Committed to Serving Children

FriendshipPCS

Melissa Isbell, Business Manager

By

Can you talk about the journey to your current position?

I’m the Business Service Manager here at Friendship Armstrong Academy and I’ve been with Friendship Public Charter School since 2004. I had one brief hiatus when I left for two years and went to another charter school but I came back.
 
And when I did, I was greeted with open arms. I felt like I was coming home. I have filled so many different roles in this organization, from Office Assistant and In-School Suspension Coordinator to Office and Business manager. It’s been a wonderful journey and I’m excited to still be with the organization.
 
What do you like most about what you do?

I’m a “behind-the-scenes” kind of person. I like to make sure that the teachers have everything they need. It makes me happy when everything comes together smoothly, resulting in a meaningful program or aesthetically pleasing building.
 
It sounds like you have to be very organized in your position. Do you have any strategies for anyone who wants to become more organized? 

It is crucial to keep an up-to-date schedule. As a Business Manager, I work closely with Human Resources, Finance, and Maintenance. All of my tasks are organized by day: I complete finance-related tasks on Monday, Wednesday, and Friday, and I do purchasing for the building, events, and field trips on Tuesdays and Thursdays. Being at a school, of course, things always come up, so I have to stay flexible.
What do you like about Friendship?

Friendship is family to me. When I didn’t have that at my other school, I missed it. People check in with you and ask you what you need. We work together. Even CEO Brantley knew when my mom had been sick and checked in with me. That makes you feel important and it is not just about the job.
 
Business Managers across the network have monthly meetings where we check in with each other and others that we work closely with. If I don’t have something, Mr. Cotton might have it. We share different documents that are useful for each other. I never have to be scared that I don’t know how to do something because there’s always someone here to help me with the task. That sense of support feels good. Even Community Office staff help my day-to-day work. I appreciate people like Dee Sule, Morgan Sydnor, and Latrell Watson. Even in our leadership meetings at Armstrong, we have people who are really good with the planning, while others are good with scheduling—everyone brings their unique strengths to the table.
 
When I go to recruitment fairs, I explain to candidates how Armstrong is a great place to work. We have a wonderful Reggio Center and a new robust Performing Arts program. Also, we are centrally located in the city. Students come from all over D.C., from Ward 1 to Ward 8. It’s a great community, and parents love coming into the classroom to talk with our teachers. We have an open-door policy, which really works here.
 
I know you manage the Friendship Armstrong Facebook page, and you do a really awesome job at that, but I was wondering if you have any suggestions for any other school that wants to expand their online presence? 

I started managing Friendship’s Facebook page when I was at Friendship Southeast. Soon after the page was created, we had our first-ever earthquake here in D.C. The phones were down, but some people could still access their social media accounts, so teachers used it to send messages through social media. I started it because our parents, in this age of information, are always on social media. I try to post at least once a day – even on weekends. A lot of people think, “Wow, Ms. Isbell, you are always taking pictures,” but it is the teachers that take the pictures and share them each day. They share beautiful photos and videos from their phones, which I then post to our Armstrong pages; we’re on Facebook , Instagram and Twitter (follow us!). We tell teachers, “If you’re doing something great in your classroom, share it.” Our principal, Ms. Cowan, also walks around and takes a lot of photos of great instruction and activities. We seek multiple means of letting parents know what we’re doing in the building. If you send messages in bookbags, a week later, you’ll open the bag to see it still there. The day of paper is over.
 
Parents like to stay in touch this way and they like sending private messages, especially during winter when there are school closings. They’ll ask, “Have you heard anything yet?” They know we’ll post updates as soon as we get the news.
Is there anything that I haven’t asked that you want to be sure to include in your spotlight?

I have had a lot of mentors along the way, including Ms. Brantley, Mr. Speight, Mrs. Bhegani, and Mr. Waller – all amazing people that I’ve worked very closely with. They give me support where I need it, and the support factor is really important for me. This is another reason I came back. I also enjoy the new support systems from Armstrong such as Principal Cowan, Mr. Harris, and Ms. Hayden.
 
I work to be a support to other people, too. I want to be positive, supportive, and make this a great place to work. I am just working on my facial expressions. 
 
I love what I do and who I do it for. If I’m having a busy and stressful day, I can go into a kindergarten classroom and the young students just light me up right away. My office is filled with drawings from kids who drew me something saying, “Ms. Isbell, we thought of you!” I’m the Business Manager, so I’m not in front of them every day, but they make me feel like I’m a part of their education process. Most of my work is adult-based, but in a school it just brings me so much joy and pride to say, “Our kids are learning, and they’re learning because of something that I helped them get.” 
 
Is there a fun fact you would want to share that maybe your colleagues don’t know about you?

I’m a classically-trained opera singer, and I’ve been singing opera since I was 10 years old. I’ve been to Paris, France, Lucerne, Switzerland, and Munich, Germany. I’m especially excited for Armstrong to now be offering such a robust performing arts program. Also, I am not as hard on staff as others might think but don’t tell anyone.  

What have you learned during this temporary transition to online learning?

We all can learn new things and adapt. Our school community has come together in such a powerful way. Our parents love the interaction and the classroom work on Zoom and Google classrooms. I post on social media every day to share our new innovative ways to teach and connect. Even those of our teachers who aren’t as tech savvy have been learning with the support of colleagues and administrators. I believe we all have grown from this challenge. 

More Spotlights

View More

Carlos Richardson, US & DC History Teacher

By

What do you like about teaching at Friendship Collegiate?

This is my 17th year at Friendship Collegiate. 
I’m a loyalist; I believe in being committed to people and a place. Collegiate has been home. I taught elementary school in P.G. County before I came to Friendship Collegiate Academy, but Friendship Collegiate Academy is where I started my high school teaching career and experienced the most growth. I even bought my house about five minutes away. I like this community and I like this building. We’ve had many school leaders over the years, but I have stayed at Friendship Collegiate, because for me it is all about supporting the people in this building, regardless of the changes and who comes and goes.

What are some student successes from over the years?

I’ve seen so many students go to college and finish college. Some of the first kids I taught here at Collegiate are now in their early 30s and I see them in the community. When they call me out by name, many times, they have to refresh my memory because of course at 28 or 30 years old, they don’t look the same as at 18 years old. I love hearing about their successes. I created a post on Facebook, asking my former students to comment about what they’ve been doing in life and how things are. It is great to hear their stories about the paths they’ve taken and when they share that they now realize that all of the messages we offered and taught them were true and helped to guide them. Of course they had to fully grasp the lessons via their own experiences. Teaching is hard work, but when you hear things like this, it makes it all worth it.

What do you like about teaching history?

In college, I was a social sciences major. I like teaching history, but I’m more of a government and politics dude. I’m a political junkie; The Presidential State of the Union address is like the superbowl for me. I love talking about how our government works, how it compares to the rest of the world, how we can be active participants in our government. I really enjoy history, and teaching students about what has happened in the past, so that we can look at our present and make better decisions so that we do not repeat the past. I love learning about different individuals through history. My favorite books to read are biographies and I enjoy sharing this information with my students; I want them to be well-educated, civic-minded and contribute to the community.

What strategies have you found to be most effective to inspire students to get active and involved with their community?

When you’re dealing with a senior class, many of them are turning 18 this year. Give them that one-page voter registration form. I do a whole unit on civic engagement. We talk about voting, petitioning, they even learn about going to a meeting with their Advisory Neighborhood Commissioners so they can learn about what is going on in their neighborhood. 

I stress to them the importance of voting. I always love teaching during a presidential election year; there’s tons of content. Even in D.C. during a mayoral election year. I strive to get them to understand that small things like obeying the law, paying taxes are real life. This affects them. 

For the students that plan on staying within D.C., I let them know that they’re the next generation, they need to know this stuff. They’re going to continue the progress of their communities.  

 

What has it been like to oversee extracurricular activities this year?
You know what, I sometimes say doing this full-time might be a dream job. I really believe in after school time and in extended learning opportunities in the summer.

Since I’ve been with Friendship Public Charter School, there’s only been one summer during which I didn’t work. I’ve been a Summer School Principal and I was in charge of the Summer Bridge program at Collegiate for quite a few years. I’ve been doing summer enrichment for about the last ten years. I just really enjoy it.

Students pursue activities they enjoy–whether academic or athletic, robotics or urban video games, cheerleading, creative writing, or fashion. Whatever they want to do, I like seeing students participate in things that they enjoy.

After School programs are some of the hallmarks of our organization. I enjoy being able to offer opportunities for students to work with our staff who facilitate clubs. I love to see the end products of our summer enrichment programs – we have a showcase where students can show off everything they learned during the summer. It allows me to get away from the completely academic side, which I sometimes need a break from – especially during the summer time. Extracurricular activities are essential. Many students who participate in afterschool programs, attend tutoring or homework help. They fare better academically because it takes away that idle time, which they might use inappropriately and make bad decisions.

And, you go on a lot of trips with the kids. Can you talk about some of these trips that have been really eye-opening for the students?
We have a partnership with Arts and Humanities D.C. and many of the trips we plan are with that organization. I go through the catalogue and find trips that will fit my class and I find trips for my colleagues, as well. I’ll take my kids on any political or history-oriented trip. Also, every April we take a very powerful D.C. walking tour and learn about the different monuments. I prepare them, “We’re going to be walking A LOT and I don’t tire out.” We start at around 8 a.m. or 9 a.m. and go to the Lincoln, Vietnam, Korean, FDR, MLK memorials, we wave at the Jefferson Memorial across the river and we eat after that. Students really enjoy it every year. Even some students who may not demonstrate our core values daily tend to excel on these trips. Even having been born and raised in D.C., many students have never seen these monuments. I know teachers who haven’t seen them either. It’s an enjoyable trip and it’s always around the season when cherry blossoms are in full bloom. Students are able to learn a lot more when they have experiences outside of the building.

Students get a better appreciation for Washington. In my D.C. history class, we talk about Washington and we talk about how Washington is the home of our nation’s capital, our monuments, our memorials, where a lot of tourists visit. And then we talk about D.C. the neighborhoods, the culture, the vibe. Many students may understand D.C., but they don’t necessarily understand Washington and how we juggle having both a city government and a federal government within the same city.

Every year students complete a D.C. neighborhood project. They are given the opportunity to choose one of dozens of D.C. neighborhoods for a social studies fair. They research their neighborhood, find eight different landmarks, and take pictures at the landmarks so that I know they were actually there. They interview two residents of the neighborhood. They create presentations and write a paper on the neighborhood. It’s just amazing how the students are like, “Oh my gosh, I never knew this.” They see the history and learn about the many legends that have lived here in the places they walk past.

I hear them spitting facts about it all the time.

What’s interesting as well is many students believe that their street is the whole neighborhood. They might learn for the first time about the neighborhood that they actually live in. They’re just building a better connection with their neighborhood and their city. Hopefully this encourages them to make their city better.

Is there anything that I haven’t asked you that you want to be sure to include in your spotlight?
I am Friendship. I’ve been here a long time and I appreciate all of the opportunities that Friendship has given to me. I’m very proud to be the 2014 Friendship Teacher of the Year. It was definitely one of the highlights of my career. I think people should know that if you work hard, you will be rewarded and acknowledged. Now, I am a veteran in the game and I’ve definitely taken on a mentorship role for a lot of teachers. Whether they are in my social studies department, novice to the profession, or novice to FPCS. At this point, I am the most veteran teacher in this building. I haven’t always taught; I’ve been a vice principal for a few years as well and a few other roles. So, now I’m in a new phase of helping others within this organization.

Is there a fun fact you’d like to share?
I think a lot of people know that I’m a world traveler. Tied into my role as a history teacher is my love of travel. Recently I went to Sri Lanka, India, and Hong Kong. During the last five years, I’ve been to Thailand, South Africa, Colombia, Belize, Qatar, Brazil, Canada, Mexico, France, Italy, England. There’s more, I just can’t think of them. I love traveling. I expand my world knowledge. When I go to these places, I’m not just with the tourists. In India, we had dinner with our tuk tuk driver. I like having these authentic experiences. Seeing the beauty of their culture and the love that a lot of people in these other places of the world have. I’m continuously learning all the time.

Another fun fact is that I have finished all of courses for my doctorate degree in educational administration and leadership from Bowie State University and am currently completing my dissertation.

More Spotlights

View More

Helen Price, Paraprofessional

By

You have been at Friendship Chamberlain since 1998. What has your experience been like?

I learned a lot and I have filled many roles. I started out as a reading tutor, and then I moved to support a kindergarten classroom. 

 

I heard about Friendship when I was looking for a school for my daughter. After attending an open house, I decided to enroll her in first grade. I came every morning to bring her to school and I enjoyed helping the teachers. Whenever they needed assistance they often remembered, “Ms. Price can help!”


When the principal heard about me, he said, “I want to hire you! Be here Monday morning at eight o’clock.” So that’s what I did. I have enjoyed it so much that I stayed for 20 years.

 

What I love about Friendship is that if you have specific passions, you can apply them here. I wanted to work with special education children, so I was given the opportunity to go into a class and assist special education teachers. Now, after all these years, I concentrate on seventh and eighth grade special needs students and help them with their class work, homework, projects, and anything else I can do to help them move forward academically.

During this time, I helped to establish the afterschool program, Friendship Cares. I supported it for many years while working with Michael Robinson and Gail Sivels. I also supported Gail with the Saturday program called Smart Cookies. I have been supportive in several various capacities over the years, and whenever anything needed to be done, I did it.

What have you found most rewarding?
Working with children at every level. I love supporting scholars and finding them what they need. One of my previous scholars who I met in first grade just graduated last year from high school with honors and I went to her going-away college party.

It is rewarding to see what can happen if you give kids time and love. The staff at Friendship genuinely embraces all children – it’s not just a job. Many have spent additional time with the kids and bought them clothes and food. 

Friendship is a family. It’s something that you have to invest in, and that’s precisely the reason why I’ve been here for 20 years. It is deeply meaningful to know that I have touched so many lives. Kids always come back and say, “You’re still here!”

Now I tell them I am retiring and they reply, “But I have a grandchild that’s coming next year. Can’t you stay one more year?”
But it’s time to go. I’ve done a lot. I’ve learned a lot and it has been good. Friendship has been good to me. There are good people here who I will dearly miss when I leave

View More Spotlights

View More

Brittney Lott, 10th Grade Geometry Teacher

By

Can you talk a bit about your journey to your current position?
I’m originally from Georgia. I graduated from Georgia State University and I joined AmeriCorps, which is like the Peace Corps but in the United States. I worked at high school, and fell in love with the teaching profession after that. Then I moved to DC in 2013 and I got into a teaching program. I’ve been at Friendship since. I started as an 8th grade resident teacher at Tech Prep. Then I taught 6th grade. Now I teach 10th grade geometry at Tech Prep High School. I have seen many changes and a lot of growth here.

You fall in love with the kids. You really do. Without the students, my passion runs low. I love teaching students something new and making them look at education in a different way. You have to teach them to love education and to love learning new things, even when they don’t see the direct benefits of it. This is why it is crucial to build a relationship with them, so you can inspire them to see the benefits of learning.

I work to make learning relatable. There are many different ways mathematics can relate to them, but it’s also important to make them understand that the more they know, the further they’re going to go (I know that’s corny, but true). I try to assist them to see that they shouldn’t just be learning because they have to go to high school. They should be excited to learn because it is something they want to know to add value to themselves. That’s why it’s not at all helpful to tell students, “You have to do this because it is mandatory” without helping them see the benefit of learning it.

When they come into class, I ask them to write down their dreams. I ask them, “What goals do you have for yourself? What do you want to do when you leave?” Then, when they tell me, “I don’t understand why I have to do this,” I always ask them to revisit their goals. I remind them that they need to have a high school diploma to become a police officer or a teacher—whatever they’re trying to become, they need to have a diploma to do it.

Referring back to their goals helps my students. I also try to limit offering external rewards like candy. I want them to have intrinsic motivation.

What do you like about teaching geometry?
I feel like I was, in a way, given geometry. At first, I was not at all excited about teaching it. I was like, “Oh no, no, no, no…” You hear about all of the horror stories, you know, and I feel like this is the one subject teachers shy away from. I looked at it as a challenge and thought, “Okay, if nobody else wants to teach it, I know I’m going to be very valuable if I know how to teach it well.”

So that was the challenge I set for myself. Then I fell in love with it because it is so relatable—it’s shapes, volume, it’s something that we actually use and it’s something you can see every single day. You don’t have to stretch so much. With algebra and pre-calculus you have to stretch really hard to make it relatable for them. Even if you used math to build a roller coaster, students still struggle to relate to such an abstract concept. But with geometry, I can actually show you the shapes I’m talking about.

If a student comes to me at the beginning of the year with previously bad experiences in math, I tell them, “This is your time to shine.You may have struggled with algebra, but geometry is your opportunity to have a different experience in math.” Many students who previously struggled with math do very well in geometry and are surprised by it. It teaches them that math doesn’t just look one way. I love hearing, “Oh, my gosh, I got an ‘A’ in math! I never got an ‘A’ in math before.” They really start to build confidence and realize, “Wait, I am good at math.” When this happens, it’s a life-changing experience for me as well.

It sounds like you really set them up for success at the beginning of the year. That’s wonderful. Are there any hands-on projects that particularly excite students?
Yes, there are a few. Constructions are something we work on that they’ve never seen before. They design a portfolio of constructions, which really builds their confidence. They say, “Okay, cool. I can build a project and it turns out really nice.” They use color pencils and get really creative with it. They build a positive relationship with math—one where it’s about practice and getting better.

Since I’ve been here for awhile, a lot of students know me. They have no problem with telling me, “I don’t understand” or “I’m not good at math.” I try to change the language at the beginning. I tell them, “Don’t say that or you really won’t be good at math.”

During one class, a student who previously struggled with math was trying to hide his smile in class. He was so excited that he understood what we were doing, and he was the only one who understood at the time. He was able to come up to the board for the first time and teach the topic to the class. He then walked around helping the whole class. I’d never seen him that excited before. To this day, he will say, “Ms. Lott, remember that one day I understood the assignment and nobody else did?” And, I reply, “Of course I remember. When you sit down and really focus on something, you will understand it.” There are so many more stories like that. I could talk about student growth forever. Some come with certain feelings about math, and when they’re negative, we work to get past that in my class.

Is there anything I haven’t asked you that you want to include in your spotlight?
I want to reiterate that you have to be able to teach to students’ potential; they don’t always show us the best side of themselves. You have to be the kind of teacher that shows it to them, that reminds them, “You can be successful. You can do this.” You do this in a way that holds them accountable and builds them up to where they see themselves being successful in math. We recently had the second highest growth in geometry on PARCC, the second in the district, and that’s because of hard work of course, but also the belief that they could have success on PARCC. If other schools were doing it, we could as well. In DC, there’s been a stigma of, “on the other side of the Anacostia, they’re different…” I wanted our scholars to see for themselves and to show others that even though it’s not always about taking tests, they can be successful on a test as well.

Students need to see themselves as capable, but also teachers need to see them in that light, too. Teachers need to know when it’s time to push them. We have some incredible students and they don’t always get portrayed in the best light. I always try to make sure they’re spotlighted in a major way when they’re doing well. They made history here and that’s what I wanted; now everybody is aiming to do that, which is really good.

You have to be passionate about it. It’s hard work, but you have to build relationships and stay as positive as humanly possible. Recently, I had one of my roughest years personally. I thought I was awful at everything. I had just had a child and was a new mom. At the same time I was teaching a new subject. It was hard, but I pushed through it. I tell my scholars that story because they don’t always see teachers as real people. I remind them, “We all have personal things we’re going through, but you have to continue to push yourself to be the best you can and do well.”

John Kenniebrew, Vocal Music Teacher

By

What do you like about teaching vocal music?
Vocal music offers a million connections to other subjects. For example, having to learn about anatomy in order to perform certain vocal techniques is a science connection. Whether a student needs help singing with more volume or hitting their notes with more accuracy, knowing their body on a scientific level helps to lay out a roadmap. Through this connection, they learn how to employ the proper techniques at the proper time. A vocalist who can do this well is bound to be quite versatile, which leads to more performance opportunities.

We also do a lot of music reading, writing, and learning about history and famous composers, which all connect intricately to other subjects – math, ELA, social studies, and more.

How did you decide to become a music teacher?
Well, I started off singing in church and eventually pursued it more formally. By the 10th grade, I was taking voice lessons and singing in several choirs. I soon decided to pursue music beyond high school. So I enrolled at Howard University.

I primarily studied vocal jazz. Vocal arranging and writing for ensembles and choirs became a passion of mine. And, of course, I enjoyed performing as well, traveling all around the country and overseas. One of my favorites was a visit to the White House in 2013 to sing for the Obamas. That year, I returned to Howard to earn a master’s degree in music. As a graduate teaching assistant, I taught four or five courses at the undergrad level, and I really enjoyed giving voice lessons, teaching music theory, and preparing ensembles to perform. I saw what wonders music and academics could do and I was reminded of a time in my life when I had been a very bad student. I soon realized that my love of music had helped me to understand other subjects, which led to a great improvement academically. It was the only reason I was ever able to go to college and get good grades. So naturally, I discovered a love and respect for teaching music. I want to give someone else the opportunity to use music to better themselves, as I did.

It’s fair to say that I was a bad student. I probably would have ended up in college somewhere, but I might have landed in a field for which I lacked passion. It’s no exaggeration to say that I may not have finished college. If I had not had that introduction to a mind-opening view of music in high school, it would have changed everything. I have no idea what else I’d be doing right now.

You mentioned that you wanted to get into teaching because you wanted to ignite in students the same passion for music that you found. Do any examples come to mind from over the years?
One student, who is now in high school, first came to me as a sixth grader. She is the “poster child” for what hard work can accomplish–especially in music. While other students may have entered my class with more of a natural talent, she came in with an outstanding work ethic and a passion that was rare. By the time she graduated from eighth grade, she had learned how to do things with her voice that others had not. She had learned to listen to her own voice and how to respond to vocal instruction. This took her performance to a much higher level.

When I think about students like that, I realize how important it is for them to have these kinds of experiences. Now I’m fully confident that whether she goes into music full time or not, she is going to be that much better of a student and that much better of a person because she learned how to do something simple; to sing a song, and sing it well. That takes a lot.

Yeah, a lot of confidence I imagine.
Confidence, yes, but also a lot of higher-order thinking skills; knowing how to receive a critique, and how to deconstruct the performance. To apply the critique to one’s performance—to reinforce vocal techniques that are working and to adjust those that aren’t.

Is there something that I haven’t asked that you want to include in your spotlight?
Since I’m a music teacher, it will come as no surprise I would say this, but I really believe that music is much more than just an elective. This applies to all of the arts really, but especially to music. It is so central to everything that we do, whether we realize it or not. There is not a single person in the world who doesn’t like music. If you ask a hundred people, each will all have at least one genre of music they like. Music is all around us. And it’s not just for pleasure. Music has powerful functions. Who knows how long it would have taken me to memorize the 26 letters of the alphabet if they had not been taught to me in song? And Albert Einstein said that his theory of special relativity dawned on him while he had been pondering a beautiful orchestral arrangement. He was a musician, and a very good one at that. Modern theoretical physics wouldn’t be what it is today if he had not been one. A deep understanding of music enabled him to think about things from a different angle.

I love to see support and honor given to the arts, especially music, because it does so much for us. It’s not an “extra.” It’s something we could never do without.

What are your thoughts about the Friendship Arts program?
I’m so proud of Friendship for expanding its arts offerings! Before it was closed down, City Arts + Prep PCS was the only arts school in DC serving kids in grades Pre-K through 8th. The fact that Friendship has transplanted the entire arts team and many of the students is a testament to the vision of our leaders, which is just spot on. They can see something is working, they can see something is effective, they can see something that is changing lives, and they can see how good it is for Friendship to offer these opportunities and fill a void that was left by the closing of City Arts. The response has been great. Our kids and families that are so excited about the arts hub at Friendship Armstrong.

Is there a fun fact you would like to share?
One fun fact is that I performed as a contestant on a TV show, NBC’s “The Sing Off”, which was a competition-style show for singing groups back in 2011. That was a really fun experience and it is so surreal to be able to say I’ve performed on TV in front of millions of people. It was life-changing, to say the least.

Another fun fact is that I studied French for four years in middle/high school and then later and college. I feel almost as strongly about language as I feel about music; it opened up a lot of doors for me. My grasp of the English language grew immensely because I learned concepts in French which carried over to my mother tongue. It also aided my music studies; when you study classical music, you inevitably begin to learn music in other languages like French, Italian, Latin, etc.

 

View More Spotlights

View More

Khapria Wynn, 5th Grade ELA Teacher

By

 

Can you talk a little bit about your journey to your current position?
I first started teaching in 2007, after graduating from the University of Maryland. I taught at a small private school for about three years, where I learned from some amazing teachers. That’s where I built my teaching foundation. After that, I moved to a Level 5 school for about six years. All of my students were labelled as emotionally dysfunctional. It was there where I realized that every child can learn. I was introduced to Friendship in 2016 and came on board as a 4th grade ELA teacher. This was also the first year we adopted our Wit & Wisdom curriculum, and I really liked it. I looped [continued to the next grade level] with my scholars to 5th grade, the grade I am currently teaching.

I had the opportunity to loop with my students when I was at the Level 5 school and I witnessed firsthand how beneficial it was. Teaching requires relationship building; it’s fundamental. You need a relationship in order for a child to trust you. When you loop with your scholars, they know what to expect on day 1. They know that Ms. Wynn is going to come in and require this, this, and this. They’re well prepared to meet expectations. 

Is there anything that I haven’t asked you yet that you want to be sure to include in your spotlight?
I would say every child can learn. If we provide an opportunity for children to learn, they’re going to – regardless of socio-economic status, regardless of disability. Children want to learn and they want to be in a structured environment. We have to make sure that we show up every day with that in mind.

Can you talk more about creating a structured environment?
As an ELA teacher, I have rotation charts where the students are assigned to be each day. They start with a “do now” activity, which takes about 5-7 minutes. They then rotate around the classroom and sit in a small group with me. They do a learning center with Words Their Way. The rotation doesn’t change. They know what they’re doing in those centers, and they know which day of the week they’re doing it. If I give them a writing assignment, they already know the first step they have to do. I make sure to teach them the system so that they can do it whether I’m here or not. I want to teach them how to be proactive learners.

Is there a fun fact that your colleagues don’t know about you that you’d like to share?
I love to travel. If I could do it for the rest of my life, I would-exploring, learning about different cultures and meeting interesting people… it’s just what I love!

View More Spotlights

View More

Adia Harris, Atelierista

By

Could you talk about your journey to your current position?
I worked at a bookstore for many years and ran the children’s book section. I would do storytime for little kids and give recommendations to the parents of kids who were struggling readers. Families would come back time and time again saying, “You should try teaching.”
 
Someone recommended Community Academy PCS (CAPCS), which had a campus inspired by the principles of Reggio Emilia. It was one of the coolest interviews I ever experienced; I got to play with clay and build things and explain my work, in the interview! I thought, “I don’t know what this Reggio work is all about, but whatever it is, I love it.” Ever since, I have only taught under the Reggio Emilia philosophy. 
 
When CAPCS shut down, our principal recommended that I apply to Friendship PCS. She said, “I think you’re great as a classroom teacher, but I think you’d be phenomenal as an atelierista.” 
 
So I pursued an opportunity to be an atelierista at Friendship and this is now my fifth year at Friendship building, creating, and discovering the world with our youngest scholars. It’s amazing.
 
Can you talk about the role of the Atelierista?
In Reggio, we believe that children are the leaders of their own education. Teachers are guides. What I do is to facilitate their understanding of the world through the creative processes and by building critical thinking skills through conversation and thinking routines. 
 
Everything we use is real. We use real clay, real tools, authentic art supplies. It communicates to our students that we value them, we believe they are capable.  Loris Malaguzzi, the creator of this philosophy, believes that children have 100 languages. And in the atelier, hopefully they have a chance to try all those languages and more. They get to talk, build, and create using an abundance of materials, helping them enhance their understanding of the world. We do a lot of exploration of what we understand, believe, and how to express our beliefs.
 
I also collaborate with my team, we gather as a group bringing conversations, photographs, videos, and we support each other in planning experiences and provocations for student understanding.

.

Have you been surprised by anything your students have created in the art studio?
What surprises me the most is not so much their completed artwork, but how they speak about their work and their thoughts. Their processes are powerful, and in the atelier I always try to value the process over the product.  In life, we tend to get so caught up in the finished product but we forget that it’s in the journey where the true beauty lies. I’m surprised by the things they say, the innovative way their wield materials.  By placing a premium on the process and observing that process I am able to gain new insights into the students we work with and what matters to them. Their works have powerful meanings for them. One of our teachers just had a baby and so we made a book of advice for her baby. One of the students painted beautiful vibrant colors on one side of the page and the other side was plain. Her advice for the baby was, “Remember, you are beautiful even when you don’t feel like it.” She said the side of the page without colors is when you don’t feel beautiful. She said that the side of the page with the colors represents the colors that live inside you.
 
I think that is something powerful for anyone to say, but this came from a three-year-old. Adults generally don’t think that young kids process the world deeply, but they do. 
 
It’s those moments when they really surprise me; the art, sure, but to me it’s all about the powerful meaning and thinking they put behind it.
 
What do you feel the young scholars get out of working with you as a side-by-side partner?
They get to experience an adult in a different kind of way. We are used to the idea that you go to school and know you need to listen to your teacher, and sure, there’s a level of that in Reggio. We cannot get to wonderful freedom without norms and expectations. But the students also know they have a lot of autonomy. When we start the school year, they look at me like, “Are you sure you want to let us do that?” I reply back, “You’re 100% allowed to do that,” and then I watch them take risks and grow. They begin to discover the materials and their properties so that they can later push the materials to new limits. By valuing their process and not the products they produce, they become more comfortable to try new things and push themselves. It makes our spaces more inspiring, collaborative, and vibrant. Together we are creating a community where everyone feels empowered and every voice has equal value. There is no hierarchy. My students know that I’m also here to learn from them, just as much as they are here to learn from me.
 
Are there any Reggio concepts that would be useful for other teachers to incorporate in their classrooms?
Allow students to express concepts in different ways, which may not always be traditional. Teachers have a lot to cover and there isn’t always time to allow for more freedom of expression in the classroom.  However, I think it is crucial to actively listen to what kids are saying, in all of the “100 languages” that they share. When we broaden our scope, we realize that students often understand more than we think they do. They may just not demonstrate their understanding in the way that we prefer or anticipate. 
Can you talk a little bit more about the “100 languages”?
Reggio Emilia inspired educators to believe that children express themselves and make meaning of the world through several different languages. It’s similar to how we view emotions. When someone is angry, their body language says it, their face says it, but they may not come out and say, “I’m angry.” 
 
The same is true for learning. Maybe they won’t speak it or write it, but maybe they’ll dance it or paint it or sing it or build it. I run an after-school photography club, and one of my quietest students takes the most powerful photographs. He gets very close to objects and takes special care about the photos he takes. Many of the other students simply do a lot of “click, click, click” with their cameras, but his approach is very intentional. He offers a different perspective, one that is uniquely his voice. 
 
As one of his daytime teachers, it was compelling for me because I always knew he had something to communicate. It wasn’t until I put a camera in his hand that I was able to watch him light up. Photography is certainly one of his “languages.” When we see his artwork, it elucidates what is in his head that he doesn’t say to us. It has also given him more confidence and strengthened his voice because he wants to talk about and share his photographs.
 
That is what the “100 languages” are all about. They’re about finding ways to help scholars thrive. We have to be both an interpreter and translator, which means we have to be carefully listening to what they’re saying (and not saying) through their art, body language, and movements. We synthesize these observations to create experiences that allow children to explore the world more deeply. 
 
It’s pretty amazing stuff when you support a student in making the connection with a “language” that allows the child the freedom to more fully express their thoughts. 
 
What do you hope your students will carry with them after they graduate from Pre-K and move forward on their academic journey?
I want them to know they are powerful. Sometimes they do things differently from others, and it’s okay to be different. I want them to truly value their community. It’s a beautiful thing to exist in a world where everyone has a unique way of looking at things. I hope they grow to understand each other and navigate their differences. I want them to blossom because of their differences and thrive in spaces where every person is different. I’m trying to give them a powerful voice that will one day change the world. 
 
What do you like about Friendship?
I love that I share a community with my talented, intelligent, and thoughtful Reggio-inspired crew. But I’m also an active member of so many other groups in the building. I have some truly awe-inspiring coworkers who go above and beyond for their students every day.  It is so wonderful to be able to work for an administration that sees and celebrates the Reggio Emilia philosophy. We’ve been given the space to engage in this work with fidelity and its truly empowering. I love that Friendship has accepted us and I love that everyone here is really supportive of not just Reggio but of each other. This really is a great community. 
 
Are there any fun facts you’d like to share?
I spent six months in India and I am obsessed with Bollywood movies, my favorite of which is Kuch Kuch Hota Hai. And whenever write my name, I never capitalize the first letter because I’ve always loved the symmetry of my name in lower case.  
 
There’s a quote that I use with the kids, “And above all, watch with glittering eyes the whole world around you because the greatest secrets are always hidden in the most unlikely places. Those who don’t believe in magic will never find it.”
 
This perfectly describes the work we Reggio-inspired educators do. We explore magic and wonder everywhere.

View More Spotlights

View More

Taylor Dow, 3rd Grade Math & Science Teacher

By

What has it been like teaching at an International Baccalaureate School?
It’s been interesting. I have been learning to think more from the perspective of a student.  Instead of just handing them information, I encourage them to take ownership of their learning. We’ll engage in activities and they’ll figure out what the objective is based on what we’re doing. It’s inquiry-based learning. Not every skill can be taught with the inquiry-based approach, but I try to use it as much as possible.
 
Can you share a successful inquiry-based lesson?
Absolutely! For example, during a geometry lesson, students had to classify different types of polygons, but I didn’t explicitly tell them that was what we were doing. I just said, “Let’s describe these different polygons.” They learned through hands-on activity.
 
You have to think outside of the box and make things more hands-on. Previously, I did a lot of talking and explicit teaching, but now I am finding it to be far more effective when I step back and allow them to take the wheel of their learning; I act as a facilitator.
 
How long have you been teaching?
I have been teaching since January of 2011, so almost 8 years.
 
Can you talk about how your strategies have changed from when you just started teaching?
Being a first-year teacher is difficult. I have definitely learned different methods and models as time passed. A lot of the feedback I received was about how much talking I did, and that I should be more reflective. I even told my students, “Okay, guys, you have to ‘mute’ me because sometimes I talk too much.” Sometimes they would ‘mute’ me, but not in a disrespectful way. They know that they’re in control of their learning, and like I said, I have to take a step back and allow them to struggle through a problem. You want to jump in there and help them, but it is so much more satisfying when they push through and solve the problem on their own.
 
What have you witnessed in students since you’ve intentionally allowed them to take control of their learning?
They are much more independent. Previously, when I didn’t allow them to struggle through a particular concept, they became more dependent and needy. Now, they do things on their own and I tell them, “I’m here to help you, but I want you to try it on your own first.”

Can you talk a little about your journey?
I have been working with children for more than half my life.  For my first job, I worked at a summer enrichment program with children. I knew I always had a knack for working with children. I knew from high school that I wanted to become a teacher. In college, I majored in elementary education with the intention to be a 4th or 5th grade teacher. I’ve been teaching 3rd grade for the majority of my career, and it is a great grade. At this age, they’re very responsive and want to please you, but they’re also more independent. I love this age group.
 
What has your experience been like at Friendship Woodridge International?
I love the community here. We are very much like a family, which I enjoy because I spend the majority of my time at school. It’s great to be able to work with like-minded people each and every day. People that I can go to, people that I can grow with. And, of course, our families. I’ve had students and their siblings. I’ve seen these students grow up. It’s a great feeling. I feel respected and I truly feel like I have grown a lot while working here.
 
We have great coaching here. My math coach is awesome. I also have a math consultant who comes in regularly to observe me and we plan together. They push my thinking and I learn all the time. It’s not like, “Oh, I finished college, so I’m done learning.” I learn something new each and every day-whether it’s through professional development, articles we are suggested to read, or by working really closely with my math coach when they come in.
If there is something special that I plan to do with my students, I might ask if my assistant principal can informally observe and offer feedback so that I can continue to learn. I am very responsive to feedback because I’m a learner, too; I don’t know everything. I just want to perfect my craft.
 
For someone new to teaching, what advice might you give them?
You don’t want to overwhelm your students. So, I would definitely say build a relationship with your students and families. This will eliminate behavior issues and students will want to learn because they know and feel that you care about them. I am also big on being organized. I wasn’t when I first started-it’s something I learned over the years. Be organized and intentional with the things you keep, toss, or give away.
 
And relationships are so important. Last year, I had a scholar who exhibited behavior problems at the beginning of the year. I showed the young scholar that I really cared about him and our relationship changed drastically, and I rarely had any behavior problems from him since. It can be tough at times, but continue to push through and be patient, because the outcome is great.
 
What are some ways that you deepen relationships with scholars?
Sometimes I ask scholars to come and see me during lunchtime. They know it is not punishment. I call it “lunch bunch.” They eat with me and I get to know them in a different space and not as their math teacher. I learn about their interests and the games they like to play. It doesn’t have to be something you do every day, but I do it frequently. I’m with my scholars from the time I walk in to the time I walk out. I love them so much. But, like I said, “lunch bunch” isn’t something you have to do every day-it could be whenever you notice that a scholar just needs a little bit of extra attention. If I can, I might pull them after school, where we’ll have a more relaxed atmosphere with just a few other scholars. We’ll sometimes do homework, they’ll play music, and they really enjoy that one-on-one time they get with you.
 
Is there a fun fact that you’d like to share?
I’d like to give a shout out to Samantha Thompson, because if it wasn’t for her pushing me to come out here-I wouldn’t be here. I’m from New Jersey, and we studied Elementary education in college together. When I first graduated, she kept encouraging me to move down here. At first, I wanted to find I job around home, but then, I finally moved down here. If she hadn’t encouraged me, I wouldn’t be talking to you right now. Who knows where I’d be.

View More Spotlights

View More

Andrea Williams, Special Education Teacher

By

What has your journey been like up to this point?
I graduated from Norfolk State University with a Bachelor’s degree in Psychology. Initially, I wanted to be a school counselor, but my first job after college was working as a dedicated aide. As a dedicated aide, I served students with mild to severe disabilities. Over time, I transitioned from dedicated aide to teacher assistant, and then to special education teacher. While working in this field, my passion for working with this student population grew, so I pursued a Master’s in Education with a specialization in Special Education. Although I loved my students, I decided to pursue an opportunity to teach typically developing students with accommodations to complete grade-level curriculum. That’s how I ended up here at Friendship Chamberlain.

What do you like most about working as a special education teacher?
Every day is different. Every student’s needs are different. I like trying new things every day. When you work with special education students, you’ll find success through trial and error. To me, that’s the best part.

What strategies have you found to be most effective?
I’ve found that the multiple intelligence approach is best at engaging students and maintaining a high level of interest. Sometimes, as educators, we do not take into consideration the type of learners our students are – whether they are kinesthetic, visual, or auditory learners. Implementing the multiple intelligence approach has been useful to me. For example, when I was teaching prepositions, I realized that students were not engaged by a lecture alone. Also, some students have ADHD and need extra support to stay engaged. While playing music, I asked students to “embody” the prepositions by standing on a chair, getting under a chair, and standing next to a chair.

What do you like about Friendship Chamberlain?

I’m able to teach students who come from my community. I want to provide these students with opportunities for success. As a teacher, I’m inspired to push students to not only achieve high academic standards, but also to believe in themselves.

 

Is there anything I haven’t asked that you want to include in your spotlight?

As a special educator, it’s crucial to focus on students’ abilities, and not just their disabilities. We need to place more of an emphasis on what they can do and reach them in different ways. When we offer customized accommodations, we ensure they achieve success. Every child is a unique learner.

 

Is there a fun fact about yourself you’d like to share?
I like to sing! I sing everything that I do. I sing “Hello”, I sing “Goodbye”, I sing “You’re in trouble!” and I sing “Great job!” I sing all day, every day. My students pretend they hate it, but I think they love it.

View More Spotlights

View More

Denise Edmonson, Classroom Grandparent

By

Can you talk about what you do at Friendship Blow Pierce?
I’m in a program called Foster Grandparents, connecting grandparents with different schools to help kids. Beforehand, we train for a week and they show us what young children are learning in class like sight words, the alphabet and numbers.


I have been a foster grandmother at Friendship Blow Pierce for five years. There are seven of us here. I come to the school every day from 7:30 a.m. to 2 p.m. I help the kids with their lessons and give them lots of love!


When I first started, I worked with first graders. This year, I am helping in the pre-K3 class. I help them write their name, identify letters, numbers, and colors. I love to talk with them and give out lots of hugs. 

I kept Mr. Neal up-to-date on everything that was going on, updating his calendar, and so forth. In 2014, Dr. Grant came onboard as principal and our previous office manager, Ms. Johnson, moved to Collegiate. She recommended that I be the Office Manager here at Blow Pierce. I shadowed her and learned everything she did—that’s the kind of person I am, I’m interested in what my colleagues’ jobs entail so that whenever they’re out, I can jump right in and assist.

What do you like most about Friendship?
I’ve been here at Blow Pierce the whole time, but I visit other campuses every now and then for professional development. I like the family feel across the whole network. I’ve had some wonderful support here with understanding principals and administrators and wonderful colleagues. I know that our educators really enjoy and love working with kids. We have a good thing here.

Some of our staff even reach out to parents over the weekend. I sometimes stumble upon parent posts where they’re praising a teacher for this or that. Ms. Jones, for instance, goes out of her way to make sure kids have everything they need. The staff here at Friendship have a genuine love for children that goes beyond education.

Is there a fun fact you’d like to share?
I love to cook and bake in my spare time. I’m always looking for different recipes to try out with my family and friends. I’ll try anything.

View More Spotlights

View More