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.
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.
Anise Walker, Parent & Board Member July 28, 2020 By wpengine What connects with me the most is the support that Friendship offers its families. I was raised as an only child, and Adria is my only child. This organization has wrapped its arms around my daughter and me. We’ve felt very supported throughout our years in the Friendship system. Can you talk about your experience at Friendship over the years – how long have you been involved with the school? I’ve been involved with Friendship since around 2005. I am currently a member of the board of trustees and my daughter is a senior at Friendship Collegiate. I started working at Friendship Woodridge as a mental health specialist through a partnership that they had with an organization called The Student Support Center. I worked at the Woodridge campus for four years and at Chamberlain for two. When it came time to enroll Adria in school, I made a conscious choice to enroll her at Friendship because I was impressed with its vision. She started there when she was 3 years old and will graduate this year. She’s a true Friendship “Lifer.” What connects with me the most is the support that Friendship offers its families. I was raised as an only child, and Adria is my only child. This organization has wrapped its arms around my daughter and me. We’ve felt very supported throughout our years in the Friendship system. I’ve had two strokes, one in 2012 and the second in 2013. The level of support and encouragement the Friendship staff provided was simply amazing. They checked in with me, sent flowers, and made sure I remained as engaged as I could be in my daughter’s education during my recovery. That’s another big reason why Friendship is like family to me. A lot of schools might offer initial communication after a situation like that, but Friendship was consistent with the opportunities and support it offered. The organization went above and beyond, without question. Can you talk about how you’ve been involved at your daughter’s schools and offer suggestions for busy parents who might want to get more involved? Make sure teachers and school leaders know you’re interested in hearing how your child is doing and about opportunities to support them, whether it’s via a quick email or text message. That’s essential. You don’t have to attend every school event. Just ask the teachers or school leader, “How can I support you? Is there a way you can livestream the event so I don’t have to miss it?” I started getting involved with Friendship by working with our first Director of Parent Relations, Gail Sivels. She was arranging parent engagement workshops on ways to help students be more successful. She’d give me an idea for a workshop, and I’d use what I knew as an educator to create one in family-friendly language. We went from campus to campus to offer these presentations. As the network got larger, we brought parents together in one space as a District PAC so we could learn from each other and explore what was working well on some campuses and what could be improved. Eventually, someone suggested that I be the parent representative on the board of trustees. I was thrilled to be considered, because I’m so very invested and impressed by Mr. Hense’s vision and mission for Friendship. When he asked me to join I said, “Yes, without question.” Is there a teacher who has stood out to you as doing a phenomenal job? I could name several. My daughter Adria is still closely connected to her 8th-grade science teacher, Jennifer Beckwith. Two other teachers that come to mind are Ashley Royal and Garry Cameron. Many Friendship teachers recognized her as more than just a kid in their classroom – they saw a whole person with struggles and concerns. They took the time to connect with her and reach out. Several staff members have also mentored her… Marcus and Alecia Thompson and Dr. Chakoria Wells come to mind. They have been amazing with Adria; they treat her as if she is their own. Carlos Richardson also stands out. His father was my mentor in college, and I’ve known Mr. Richardson since he was in 6th or 7th grade. I’m so blessed that Adria can know him as a committed educator and see his dedication to his students and how he’s an encouraging voice that students sometimes need if they don’t hear it from others in their lives. How has Adria responded to your involvement over the years? When she was younger, she was excited that her mom was involved. As she became a preteen, it was more like, “Oh, you’re still here?” She’s gotten used to the dichotomy of having an involved parent who is in a leadership-type position in the network that results in the light shining on her a little bit more, but still having to meet the same expectations as every other scholar at Friendship. When I was at the senior banquet for Collegiate last year, I was asked to introduce Friendship Lifers. True to form, Adria cheered for me and gave me a standing ovation. She’s always been my biggest fan. I have a bookbag that says, “I am my child’s role model.” I try to live that every day. I hope that in the future Adria will look back on these days and say, “My mom was one of the good ones. My mom really did stick by me.” You mentioned that you’ve been active at the city-wide level. You’ve won some awards. Can you talk about them? I’m currently a member of the My School DC Parent Advisory Committee, a Ward 8 representative for the Parents Amplify Voices in Education (PAVE) board, a Parent Organizer for the PAVE City-wide Board, and the Chair of the OSSE Parent Advisory Committee. Each of these roles offers me a different opportunity to elevate parents’ voice in the city and expand my role as an educator. These experiences also help me broaden my horizons as a life-long learner. I’m always going to a training, learning something new, or getting information I can offer to other parents. I want to help them understand that their voices are really important —especially together. One voice might move a few things here and there, but collective voices can move the world. I received a parent engagement award from Friendship about eight years ago; it popped up in my Facebook memories earlier this school year. That award was very special to me, as it was presented by Ms. Sivels, who was a treasured friend and mentor. We lost her to cancer a few years ago. There isn’t a moment that goes by that I don’t think about her and the work we did together. She was so amazing! Three years ago, I was nominated by our current Director of Parent Relations, Charmayne Carter, for a Parent Leadership Excellence Award with the DC Public Charter School Board. Both awards were a total shock to me, because I don’t feel like I’m doing anything special or different. I’m just doing what’s good for my daughter, which means engaging with her school and sharing my knowledge with others. Do you have a fun fact you’d like to share? What people definitely know about me is that I’m a HUGE Prince fan. If there’s anything Prince-related, I’m very well versed in it. I have just about every piece of music he ever released, as well as some bootlegs. Some parents may have had their children listening to greats like Beethoven and Bach in utero or while growing up, but Adria was listening to Prince!
Calvin Green SST Coordinator July 27, 2020 By wpengine I say to the kids all the time, “The only difference between you and me is the bow tie I wear.” This means, “I was once in your shoes, I was once in your situation. I’m no different than you are.” I hope I can be a glimmer of hope for you and that you can join me one day. What were you doing before you entered education? I was actually working in corporate America. I met a guy who became a great friend of mine and a mentor. He was an Assistant Principal, and I was looking for a career change. He asked me if I’d ever thought about teaching. At first I said, “I don’t think teaching is my thing…” However, I decided to start teaching in 2005, and it’s been a rewarding journey. I started as a Business Education teacher in Baltimore County. I taught there for a couple of years. Then I worked at a small HBCU in East Texas as a Dean of Students. But something just drew me back to K12. It’s more hands-on. You can see an immediate impact. When I was in the higher ed arena and working with much older students – adults – it was harder for me to see the impact I was making. I eventually did, but it took longer. I’ve noticed that small gestures affect younger students more profoundly. Something as simple as a child coming into the building and me saying “Good morning” lights up their face. Being able to encourage high school students is rewarding for me. My EdD is in higher education leadership. I tell people that I’ve been on the giving side of sending kids off to college, and on the receiving side of supporting kids who have just graduated. Can you talk about your current position? I am the liaison between students and staff. SSST stands for “student staff support team.” I focus primarily on seeing what kind of support and interventions can be provided for our scholars on a daily basis. I offer academic, social, and attendance interventions. I also support scholars who are labeled as homeless. I started out as a Dean of Students. I dealt with student behavior interventions and tried to foster a supportive culture for our scholars throughout the building. From there, I became the attendance and truancy officer, seeing what kind of support and interventions I could offer the entire school to ensure students attended classes and were in school every day to learn. When our principal, Dr. Jones, came back to Collegiate two years ago, she asked me if I’d like to expand my role as SSST coordinator by offering behavioral, attendance, and social-emotional support. What suggestions would you offer to teachers and other school staff to make students in special situations – such as like being homeless – to feel more comfortable? I would say that it’s important for teachers and staff to know who their students are, and then just build a rapport or a relationship with them. This is how we can best support scholars when they are dealing with homelessness and the grief associated with it. It’s important to make scholars feel comfortable about sharing this information with me and my team. It’s the only way we can support them and ensure that no scholar slips through the cracks. So, we offer many different kinds of support and partner with different agencies throughout the city that help displaced families. We might help them secure housing and furniture, or help them get a school uniform. We work to remove any barrier that exists between the scholar and their education What have you found to be effective for helping students improve their attendance and engagement? It’s helpful to address truancy on the very first day of school, so that it makes it easier to navigate your year. Every day we track attendance, make phone calls, and visit as needed.If we find, for example, that a scholar is missing class because she was diagnosed with diabetes, we can offer specific support. I love being able to support scholars. Some of them are shocked to see that someone actually cares and is there to support them. For me, as a career-changer who entered education later in life, the work is deeply rewarding. I want to go the extra mile to support these scholars. When they graduate, it’s extremely fulfilling. I love the mission and what Friendship stands for. I love the people I work with. I love the environment and how I’m able to make an impact on the kids. I say to the kids all the time, “The only difference between you and me is the bow tie I wear.” This means, “I was once in your shoes, I was once in your situation. I’m no different than you are.” I hope I can be a glimmer of hope for you and that you can join me one day. We just have to get you through these challenges first.” What has it been like to work remotely during the pandemic? It has definitely been challenging, especially for those of us who work on the student support services side. Not being able to connect with our scholars as we have been accustomed to for so long was really hard for me. We had to come up with new and innovative ways to keep scholars engaged virtually as well during this trying time. I do think that I find myself doing more work at home than I would have if I were in the building. I am constantly working in the evenings because I am always thinking of something I need to pick up and finish. What are your hopes for the fall? My hope for the fall is that we make the best decisions to serve not only our students, but also our staff. The goal is to keep everyone safe but still engage in an educational process that best serves all of our scholars. I believe that as a network we did a herculean job of transitioning to distance learning quickly. Let’s keep the same momentum going to provide access and equity to education for all of our scholars. Is there a fun fact you’d like to share? My favorite city is Paris, France. I love the old architecture, the buildings, and the people. I used to have an Eiffel Tower statue on my desk. When kids came in, they would ask, “You’ve actually been there?” I tell them, “Yes, it’s a wonderful place. You can go, too.”
Eric Blood, A.P. Government & Politics Master Teacher June 17, 2020 By wpengine I work hard to ensure that my students are able to handle a large reading workload. I give them at least a four-week calendar that outlines all of their reading and upcoming assignments so that they can prepare and know what is expected of them, just like a college syllabus. It helps them gain independence and become more responsible. Can you tell us about your experience teaching at Collegiate? Sure! I primarily teach two different AP courses: AP government and politics and AP United States History. More recently, I’ve taken over a lot of our dual-enrollment online classes through Granite State and Arizona State University. I’ve been at Friendship Collegiate for eight years. I was the lead teacher of the Early College Academy for over five years and I’ve served in a few different roles around campus. I’ve really enjoyed working with our students and I especially enjoy getting them ready for college and immersing them in college-level academics, which is the main goal of our AP courses. I continue to evolve the courses to be more like college classes. Even if they don’t pass the AP exam at the end, students will get the benefit of experiencing college-level instruction, so that when they walk onto a college campus for the first time, they can be successful right from day 1. Can you talk a little bit about how you specifically offer students a college-level learning experience? I really want students to be able to experience what a college class is like. We do a lot of seminar-style classes, which is like your typical college class. They get reading assignments that they have to do on their own, and they’re expected to take strong notes on it. They’re given a series of discussion questions, so they know what to expect ahead of time. Then they come into class, and I facilitate a 60-minute discussion on the topic. We then work to make connections between the topic and what’s relevant to them. I use accountable talk to make sure that my classroom has the same level of rigor and conversation that you would expect to find in a college classroom. Students are expected to support everything they say with actual evidence from either history or from the text they just read. They’ll tell you that if they don’t have a fact to back it up, I will say the same thing every time: “Prove it. I don’t believe you.” I work hard to ensure that my students are able to handle a large reading workload. I give them at least a four-week calendar that outlines all of their reading and upcoming assignments so that they can prepare and know what is expected of them, just like a college syllabus. It helps them gain independence and become more responsible. I find that students come back after they graduated and say it helped their transition into college, because they’ve experienced what college-level rigor is like, rather than heading into college and thinking that they’re going to hand out worksheets. Too many students still have the false belief that college is just an extension of high school. They have to be able to read something for a purpose and take strong notes. In previous classes, they may have learned two-column or Cornell notes. When they come to me, I very much encourage them to take the notes that work for them. I tell them that it’s okay if I can’t read your notes, so long as you can. One day, you’re going to sit down in front of a college professor who is going to talk for 60 minutes, and you need to be able to get down as much as you can, and be able to go back and review your notes. Many of these skills our students don’t learn until college, and it’s a bit of a struggle. It’s no surprise that for many of our students, their lowest semester in college is the first one. Unless you’ve experienced it before, having siblings, or parents who walk you through what college is going to be like, it’s simply different when you step onto a college campus. I try very hard to give them as much of the college experience as I can. I’ve had US history students come to me and say they’re taking a college US history class and “Your class is five times harder than those classes. This is a breeze now. Thank you!” That always makes me feel good, because that means that what I did was more than just instill a bunch of random dates and facts into their brain. As history teachers, we can get kind of hung up on this sometimes. The reality is, what you should be doing is giving students the capacity to think critically and question things-especially in today’s world. Understand and read the news, be media literate, and know the difference between the junk that is out there and real journalism. These are incredibly important skills in this day and age. To me, it’s much more important for students to be able to back up a claim with facts and evidence then to remember who James Madison was. What do you like about Friendship Collegiate? I really enjoyed that during the first handful of years that I was here, they gave me an opportunity to explore different positions-whether it be leadership or mentoring teachers-like what I do currently. I find myself to be someone who gets bored easily. When I first started teaching, one of the things I forced myself to do was, every year, try something different-whether it be a new class, a new course, or some kind of leadership role. And Friendship really allowed me to do that while I was deciding where I wanted to settle. More than anything, I have worked with some really phenomenal people who have made my life here much easier, especially Dr. Shairzay. He’s been a mentor to me; I’ve worked hand in hand with him since the day I started here. He’s the most intelligent man I’ve ever worked with and he has nothing but your best intentions at heart. I trust his feedback; I know that if he’s telling me to implement something, he’s doing it not because he read a study about it last week. He knows it works with our scholars. That ability to have a level of trust with someone that I can work hand-in-hand with for as long as I have keeps me coming back. I know that he has our students’ education and my career here at heart. Is there anything that I haven’t asked that you want to be sure to include in your spotlight? I enjoy mentoring some of the new teachers. It’s a different role, it’s a different challenge, but I feel like it’s one of the ways that I can have a bigger impact on our school outside of my own classroom. About three or four years back, I got a push from our last administrator, encouraging me to become an academy director. And I really questioned whether or not I would enjoy it. I looked into it for a while and determined that the part of the day that I like best is when I’m surrounded by these four walls, working with the kids. If I gave that part up, it sounded like something I wouldn’t want to do. I did want to make a bigger impact, though, so I became a master teacher, which allows me the opportunity to offer professional development three or four times a year with the staff here. That along with the mentoring allows me to have a larger impact, while maintaining myself as a teacher, which is my ultimate goal – to stay in the classroom. What strategies have you found that your students really benefit from? I am really big on routine and procedure. I like the concept of creating a classroom environment that can almost run itself. Students learn and know every little detail, from how to pass the paper, to how to enter the classroom, to where to pick up materials. Students need to be taught routines the same way they’re taught content. And then everything will go so much smoother. If you can do that, then you’re going to reduce downtime in the classroom because each moment is so important. And it’s going to help with classroom management because if they know what to do, they know what the expectations are. The likelihood of any misbehavior goes down drastically. I’ve been doing professional development sessions on routines and procedures based on Harry Wong’s book “The First Day of School” for a long time. I’ve also been offering professional development on effective questioning techniques for awhile now. I’m very big on checking for comprehension, cold-call techniques, and strategies that engage students no matter what content is being taught. I can’t help somebody set up a lab or physics class. But I can help teachers structure their daily schedule and maximize time in that class. Are there any fun facts that you would like to share that your colleagues might not know about you? I have five animals at home! Three German Shepherds and two Siamese cats. My wife and I are really, really big German Shepherd people. We even volunteer at the German Shepherd rescue every weekend. Needless to say, my household is pretty wild with the number of animals running around .
Carlos Richardson, US & DC History Teacher June 17, 2020 By wpengine 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. 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.
