Flonora Merritt, FNN Advisor & Alum December 10, 2020 By wpengine It’s deeply rewarding to offer students a platform they can use to delve into issues that are close to them. I encourage them to speak freely and honestly about important issues. What do you do at Friendship Public Charter School? I teach video production at Collegiate for Friendship News Network (FNN). I’m also FNN’s webmaster and after school advisor to advanced students. Many people know my face at this point because I am a teacher at most events at Collegiate. This is the most fun part of journalism — just having the students, even the shy ones, participate in Collegiate events big and small. I also push my students to cover things going on in their community and the country’s top news stories. In the past, I have taken my students to rallies. We had a record-breaking turnout for our March Against Gun Violence a couple years ago. Before we were quarantined, I was also taking my students to community meetings that addressed gentrification in the city. We got to experience the grassroots movement and work with all the people involved like Link Up and ONE DC. It especially touched scholars, because a lot of them are witnessing the displacement of friends and family due to gentrification. It’s deeply rewarding to offer students a platform they can use to delve into issues that are close to them. I encourage them to speak freely and honestly about important issues. An exciting challenge right now is to try to do video production at home. When we first quarantined, we were asking, “Can we still do this?” We’ve still been able to produce content. Even over the summer, we continued to work on The Gentrification Project, Fading Color, and now it’s turned into a full documentary. We received a $30,000 grant from the DC Arts and Humanities Council. My advanced group of graduating seniors got paid to produce this. They’re still working on it, even though they’re in college right now. My goal is to show them that, yes, you can get paid for doing this work. It’s a valuable skill set and a viable career path. How have you seen students carry these skills with them into college and beyond? Do you see many students follow this career path? Many students are into politics and very vocal about social issues, but their career paths differ. One student is an artist, another is into international relations. Recently, I’ve been seeing more students go into journalism or film production. Often, when they first start, they’re very quiet, like I was in the program. The most gratifying thing about this program is witnessing a student’s transformation as they find their voice about issues close to them. At first, they may rather be behind the scenes. Then they finally say, “Oh, no, I want to be in front of the camera and talk about this.” Their parents tell me they see a positive change in their children, too. You see their personalities bloom, and they carry this confidence with them. How long have you been at Collegiate doing this? My connection to Friendship goes way back. I’ve been doing this work ever since I graduated from Collegiate. I am an alum of the class of 2008. I had been interning with the Friendship News Network on and off since I was in college. I returned to FNN as an advisor in 2014, and then started teaching a class in 2016. It’s been a wild ride, but, yeah, I’ve been pretty devoted to the Collegiate bureau ever since I graduated. Ms. Tindle was my teacher back in the day. She introduced me to Ms. Kaufman, the Director of FNN. She recommended me because I was such a good writer. She could see how outspoken I was in my writing. That’s where my involvement with FNN started. We started as a magazine called “Rated T.” From there, we started to dabble in videos, and it was like, “Okay, now I have to speak on camera.” It was intimidating at first, but once I got into it, it got easy. Once the spotlight was on me and everyone was watching, I found my rhythm. During my senior year, I had to interview Bill Gates’ father. It’s a funny story. Originally, we thought we were going to be interviewing Bill Gates. Then, at the last minute, I found out, “Oh, it’s his dad.” I had to think on my feet and switch up my questions quickly because they were about Bill Gates and his company. I’d thought I was going to interview him one-on-one — just me, him, and my cameraman. Then it turned out that, “Oh, you’re doing the interview in front of all these important people, all the higher-ups at Friendship. All of them are going to be watching.” And I was like, “Oh, okay. Well, that’s not intimidating at all…” As the old saying goes, pressure can either break you or turn you into a diamond. Sometimes you just have to go for it. I carry this philosophy into my work with my students. Before the pandemic, I’d started a tradition of taking my students to a comic book convention, Awesome Con towards the end of the year. I pushed them to really talk to people, whether it was other attendees or some of the celebrities. At first, they were a little bit hesitant, but I said, “Go for it. The worst thing they can do or say is, ‘No.’ That would be fine, too. Just move on to somebody else and ask them, ‘How do you like the convention?’ They’re regular people. You can talk to them.” It was a huge success. At first, they said, “Nobody’s going to talk to us.” Afterwards, it was, “Okay, that wasn’t so bad.” This pushes them to step out of their comfort zone in front of the camera, too. Can you talk more about your experience as a student at Collegiate? Being a product of Collegiate has certainly benefited me. When I was a high school student, I was part of the early college program. I’m very thankful for that opportunity. I earned 44 college credits, which took a year off of my college requirements. Instead of graduating from college in four years, I graduated in three, which saved my parents some money. The program also prepared me for what college was going to be like. The professors had a syllabus, and I needed self-discipline to get all of the work done and on time. Having that early exposure to college at the beginning of high school really prepared me. Everything was such a breeze for me. I heard stories of other people struggling during their freshman year at college, and I just couldn’t relate. I’m so glad they’re pushing for the whole Collegiate campus to get involved in dual enrollment. They have more options now, too. Students can enroll in college classes online. In addition to UDC, I think they’re also working with Trinity, Georgetown, and other universities, too. Maybe this will help them obtain early acceptance into these colleges. It’s amazing how much our programs have grown since I graduated 12 years ago. Are there any tips you would offer other teachers who want to help their students gain confidence? When we’re trying to figure out what stories to talk about, I get my students’ input. I find out what their interests are and build off of them. In the past, we tried to give them a general topic to talk about. Some got into it and some didn’t. When you give them the freedom to choose their topic, it unveils what they’re passionate about. The difference in their enthusiasm is clear. They’ll put forth more effort if it’s a topic that touches them personally, something that they care about. While we’re learning from home, I’m helping my students become YouTube stars. We’re using the platform to talk about issues important to them. We’ve provided them with ring lights and microphones so they can look professional. I’ve offered them lessons on how to set up their newsroom to reflect their personalities. They’ve done a good job with their first video project, which was to introduce themselves and share what’s unique about them. I’m already learning about their interests. Some students already wanted to be YouTube influencers, so I was like, “Oh, then this is the right class for you.” Are there any fun facts you’d like to share? Those closest to me already know that I’m a huge comic book and anime nerd. That’s where I can connect with many of my students. We can have a debate on something and turn it into a project. I do like sharing this bond with students. If you hear my ringtone, you might recognize the Power Rangers theme song. I grew up with them. I had the opportunity to meet most of the original cast at Awesome Con. That was pretty cool. I’ve been experimenting more with my photography, whether I’m out in nature or taking self-portraits. I’m trying to sharpen my skills. Unfortunately, I don’t have enough cameras for all of my students to use right now, but one of the most fun aspects of my class is the mix of technology and art. We look at basic skills like composition and how to adjust the settings of the camera to take amazing photos.
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.
Marcus Whitfield, School Counselor November 1, 2020 By wpengine When I joined Friendship, I was wowed by the convocation experience—the whole production, the investment in students and staff. What do you like about being a counselor? I like that, in addition to their teachers and principal, I’m a person that students can talk to in their times of need. I’m a student advocate. They come to me and tell me their problems. I listen, offer suggestions, and sometimes a broader perspective. I also support teachers and parents with strategies to meet social-emotional needs. I especially like working with our middle schoolers. I see these students a lot. During the pre-teenage years, students can especially struggle. They might also get into conflicts with each other. I sometimes act as a mediator to help them navigate their differences, whether they’re at school or at home. What has it been like to switch to remote counseling? It’s difficult to not see students in person on a daily basis. Zoom is the way we communicate. I go into Zoom classrooms. I meet with students, teachers, and parents via Zoom. It is a little challenging, but we have to adapt. Are there any ways that you’ve found helpful for students to improve their mental health during this pandemic? Students should establish and maintain a routine. They should try to eat meals at regular times, and put themselves on a sleep schedule to ensure they get enough rest. Also, it’s helpful to include a positive or fun activity in their schedule that they can look forward to daily or weekly. Schedule movements or exercises into their routine. Lastly, I encourage students to take breaks from social media periodically. Can you talk about your journey to becoming a counselor? I went to North Carolina Central University in Durham, NC. When I first started as a freshman, my major was Elementary Education. I switched my major to Business and graduated with a degree in Marketing. After graduation, I started working at a bank for a few years. I found myself doing the same thing, day after day, and it wasn’t fulfilling at all. I eventually got the urge to work with children again. I enrolled in a career-switch program in Richmond, Virginia, for professionals who wanted to become teachers. It was on weekends, Friday evening and all day on Saturday. I would also volunteer at schools tutoring on the days I was off from the bank. Shortly after I finished that program, I moved to Maryland and taught fifth grade for two years. I taught middle school Science for a year. Then I transitioned into special education for a few years. Recently I decided to pursue a Master’s degree in counseling psychology to become a licensed counselor. What has your experience been like at Friendship Ideal? When I joined Friendship, I was wowed by the convocation experience—the whole production, the investment in students and staff. I was also drawn to this organization because it was started by an African-American male, Donald Hense. Friendship is a great organization to belong to. At my campus, Principal Speight invests a lot in his staff as well. When we return to school in the fall, he ensures we’re optimally ready to receive students. He takes several days to ensure our minds are in the right space. There’s a lot of team building and sharing of our experiences with each other, and afterward, we are a cohesive unit. After this, we move into the academic side, but he takes a few days to build us up as a family.
Brandon Buffin, Math Teacher & Instructional Specialist July 30, 2020 By wpengine I like the vision at Friendship and the high expectations for our scholars – to get to and through college, and to be an actively contributing citizen. We actually make sure scholars get to and through college. What was your journey to your current role? My journey started after I graduated from Virginia State University in May 2007. I taught second grade in Richmond’s Southside for two years. Then, I made my way up to D.C., teaching at DCPS for four years – first and third grade. I taught in PG County Public Schools for a number of years. This is my 12th year in education. I recently received my Masters in School Administration last May from Trinity University. In addition to teaching and cultivating our scholars, I am grateful for the opportunities to build teacher capacity at Friendship Southeast. Currently, I am in a hybrid position teaching 3rd grade math as well as the math instructional specialist. I like the vision at Friendship and the high expectations for our scholars – to get to and through college, and to be an actively contributing citizen. We actually make sure scholars get to and through college. This is different from other school systems. We put forth more of a conscious effort to ensure our scholars are goal-oriented and on the path to being productive and contributing citizens. This vision is what keeps me at Friendship. When I first arrived at Friendship Southeast, one thing that blew me away was that the librarian, Ms. Gray, and her team took our third grade scholars on a college trip. They went down to Atlanta and visited different colleges and universities. I thought this was so impactful – to implant this idea that “you’re going to college” from an early grade. I thought, “Wow, I don’t see any other school systems starting to do this in elementary school.” This is just one example of why I want to be here. What do you like about working with the elementary school age group? I love teaching elementary scholars because they’re like sponges. They soak up so much knowledge, and they’re very inquisitive. They’re willing to hear what you have to say, and they’re also going to ask questions because they want to get deeper into the content. That excites me. When the light bulbs go off, it always reminds me of why I love teaching. What strategies do you find most effective? I’ll talk about multiplication since I teach third grade math, and that is one of the most crucial skills scholars need to master to be successful. The “rolling numbers” strategy has been one of the most effective methods I’ve used to help scholars multiply. The ease of skip counting allows scholars to find the product once they have the second factor on hand. If it’s done with fidelity, this helps scholars to eventually become fluent in multiplication. Also, of course, I use tools from Eureka Math. The curriculum has been very beneficial during the past three years that we’ve implemented the program. It ensures that scholars not only understand the procedural aspect of math, but also the conceptual. When I was growing up, we focused more on procedural. Now scholars really need to understand why we multiply and to be able to apply that skill to everyday life. Last year, when we started dividing, I wanted to show scholars what it meant to divide, or share. I brought in a big bowl of candy and had five friends share with scholars. That’s when they started to make a connection. We took a word problem and turned it into real life. They made a connection immediately. Another example is when we’re learning fractions – of course, this is the perfect opportunity for pizza! If I divide this pizza pie into 8 slices and take one away, how many pieces are left? What is the fraction? Now, we’re doing math and eating pizza! Are there any fun facts you’d like to share? I’m from Dallas, Texas, and I LOVE horseback riding excursions. When I go home in the summer, I ride for about six hours. We go up to Oklahoma and ride along rivers, have dinner, then just ride out into the sunset. I am also a musician. I play the flute, piccolo, cello, string bass, clarinet and trombone.It definitely affects how I teach. I try to incorporate a lot of kinesthetic things into the classroom. Scholars, especially boys, need to get up and move. They really connect with music. If I teach a new concept with music, I’ve instantly got them engaged and hooked.
Naima Wallace, Spanish Teacher July 29, 2020 By wpengine I frequently chat with seniors about my own experience at Howard University and studying Spanish abroad in Seville, Spain. I thoroughly encourage them to research the colleges they want to attend and I am deeply invested in their future and want them to pursue their passions and be successful. What was your journey to your current position? I graduated from Howard University in the Spring 2003 with a major in Spanish and a minor in secondary education. I come from a long family history of impactful educators and administrators, so I’ve always wanted to be a teacher from a very young age. I started my teaching career at James Madison Middle School in Prince George’s County and then at Shaw Middle School at Garnett Patterson in Washington, DC. This is my sixth year working here at Friendship Collegiate Academy. Could you talk about what you do at Friendship Collegiate? I wear several hats here at Friendship! I am one of two Spanish teachers, teaching levels 1 and 2. Additionally, I am the lead teacher at the Academy of Science and Technology. As senior class sponsor, I work hard to ensure that our scholars enjoy their final year, work hard, and fulfill all of their graduation requirements. There are so many parent meetings and events to attend, along with parent conferences, prom, cookouts, graduation, and so much more! I frequently chat with seniors about my own experience at Howard University and studying Spanish abroad in Seville, Spain. I thoroughly encourage them to research the colleges they want to attend and I am deeply invested in their future and want them to pursue their passions and be successful. My favorite senior event is the Cap and Gown Ceremony. Students receive three pins to offer the most instrumental people in their lives – teachers, coaches, parents. As an educator, it is deeply meaningful to receive pins and the heartfelt thank you’s during the ceremony. Oftentimes, we even receive pins from the students we least expect to give them. Graduation is such a joyous time! Excitement is through the roof! As a teacher, leader, and sponsor, it is my job to ensure that all loose ends have been tied and to, of course, remind students that this is just the beginning: “We’re going to AND through college!” Once they have earned their high school diploma, they must stay focused on college and the world that awaits them! Practicing the core values that Friendship has instilled will lead our young adults anywhere they want to go in life. What do you like most about Friendship Collegiate Academy?At Friendship Collegiate Academy, one is able to grow beyond their role. I started as a teacher and was recognized as being consistent and impactful. I was encouraged to make a broader impact to my school community in leadership capacities aligned with my skills and interests. I passionately believe that all students should have a strong support system – within the classroom and also outside of it. We can show our support as educators by attending our students’ extracurricular activities such as dance, theater productions, or sporting events, just to name a few. It is so crucial to support scholars in everything positive that they do. As educators, we are there to uplift them when they are struggling and we are here to cheer for them when they are soaring. I ask them about their interests, encourage them to be a leader in their community, and give back to those who are less fortunate. With hard work and dedication, I firmly believe that all students will succeed. What do you like most about teaching Spanish? My students have just completed research on the contributions of Afro-Latinos during the month of February! It excites me to see scholars so intrigued by their findings. There is so much to learn about the 21 Spanish-speaking countries, including one on the continent of Africa (Equatorial Guinea). It is critical to expose scholars to new things, people, and opportunities in this world around them! I encourage them to speak Spanish with native speakers. This is a wonderful way to foster an appreciation for diversity and respect of different cultures, holidays, and traditions.
Chanda-Key-Curry, Kindergarten Teacher July 29, 2020 By wpengine I love to see them learn new words, blossom, and grow. And sometimes they teach me things. They make me laugh and bring joy to my life. Can you talk about your journey to your current position? I started as a school secretary. I went on maternity leave, came back and became an instructional assistant. The principal that I worked with told me, “Ms. Key-Curry, I think that you need to get your degree so you can be a teacher, because I think you would be a really great teacher.” So that’s what I did. I pursued my Associate, then I got my Bachelors, and then I completed my Master’s in a period of five years. I taught kindergarten. I started teaching kindergarten the same year my daughter was starting kindergarten. I wanted to be able to help her. And I found that I just love kindergarten. I love to see them learn new words, blossom, and grow. And sometimes they teach me things. They make me laugh and bring joy to my life. I am now a reading specialist and enjoy teaching reading to multiple grade levels. What do you like about Friendship? I love the fact that I have had some really, really good mentors here. I have met some really, really cool people who have helped me along my journey. They have offered great advice and taught me many things. I have been able to express myself, and they listen. Also, the office staff here at Friendship Armstrong is very organized and helpful. The whole staff is cohesive. Are there any strategies you would offer new early childhood teachers? Children learn in many different ways, so you need to have a variety of strategies in your toolkit. Don’t feel bad if one lesson is a flop. Go back and adjust it as needed, then reteach it. I am always at home thinking, “How could I have taught that lesson better?” Do your research and teach with each child’s preferred modality. Know who is a visual learner, who is a kinesthetic learner, who needs movement. Know your students and build relationships them and with their parents so that they can help them at home. How many years have you been teaching? This will be my 9th year, and my 20th year in education. I run into my former students all the time. I have seen scholars go through high school, then college and then come back and say, “Thank you, Ms. Curry.” It’s so wonderful to see how they’ve grown. I’ve even taught one of my former student’s kids! Some of my former kindergarten students go to Collegiate. When they see me, they say, “That’s my kindergarten teacher!” It is wonderful to see them and hear about the colleges they are choosing. Is there anything that I haven’t asked that you want to see in your Spotlight? It’s not where you started, it’s where you end up. It’s never too late to pursue your passion. I didn’t get my degree until I was around 30 years old. It is never too late to pursue something new. Also, try to learn something new every day. Recently, my co-teacher and I learned how to make tutus for our student dancers’ performance. Is there a fun fact you would like to share? I love to cook and eat. I don’t know if that’s a fun fact. I love Italian, Mexican … everything, really.
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.
Clara Epps, Special Education Teacher July 29, 2020 By wpengine Since working here I’ve been meeting great people, and that’s important to me. It is important for me to be in an environment where I can continue to grow. I feel very comfortable here and I absolutely love working here. I teach special education and I’ve been teaching at Friendship Tech Prep High for over five years. However, teaching is my second career. I originally started out as a retail store manager. For 18 years, I worked as a manager with a variety of companies, ranging from Safeway and Nordstrom to MAC cosmetics. Remembering I held a master’s degree in education management, I decided one day that I’d rather be teaching. My friend Natiia Johnson, the business manager at Friendship Tech Prep High at the time, said to me, “You should come see the principal.” So, I met with the principal at the time, Ms. Tindle, and the rest is history. I started as a long-term substitute. One day, the principal visited my classroom and said, “Wow, you really get them to listen to you.” That’s how I became a permanent teacher here. I enrolled in Teach for America and completed their two-year teacher training program. TFA was going to place me in another location, but Principal Patrick Pope said, “No, we want to keep her here.” What has been the most meaningful about being a special education teacher is learning how to have patience. All students can learn, they just learn differently. I enjoy examining the data, seeing student growth, and knowing if I am doing the right thing – asking, “Do I need to scale something back? Do I need step it up in a different way? Why are students not understanding a specific skill that was being taught?” It’s all about the students. I enjoy having real conversations, and that’s why I especially love teaching in high school. I ask myself, “What is my students’ plan of action to ensure they will be successful in college and then career?” Regardless of a student’s disability, I ask myself how I can ensure they take responsibility for their learning so they will have success. I support them with processing their emotions and adjusting their thinking so that they can make good decisions. It is also important for me to keep my door open, as I enjoy one-on-one time with my students. If there is a misconception either in class or in a conversation, I believe that it is crucial to talk it out. For someone who might be new to teaching special education, are there any other strategies that you would offer? Know your students. Learn about their background. They won’t share a lot unless they trust you. I ask, “Hey, what did you do this weekend?” They’d reply with something like, “I did this and that.” “Did you do anything else?” I’ll start by sharing my own life with them. If students are struggling with deeper challenges in their lives, I want them to feel comfortable coming to me with anything. Sometimes what they share is very sad. I do as much as I can to encourage students and give them what they need – even if it means buying them a pair of shoes or a sweater. I encourage them to stay strong because “this too shall pass.” Nothing lasts forever, and you have to work hard if you want a better situation in life, which you may not be able to see right now, but there is always a light at the end of the tunnel. I share some of my own struggles with them and talk about things that I think I could have done better and things I did well. This is helpful because students don’t see us as ever having being a high school student. I am very honest with them. We also try to expand our horizons outside of the community so that students can have broader experiences and realize that there is a big world out there. You meet people, taste different types of foods, and hear different music. It makes you a well-rounded person. We go to museums and restaurants. Many of my students need to develop their social skills, I tell them to clearly order their food with the waitress and socialize with different culture of people. Often, my students are used to only interacting with a small circle of friends and family, but rarely new people. We talk about real life skills – finding a job, going to the grocery store, creating a budget, finding an apartment, and even riding the bus. I might ask them: “If you worked in Georgetown and lived here, what bus route would you take?” They might say, “I never thought about that.” What do you like about Friendship? Friendship gave me an opportunity. I did not have a traditional background in teaching when I started. Since working here I’ve been meeting great people, and that’s important to me. It is important for me to be in an environment where I can continue to grow. I feel very comfortable here and I absolutely love working here. What strategies do you use in the classroom? It is important for me to be an advocate for my special education students to ensure they get the support they need. I know what they need and what their reading levels are. If they’re not yet on grade level, I make sure they get the extra help they need, whether it is modified content or an accommodation. I will visit their teachers and say, “May I please see what you’re giving this student in the classroom?” I monitor their grades and we have one-on-one sit downs every two weeks. I’ll ask, “What’s going on? Why do you have this grade in this particular class?” Then I’ll meet with the teacher. Everyone will meet in the middle to ensure every student succeeds. Certain students have difficulty communicating, so I work on teaching these students to speak up for themselves. Is there a fun fact you’d like to share? I’m a licensed makeup artist! I love makeup. Sometimes I do students’ prom makeup and makeup for other school events.
Bruce Mann, Office Manager July 29, 2020 By wpengine As an office manager, I enjoy connecting with parents, students, and faculty. You’re the heartbeat of the school. Can you talk about what you do at Friendship PCS? I am also the office manager at Friendship Collegiate. I also taught DC history and American government at Friendship Tech Prep. What was your journey to your current position? I graduated from college, returned to DC, and worked in a DC courthouse. I love politics, but I wanted to get into education instead. As an office manager, I enjoy connecting with parents, students, and faculty. You’re the heartbeat of the school. The support system when I taught history was tremendous. I was especially focused on how to differentiate for learning styles and levels. Are there any recommendations you have for first-year teachers? You need to have fire and passion for teaching, if you want to excel. It is hard to be successful if you are not passionate. My advice for first-year teachers would be to go in with an optimistic mindset. You’re going to run into obstacles. Remember, you are also learning alongside your students every day. Can you talk about what you do at Friendship PCS? I am also the office manager at Friendship Collegiate. I also taught DC history and American government at Friendship Tech Prep. What was your journey to your current position? I graduated from college, returned to DC, and worked in a DC courthouse. I love politics, but I wanted to get into education instead. As an office manager, I enjoy connecting with parents, students, and faculty. You’re the heartbeat of the school. The support system when I taught history was tremendous. I was especially focused on how to differentiate for learning styles and levels. Are there any recommendations you have for first-year teachers? You need to have fire and passion for teaching, if you want to excel. It is hard to be successful if you are not passionate. My advice for first-year teachers would be to go in with an optimistic mindset. You’re going to run into obstacles. Remember, you are also learning alongside your students every day.
