to make mistakes, that we can grow from them but try not to make the same mistake twice. By moving beyond that fear, you open the door to proactive risk-taking which will result in success and confidence. Let’s just grapple with the concept. Let’s become comfortable with discomfort. As a result, they replace “I’m not good at math” with “I have to work harder at it, but I can do it.” Making mistakes is part of the process. What do you like about math? Math makes sense. I’m a logical person. It bothers me when things don’t add up. I like numbers because they’re not ambiguous. I love the variety of ways in which math can be expressed. Everywhere you look you’ll find math, whether it’s data you’re exploring or a calculation. I actually love teaching. I love teaching because of the impact you have on the students, the relationships you build, and the fact that you’re an everyday learner. There’s always something you can learn to improve your strategy as the world changes. I was one of those students who lived at school and had so many people in my community wrap their arms around me. My mom was a single mom trying to make it on her own. I had a coach helping her out. My teachers helped. Teaching is something I enjoy doing. I feel like I’m paying it forward. What do you think of Eureka Math? This is my fourth year of implementing Eureka Math, and I like it a lot. I’m seeing more kids who have been exposed to it at a younger age and successfully using the place-value chart, different models, and representing concepts in different ways. Because of the way the lessons build on one another, they pick up from where they left off the year prior. It’s a reinforcement that’s necessary for a child to wants to master math. What do you like about Friendship? I have the autonomy to be myself in the classroom. I don’t have to deliver the curriculum in only one way. I enjoy working around educated, like-minded individuals and to be challenged to provide a world-class education. Is there any advice you’d offer a new teacher? Thinking back to my first year, there are going to be days when you feel like a failure. However, you’ll witness small moments that open your mind and make you realize, “Okay, I’m making a difference. I’m making an impact. Let me stick to it.” Reach out and ask your colleagues for support. Teaching has been around forever; you don’t have to feel like you have to be alone or reinvent the wheel by yourself. Also, make sure you celebrate your scholars on a weekly basis. Give them shout-outs by printing their names or pictures with a small token of congratulations. This works wonders! Are there any fun facts you’d like to share? I have a twin sister who lives in New York, and we look alike. When we went to the same school everyone knew us because we were always together. But now when people see us, they’re like, “Oh, you multiplied!” Another fun fact is that I’m a triathlete
Calvin Green SST Coordinator July 27, 2020 By wpengine I say to the kids all the time, “The only difference between you and me is the bow tie I wear.” This means, “I was once in your shoes, I was once in your situation. I’m no different than you are.” I hope I can be a glimmer of hope for you and that you can join me one day. What were you doing before you entered education? I was actually working in corporate America. I met a guy who became a great friend of mine and a mentor. He was an Assistant Principal, and I was looking for a career change. He asked me if I’d ever thought about teaching. At first I said, “I don’t think teaching is my thing…” However, I decided to start teaching in 2005, and it’s been a rewarding journey. I started as a Business Education teacher in Baltimore County. I taught there for a couple of years. Then I worked at a small HBCU in East Texas as a Dean of Students. But something just drew me back to K12. It’s more hands-on. You can see an immediate impact. When I was in the higher ed arena and working with much older students – adults – it was harder for me to see the impact I was making. I eventually did, but it took longer. I’ve noticed that small gestures affect younger students more profoundly. Something as simple as a child coming into the building and me saying “Good morning” lights up their face. Being able to encourage high school students is rewarding for me. My EdD is in higher education leadership. I tell people that I’ve been on the giving side of sending kids off to college, and on the receiving side of supporting kids who have just graduated. Can you talk about your current position? I am the liaison between students and staff. SSST stands for “student staff support team.” I focus primarily on seeing what kind of support and interventions can be provided for our scholars on a daily basis. I offer academic, social, and attendance interventions. I also support scholars who are labeled as homeless. I started out as a Dean of Students. I dealt with student behavior interventions and tried to foster a supportive culture for our scholars throughout the building. From there, I became the attendance and truancy officer, seeing what kind of support and interventions I could offer the entire school to ensure students attended classes and were in school every day to learn. When our principal, Dr. Jones, came back to Collegiate two years ago, she asked me if I’d like to expand my role as SSST coordinator by offering behavioral, attendance, and social-emotional support. What suggestions would you offer to teachers and other school staff to make students in special situations – such as like being homeless – to feel more comfortable? I would say that it’s important for teachers and staff to know who their students are, and then just build a rapport or a relationship with them. This is how we can best support scholars when they are dealing with homelessness and the grief associated with it. It’s important to make scholars feel comfortable about sharing this information with me and my team. It’s the only way we can support them and ensure that no scholar slips through the cracks. So, we offer many different kinds of support and partner with different agencies throughout the city that help displaced families. We might help them secure housing and furniture, or help them get a school uniform. We work to remove any barrier that exists between the scholar and their education What have you found to be effective for helping students improve their attendance and engagement? It’s helpful to address truancy on the very first day of school, so that it makes it easier to navigate your year. Every day we track attendance, make phone calls, and visit as needed.If we find, for example, that a scholar is missing class because she was diagnosed with diabetes, we can offer specific support. I love being able to support scholars. Some of them are shocked to see that someone actually cares and is there to support them. For me, as a career-changer who entered education later in life, the work is deeply rewarding. I want to go the extra mile to support these scholars. When they graduate, it’s extremely fulfilling. I love the mission and what Friendship stands for. I love the people I work with. I love the environment and how I’m able to make an impact on the kids. I say to the kids all the time, “The only difference between you and me is the bow tie I wear.” This means, “I was once in your shoes, I was once in your situation. I’m no different than you are.” I hope I can be a glimmer of hope for you and that you can join me one day. We just have to get you through these challenges first.” What has it been like to work remotely during the pandemic? It has definitely been challenging, especially for those of us who work on the student support services side. Not being able to connect with our scholars as we have been accustomed to for so long was really hard for me. We had to come up with new and innovative ways to keep scholars engaged virtually as well during this trying time. I do think that I find myself doing more work at home than I would have if I were in the building. I am constantly working in the evenings because I am always thinking of something I need to pick up and finish. What are your hopes for the fall? My hope for the fall is that we make the best decisions to serve not only our students, but also our staff. The goal is to keep everyone safe but still engage in an educational process that best serves all of our scholars. I believe that as a network we did a herculean job of transitioning to distance learning quickly. Let’s keep the same momentum going to provide access and equity to education for all of our scholars. Is there a fun fact you’d like to share? My favorite city is Paris, France. I love the old architecture, the buildings, and the people. I used to have an Eiffel Tower statue on my desk. When kids came in, they would ask, “You’ve actually been there?” I tell them, “Yes, it’s a wonderful place. You can go, too.”
Christopher Cruz July 24, 2020 By wpengine During Hispanic Heritage month, I introduce them to different Spanish-speaking countries, like Mexico, Panama, El Salvador and the others where some of our students come from. We learn how to make agua fresca and Mexican crafts, which I use to decorate my classroom. How did you become a Spanish teacher? Have you always wanted to teach? I originally worked for a company called Language Stars, where we had contracts with several schools. Back then, I was also a director at one of the centers and working for Ideal Academy at the same time. When they closed, Principal Speight decided to keep me on board. I’ve always loved working with children; I’ve been doing it for my entire professional career. I’ve even worked with children only a few months old, because at the language center we wanted to start introducing children to languages early on in order to build a solid language-learning foundation. Even if they weren’t using the language, they were gaining comprehension and being exposed to it. For example, if you stated a command, they would demonstrate that they understood. Can you talk more about the benefits of children building that kind of foundation early on? One of the benefits I see is that they learn from applying the language and through immersion. They do not need to translate words like adults. If you’re teaching, for example, you would use gestures, images, songs, and then the children will pick up the language quickly. It is important for them to learn at a young age so that as they get older, they can build upon this foundation from the previous years. In other parts of the world, it is perfectly normal for most people to speak two or more languages. It’s a good idea for us to catch up with the rest of the world in this respect. Do you teach them about different countries and cultures, too? I recently went to Brazil and have since been introducing the Brazilian culture in my classroom. I fell in love with that country. In Brazil, they speak Portuguese – I do not want to limit students to Spanish-speaking countries only. I want them to see that whatever language they choose to learn – be it French, Italian, Portuguese, or whatever – that there are so many cultures to learn about. I don’t want to only teach them a new language, but open the doors for them to expand their cultural knowledge and have more intercultural experiences. I want them to learn that life is not limited to their neighborhood, Washington D.C., or the United States. During Hispanic Heritage month, I introduce them to different Spanish-speaking countries, like Mexico, Panama, El Salvador and the others where some of our students come from. We learn how to make agua fresca and Mexican crafts, which I use to decorate my classroom. What do you like about Friendship? I love the sense of family here. You can go to anyone, ask them for a favor, and they’ll help you. They share resources, and there are plenty of resources at Friendship. Now I am part of a network of professionals that I can reach out to if I need anything. This is a strong community. In addition, our professional development sessions are useful and hands on. Rather than just sitting and listening to someone, we might create a lesson plan or design an activity. We’ll explore what works and what doesn’t for our students. Is there anything I haven’t asked that you want to be sure to include in your spotlight? I just want to reiterate that I love working with all children and specifically with those who are considered “at risk” in underserved communities. Sometimes I think they’re being programmed by the media to believe they can only achieve so much, but I want to show them that their potential is unlimited; there is so much they can learn and achieve. I want them to understand that they’re not going to learn anything if they don’t try.
