A’zia Moten, Lower School Dean & FPCS Alum November 1, 2020 By wpengine I always say, “Collegiate raised me, but Southeast made me.” I’m so glad to be working at Friendship Southeast. I’m from here—Southeast DC, Ward 8. When I work with my students, I feel like I’m working with my younger self. I want to make an impact and be someone they can talk to. Can you talk a little bit about what you do as a lower school dean at Friendship Southeast? As the Lower School Dean, I work with grades preschool through third supporting our scholars and specifically dealing with behavior issues. It is rewarding to positively influence many different students every single day and watch their behavior improve over time. I have found that building meaningful relationships with my scholars is essential to encourage them to want to improve their behavior and model the Southeast way daily. Did you start out as a teacher at Southeast or another campus? I started out as a summer intern at Friendship. I was an admin assistant for Principal Booth and then I went into aftercare at Woodridge, where I was a group leader. During another summer, I was an intern in accounting and finance with Ben Forjoe, Shamika Bailiff and Thinh Nguyen. After that, I joined Southeast as a group leader in aftercare. I was then approached by Assistant Principal Dow who asked me if I wanted a position as a paraprofessional. I spent three years as an early childhood paraprofessional, learning everything about how to manage an Early Childhood classroom—from morning meetings to achieving high scores in the CLASS Assessment. When the position for Pathways Coordinator opened, I applied and was offered the position. Now I am the lower school dean. It’s a pleasure to be able to be in multiple classrooms and see our scholars arrive as babies and develop and grow through kindergarten, first, second, third grade and beyond. What has it been like to transition into remote and learning hub instruction? Instruction is still exceptional. Even though we are not in the building, or teaching in person, learning is happening virtually. We don’t know what they are going through at home, but when they log into virtual learning at 8:30 a.m., we know we can make a great impact virtually, make their day a little bit better, and put smiles on their faces when they learn something new. It’s great to see our scholars turn a challenging situation into opportunities for growth. Can you talk a little bit about your experience going to Friendship as a student? I’ve been around Friendship since I was a little girl. My mom worked at Woodridge in 1999, so she’s been with Friendship for a while, too. I’m grateful that she was there so that I could get my start at Friendship. I attended Woodridge from kindergarten through sixth grade. For middle school, I transferred to Alice Deal, but I’m glad I returned to Friendship in eleventh grade. I enjoyed all the Friendship campuses I attended. I love Collegiate. Before I transferred to Collegiate, I attended Duke Ellington. During my ninth grade year, I realized I wasn’t happy and asked my mother if I could transfer. She said, “Let’s give it one more year.” When I transferred to Collegiate in eleventh grade, I was able to blossom. At first, I was quite shy and stayed to myself, but with the help of my teachers, I was able to thrive. Ms. Harris at the time (now Ms. Duran) had a significant impact on my high school experience. Ms. Hazel who just returned to Collegiate was also influential. Mr. Blood was a fantastic DC history teacher. Before taking his DC history class, I had always disliked history. My teachers made sure I had everything I needed to succeed. I was also awarded the Achievers scholarship. There were many great moments at Collegiate. One experience that stands out is when I was studying vocal music with Ms. Duran. She not only helped me to train my voice, but she also taught me showmanship. She talked me into performing during our homecoming competition, which was my most memorable experience at Collegiate. I didn’t win, but I was the first runner up. I wasn’t even going to do it! I always say, “Collegiate raised me, but Southeast made me.” I’m so glad to be working at Friendship Southeast. I’m from here—Southeast DC, Ward 8. When I work with my students, I feel like I’m working with my younger self. I want to make an impact and be someone they can talk to. If a parent were considering enrolling their child at Southeast, what would you tell them? I would tell them that it doesn’t get better than Friendship Southeast. Our culture, our relationships with parents, academic programs and after school clubs are second to none. Southeast scholars are well-rounded individuals that make an impact on their community. Like they say, the Southeast corridor is the best corridor to be in. Are there any fun facts you’d like to share? I am a mother of a two-year-old who reminds me daily of my “why.” During my Woodridge days, I was a cheerleader and now, I am the dance coach for the Friendship Southeast Band. I am currently pursuing a degree in educational studies, learning about the business and leadership aspect of education. Can you talk a little bit about what you do as a lower school dean at Friendship Southeast? As the Lower School Dean, I work with grades preschool through third supporting our scholars and specifically dealing with behavior issues. It is rewarding to positively influence many different students every single day and watch their behavior improve over time. I have found that building meaningful relationships with my scholars is essential to encourage them to want to improve their behavior and model the Southeast way daily. Did you start out as a teacher at Southeast or another campus? I started out as a summer intern at Friendship. I was an admin assistant for Principal Booth and then I went into aftercare at Woodridge, where I was a group leader. During another summer, I was an intern in accounting and finance with Ben Forjoe, Shamika Bailiff and Thinh Nguyen. After that, I joined Southeast as a group leader in aftercare. I was then approached by Assistant Principal Dow who asked me if I wanted a position as a paraprofessional. I spent three years as an early childhood paraprofessional, learning everything about how to manage an Early Childhood classroom—from morning meetings to achieving high scores in the CLASS Assessment. When the position for Pathways Coordinator opened, I applied and was offered the position. Now I am the lower school dean. It’s a pleasure to be able to be in multiple classrooms and see our scholars arrive as babies and develop and grow through kindergarten, first, second, third grade and beyond. What has it been like to transition into remote and learning hub instruction? Instruction is still exceptional. Even though we are not in the building, or teaching in person, learning is happening virtually. We don’t know what they are going through at home, but when they log into virtual learning at 8:30 a.m., we know we can make a great impact virtually, make their day a little bit better, and put smiles on their faces when they learn something new. It’s great to see our scholars turn a challenging situation into opportunities for growth. Can you talk a little bit about your experience going to Friendship as a student? I’ve been around Friendship since I was a little girl. My mom worked at Woodridge in 1999, so she’s been with Friendship for a while, too. I’m grateful that she was there so that I could get my start at Friendship. I attended Woodridge from kindergarten through sixth grade. For middle school, I transferred to Alice Deal, but I’m glad I returned to Friendship in eleventh grade. I enjoyed all the Friendship campuses I attended. I love Collegiate. Before I transferred to Collegiate, I attended Duke Ellington. During my ninth grade year, I realized I wasn’t happy and asked my mother if I could transfer. She said, “Let’s give it one more year.” When I transferred to Collegiate in eleventh grade, I was able to blossom. At first, I was quite shy and stayed to myself, but with the help of my teachers, I was able to thrive. Ms. Harris at the time (now Ms. Duran) had a significant impact on my high school experience. Ms. Hazel who just returned to Collegiate was also influential. Mr. Blood was a fantastic DC history teacher. Before taking his DC history class, I had always disliked history. My teachers made sure I had everything I needed to succeed. I was also awarded the Achievers scholarship. There were many great moments at Collegiate. One experience that stands out is when I was studying vocal music with Ms. Duran. She not only helped me to train my voice, but she also taught me showmanship. She talked me into performing during our homecoming competition, which was my most memorable experience at Collegiate. I didn’t win, but I was the first runner up. I wasn’t even going to do it! I always say, “Collegiate raised me, but Southeast made me.” I’m so glad to be working at Friendship Southeast. I’m from here—Southeast DC, Ward 8. When I work with my students, I feel like I’m working with my younger self. I want to make an impact and be someone they can talk to. If a parent were considering enrolling their child at Southeast, what would you tell them? I would tell them that it doesn’t get better than Friendship Southeast. Our culture, our relationships with parents, academic programs and after school clubs are second to none. Southeast scholars are well-rounded individuals that make an impact on their community. Like they say, the Southeast corridor is the best corridor to be in. Are there any fun facts you’d like to share? I am a mother of a two-year-old who reminds me daily of my “why.” During my Woodridge days, I was a cheerleader and now, I am the dance coach for the Friendship Southeast Band. I am currently pursuing a degree in educational studies, learning about the business and leadership aspect of education.
Yamina Pinnock, Special Education Teacher November 1, 2020 By wpengine I’m grateful that Friendship recognized my vision, allowed me to do what I need to do for these students, and provide equity for them. What’s your role at Friendship Blow Pierce? At Blow Pierce, I am a preschool 3 through second grade special education inclusion and resource teacher. I’m also the special education elementary lead. In her absence, I fill in for the special education coordinator. I support my elementary team, Ms. Prullage, and anyone else in the middle school who might need assistance with elementary learning materials. I’ve been at Blow Pierce for six years, so I’ve taught most of the children who are on the second or third floor. I might already have a relationship with their parents. For the most part, I’ve worked with most of the scholars here who have IEPs. Before COVID19, I was the girls’ middle school coach for basketball, and I called myself the “resident greeter.” Monday through Friday, I stood at the beginning of the hallway where the kids come in. I greeted them and said, “Good morning,” I would give them high fives, hugs, and fist bumps. On Mondays, I’d play music for them and bust out a dance if the kids wanted to dance. I can’t do that now, but I enjoyed it. I taught in PG County before coming to D.C. I taught general education kindergarten for four years, first grade for four years, and I’ve been teaching special education for six years. I’ve been a teacher for fourteen years. What do you like about the current grades you teach? I love that I can be my authentic self with the little people. I can be as wild and crazy as I want to be. They love every second of it. They don’t judge. They’re just like, “Oh Ms. Pinnock, come on, okay, okay! She’s getting ready to flip and jump from here, and we’re going to love it!” They’re entertained, and it’s just me being me. This is the kind of energy I have. The little people let me be who I want to be, and they have a very, very genuine love and yearning of learning, which makes my job that much better. Of course, you have children who you have to go above and beyond with to get them interested, and that’s fine. I don’t have a problem with that. I just love their energy. I love their stick-to-itiveness. I love that they just want to do whatever. They’re always game to try something new. What do you find rewarding about working with special education students? It’s been specifically rewarding this school year, because I work with Ms. Kelley and her students. We started together in pre-K4, and now they are in second grade. To see their growth and know that I have played a part in it is exciting. Both the special education kids and the other kids without IEPs, because I’ve been with the same group of kids all the way through. To hear them say, “Oh, well, Ms. Pinnock, I remember when we were talking about this and you taught me how to do this.” To see them own their learning, own their education and enjoy it – that’s what makes me happy. That’s what makes my heart smile. They know they’re capable of more. I love giving my students an accommodation and seeing the doors open for them, because for them it’s like, “Oh, all I needed was this. Now I can learn whatever is being taught.” One of my students has autism. I remember when she was in pre-K3, she used to lay on the floor and just bang her head. We were trying to figure out what classification she would fall under. Now, a few years later, I know what kind of accommodations she needs to succeed. She’ll tell me if she’s struggling and I’ll say, “Okay, let me get your whiteboard and we’ll find a way to make this work for you.” She’ll say, “Oh, that’s better.” And I’ll say, “I know, I got you.” To be able to build relationships with students and to see them thrive in everything they’re doing gives me a deep sense of purpose. Is there anything about Friendship that stands out compared to other places you’ve worked? I’ve been at Friendship Blow Pierce for six years, and there hasn’t been a lot of turnover. There are teachers who I started with and still work with, like Ms. Thompson. When she won Teacher of the Year a couple years back, we were co-teachers. It’s just a great place to work. I also appreciate that Friendship gave me the opportunity to step out of the general education world and into special education. I’ve always had a classroom that had students with IEPs in it. I have a heart that says, “This is what I can do. This is what I want to do for these children.” I was given the opportunity, and it’s been great ever since. I’m grateful that Friendship recognized my vision, allowed me to do what I need to do for these students, and provide equity for them. What has it been like to work in this remote situation? It’s very different, because I work with so many different classes. The hardest part was probably trying to get a steady schedule where I could hit all the points that needed to be hit so my students could be successful. Once I did that, it got a lot easier. The co-teaching model still works similarly. We still have a lot of back-and-forth banter. Everything is planned very much in advance. We know what we want to talk about, and we decide whether my co-teacher or I will lead, do breakout rooms, or whatever the case may be. It still feels like school. It is definitely a shift. There were moments and pockets of students who couldn’t get online, and I couldn’t force them to. So, there were still students who I did miss because they didn’t get online. Especially with the younger children. It’s up to their parents to get them online. Is there anything that I haven’t asked that you want to be sure to include in your spotlight? The only thing I can say now is that communication has been key, whether I am teaching virtually or in person. It’s been crucial to work with my co-teachers, set the pace, and set early expectations for the students and myself. I think that’s what has helped me thrive during quarantine, as well as in the building. We never have a moment where we are like, “We haven’t spoken in a while, are you going to do anything today?” We are already on the same page. We already know what to expect. And if anything changes, we’ve already built these relationships and have an open line of communication. It only takes a text or phone call to say, “Plans might have changed,” and then we are able to shift gears. Is there a fun fact that your colleagues don’t know about you that you’d like to share? Well, during quarantine I learned how to cut my own hair. It was my first time ever doing this. It’s hard when you’re trying to get to the back and you can’t really see. You’re using the mirror, but you’re using your right hand to get behind your left ear. It’s just different. My sister got me some really small clippers to practice putting designs in my hair.
Clarissa Wright, Special Education Coordinator July 29, 2020 By wpengine Students are growing tremendously in amazing ways that I couldn’t have imagined. What was your journey to your current position? I went off to teach in Hawaii right after college. That was definitely a great adventure. I was there for two and a half years before returning to the east coast and becoming a teacher in Baltimore, which was also an amazing experience. After that, I said to myself, “Well, let me try teaching in DC.” I started at Center City, where I taught for two years and became a teacher leader. Eventually, a special education coordinator position opened up at Friendship Blow Pierce and I thought I’d be a good fit for it. I’ve been here for six years and haven’t looked back. The leadership here has allowed me to take the special education department under my wing and mold it to what best suits our students and community. That trust and flexibility has allowed me to make a greater impact. Are there any strategies you would recommend? As a special education coordinator, it is very helpful to have started out as a special education teacher. I was both an inclusion and resource teacher, and I learned early on that it was important to have a solid team. I have two leads with whom I communicate day in and day out. The same trust the leadership team has given me, I extend to them. I allow them the autonomy to run their classrooms as they see fit, so long as their strategies are effective. Team effort is crucial to ensuring our students receive the most effective support. I also get to know the kids on a deeper level. I meet their families, I make sure they know me, and I tell them that I have an open-door policy. They can come to me at any time. What do you like about what you do? I love seeing my students grow academically, behaviorally, and improve their ability to express themselves. I see their growth and they see it, too. Students are growing tremendously in amazing ways that I couldn’t have imagined. I love seeing our MAPP scores improve. We work to ensure our students grow by 1.5 to 2 years of every year. Students who previously had difficulty expressing their thoughts verbally are now expressing themselves by writing and speaking full, eloquent sentences. There is growth in all areas – academic, behavioral, emotional, and social. We help parents become invested and active participants in ensuring that their scholars succeed, which is crucial. Parents are our partners. Sometimes when students arrive here, you can see that the world has given up on them. Their families and communities have even given up on them. At Friendship we don’t give up on any of our scholars, and because of that they don’t give up on themselves. You see students who, for the first time, want to go to college and have a successful career. At Friendship Blow Pierce, it’s all hands on deck. If a student in middle school is struggling, a PreK teacher might get involved to support her because he has a good relationship with that family. Is there a fun fact you’d like to share? I’m a military brat. I was actually born in Wiesbaden, Germany, and I lived there for eight years. We left right after the Berlin Wall came down.
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.
