DeMark Bowman, FPCS Alum, Recruitment Manager & Former Teacher June 29, 2020 By wpengine We have a lot of autonomy at Friendship. We are also provided with benefits to make our life easier. If I am able to worry about fewer things, I can be a better teacher. Can you talk about your journey to your current position as a middle school math teacher at Friendship Chamberlain? I started at Friendship Blow Pierce in 8th grade. My mother took me out of public school because it wasn’t a good fit for me academically or socially. I had a great year at Blow Pierce, and from there I went on to Friendship Collegiate. I participated in the Early College Program and was part of POSSE. I received a Friendship Scholars scholarship. If you had asked me ten years what I wanted to be, I would have said “an architect.” After leaving DC for college at Lafayette College in Pennsylvania and then returning, I saw my city differently. That was when I began to consider teaching. Then my mentor, Rictor Craig, helped to make this decision final. He introduced me to different teaching training programs including the DC Teaching Fellows, Urban Teacher Center, and Teach for America. After a lot of research, I decided that UTC was the best fit for me. It was a 4-year program and it included a dual master’s degree and placement in a school. I graduated from that program in 2015. I have enjoyed this opportunity to give back to my community. What has it been like to teach Eureka Math? This is my fourth year at Friendship. During my first year we taught Go Math, which was less holistic. When we switched over to Eureka math it was overwhelming at first because it was a new way to teach math. Eureka requires students to know conceptual versus procedural. Growing up, we learned procedural, “This is how you solve it,” but not necessarily, “This is why it works.” I tell parents that Eureka is probably the best thing to happen to our children for a couple reasons. It introduces the correct vocabulary to students, like “decompose/compose” versus “borrow,” etc. It starts with place value which is required to truly read, understand, and manipulate numbers. Even my own understanding of math has deepened because of Eureka. What do you like about teaching math? I wasn’t always a math person. Growing up, I was a big reader and writer – poetry, reading stories, Harry Potter, fantasy fiction. I was all about books, all about words. I was a philosophy major and a religious studies minor. However, I believe that reading helps you become a better mathematician. Many math problems are simply word problems, applying skills in a real world context. The greatest joy that I receive from teaching is knowing that my students are learning and look forward to coming to my class. As much as it is about each student getting better at math, it is also about me improving my craft, too. Every year I am getting better. Not only at teaching math, but at building relationships with my students, the way I communicate with parents, and the way I work with my peers. I give all of my students my number and tell them to call me if they need help with their homework. I enjoy being a male role model for my students. I recognize that some of my students are missing something in their life that I am helping to try and fill. When students feel comfortable sharing the personal struggles they are experiencing with me, I know that I must be doing a good job. Sometimes in class I say, “Alright, story time.” “Story time” means that Mr. Bowman is going to tell you something about his own life when he was your age, as well as lessons learned from mistakes. I believe this makes my students feela more comfortable with me because they know a lot about me. This is my favorite sound of all time: “Oh!” We could be taking a test when everyone is supposed to be silent, but if I hear a student say, “Oh!” I am ecstatic. It lets me know you just had an “Aha moment” and something illusive now makes sense to you. Recently we were talking about the metric system, and I realized I was not explaining it effectively because they were not getting it. I thought about what I was saying and how I could change what I was saying so that they could understand these concepts. I sat down with my math coaches and the special education teacher and we discussed the kind of language we needed to use for students to understand. I went home for the weekend, and the next week I told my class that I made a mistake – this is how I should have taught the lesson. And every 45 minutes after I started explaining something with a new approach, I saw face after face light up with understanding. They may not have completely grasped the conversion process, but they were beginning to understand. We need to think about our end game. Do we want students to only be able to convert the units or do we want them to understand why we are converting units? Sometimes I ask students, “Based on these questions, what operation should we use to solve this?” A lot of learning happens through discourse and trial and error. It is the struggle with knowledge that helps you to retain and internalize it. You don’t learn if I give you the answer. You learn from trying it yourself, making a mistake, and trying again. Are there any tips you have for new teachers? Absolutely! The first one would be, “Don’t do this work if you’re not ready to commit to it.” In addition to being a teacher, am I ready to take on the role of “social worker, father, brother?” Am I ready to stretch myself for the betterment of other people? My mom was the type of person who would give everything she had to others. She sacrificed so much without ever looking for anything in return. She always went out of her way to be there for other people and that trait definitely rubbed off on me. I want to do meaningful work, and I want my work to be impactful to the world around me, not just myself. My mother was a big inspiration. What is special about Friendship? We have a lot of autonomy at Friendship. We are also provided with benefits to make our life easier. If I am able to worry about fewer things, I can be a better teacher. Friendship helps you to be in a good space overall. Now I am excited to wake up at 5:45 a.m., drive for twenty minutes, and wait three minutes for the building to open at 6:30 a.m. I plan to stay in education for the rest of my career. Had I stayed at my previous school, I would not have stayed in education. I have never felt so happy and at ease with a job.
Jeraldo H., Student June 25, 2020 By wpengine My favorite subject is science because we learn about the human body and it helps me understand my body. I want to be a scientist or maybe work in the medical field like my dad. Can you talk a little bit about your favorite subject? My favorite subject is science because we learn about the human body and it helps me understand my body. I want to be a scientist or maybe work in the medical field like my dad. You won a basketball scholarship to go to a camp in Alabama. Can you talk about that? Jeraldo: I decided that I wanted to go to the basketball camp in Alabama after I spoke to my mom about wanting to play wheelchair basketball in college. I wrote an essay, submitted my report, received two letters of recommendation then submitted my scholarship request package to ABC Medical. I was already selected for camp but the scholarship covered the costs. Mary Schlesinger (learning coach): He plays for the Fairfax Falcons on their wheelchair basketball team. What do you like about Friendship online? What has the experience been like for you? Mary: It has been great. It’s very flexible. If students have an appointment with a doctor or need to travel, they won’t miss school. They can easily make up assignments on the go. We are a Marine Corps family so the program’s flexibility is great for us. I’m Jeraldo’s learning coach. I used to be a public school teacher when his mother was his age. Transitioning to Friendship Online was a little challenging in the beginning. A few things were different from when I taught, but we quickly got into the swing of things. There’s a lot of support from teachers and staff at Friendship. That made the transition much easier for us.
Coy McKinney, Urban Agriculture Teacher June 17, 2020 By wpengine I like that we’ve started this Academy of Urban Ecology, which is geared around urban agriculture. In my own opinion, part of the reasons that we’re having issues with climate change and climate justice is because we feel separated from the environment. We don’t really understand or appreciate our role within the environment. How did you arrive at your current role? I initially came to DC for law school in 2009, and while I was in law school, I had an environmental epiphany when I wondered where my food was coming from. I learned about environmental justice, and previously I hadn’t known what that was. While I was going to law school at UDC, I learned that they have a College of Agriculture, Urban Sustainability and Environmental Science. They also have a research farm in Beltsville, Maryland. And so, while I was in law school, I was also doing a work study with them, learning how to grow food. I started a UDC Garden Club, which was an effort to start gardening on the UDC campus. Then during my final year of law school, I wrote a paper on all the fundamental problems I saw with it, essentially, paving my path away from being a lawyer. I chose to instead do the urban agriculture thing. I implemented a grant at UDC to create a sensory garden with different trees, plants, with different textures and smells. After that grant, I worked with a nonprofit organization called City Blossoms. They’re all about connecting kids with gardening. And then after that I worked with Compost Cab for a bit, learning how to compost people’s food waste and turning it into soil. My mother had been very lenient with my decision to not become a lawyer, since I had paid for three years of law school. I wanted to show her I was making progress with this new path. I found a list of principals in DC and reached out to them all saying, “Hey, I’m interested in being a school garden coordinator.” At the time, they were just opening up the new Tech Prep building with a greenhouse and they needed someone to run it. It was perfect timing. How has your experience been since then, teaching Urban Agriculture at FPCS Tech Prep? I never thought I wanted to be or would be a teacher, but this is definitely the right place for me. Not only is my office technically the greenhouse, which is pretty awesome, but there’s also a lot of space at the school to grow, figuratively and literally. Once I got my bearings, I said, “It’d be pretty great to start a school farm.” Each year, I’m trying to add another piece to that puzzle to eventually get us a school farm, so that we are able to expand our offerings and be a food hub for the surrounding community. Can you talk about what students learn in your class? First, they learn about the food system, how it works, the issues surrounding it, food deserts, food justice, and then they get to grow their own vegetables and plants. They learn how to take care of plants, how to do it sustainably, organically, and how to mitigate any pest issues that come up. We have three worm bins in the greenhouse for composting. So, whenever we have food scraps, we use that. They see how a banana peel can turn into soil. Then, the other component that I think is important is cooking. Students will grow things in the greenhouse, then they’ll come up with recipes for those ingredients and we’ll have cooking demonstrations. We always try to go on at least 2 or 3 field trips per year so they can see how other community gardens or urban farms run, they then bring some new ideas back to Tech Prep. What have your students’ reactions to your class and lessons been? The cooking part gets everybody excited. Last year, two graduating seniors wrote a thesis about food justice and related obesity issues, exploring the food sold near the school. They’re perceptive and recognize what’s going on in their community. They see that there are multiple liquor stores and carry outs, but no real place to get fresh vegetables. Now, they have the vocabulary and a broader sense of what’s going on. That’s one thing that they definitely get out of it. Also, hopefully they’ll gain some cooking skills-one or two recipes that they can make. They’ll know the basics of taking care of plants, how to water them, and how to identify diseases and other issues. What kind of careers would they pursue if they were interested in continuing this kind of work professionally? They can pursue botany if they want to study the science around how plants grow. Culinary arts is another field they may pursue. We took a field trip to the USDA; if they want to work in policy, they can be involved with that. DC is a good place for urban farming; there’s a vibrant scene here. They can start their own community garden, get involved with other community farms, and continue to expand their knowledge. Can you talk more about food justice? Food justice is about everyone-regardless of race, sexual orientation, etc.-having access to healthy and affordable produce. In our class we talk about the existence of food deserts, where it is difficult for people to access healthy fresh food at affordable prices. Our school is located in a food desert and many of our kids live in this food desert. It is an issue they understand. One project we’ve worked on was when the students had to work in groups and each group was assigned a ward. Then they were tasked with conducting a demographic study on that ward-race, median income, etc. Then they’ll count the number of grocery stores in each ward. They’ll see that in their ward, there is a clear contrast to other parts of the city. When they compare at the median income, they get a better idea of why this is happening. We are not just growing food for the heck of it, but we want to eventually offer affordable and healthy food to more people. We offer our school garden market during the fall and spring. We started a CSA program with teachers and school staff. It’s a short-term CSA and teachers determine how much produce they want – five or ten pounds-then they pay us a fee to deliver it every week for the season. We’re trying to find a way to broaden our offerings; it’s one of our goals for upcoming years. Can you talk about the bees and chicken? We rented the chickens last fall but are trying to bring them back on a permanent basis. The bees, however, are here to stay. We have two beehives. The first year of beekeeping is all about the bees making their own honey for their winter food reserve. After the first year, we can start to collect the honey. We’ve applied for and obtained a grant for an outdoor classroom, which will be an incredible addition to the school campus and will also be another piece in the school farm project. It will come with a rain garden and cooking station to prepare and wash food. What do you like about Friendship Tech Prep? I like that we’ve started this Academy of Urban Ecology, which is geared around urban agriculture. In my own opinion, part of the reasons that we’re having issues with climate change and climate justice is because we feel separated from the environment. We don’t really understand or appreciate our role within the environment. Having an academy geared towards urban ecology will hopefully play a role in resolving this issue. The kids will go on camping trips, go hiking, and grow plants. This will hopefully draw their attention to and inspire a wonder for our environment. This is an important and good thing for the future.
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 .
Glendora Franklin, Instructional Specialist June 17, 2020 By wpengine I am a product of D.C. Public Schools and a first-generation college student. Throughout my college years, I always wanted to be a teacher. I entered Johnson C. Smith University with the intention to leave as a teacher. I wanted to save a child’s life. Can you talk about your experience at Friendship? I was at FPCS Collegiate for 12 years and I’m now entering my fourth year at Tech Prep. I’ve taught algebra 1, algebra 2, geometry, and pre-calculus. This is my second year as an instructional specialist. What do you like most about being in STEM? I like that I can teach our scholars about science, technology, engineering, and mathematics. I foster a deep appreciation for mathematics. I teach my students about the history of math that was previously unknown to them, and they get excited about it. The world is changing now and they see people that look like them in promising STEM careers. Our black girls see movies like Hidden Figures, in which they are represented in those careers. Friendship Tech Prep is a premier STEM school. Scholars participate in STEM every single day, in all of their classes-from physics to engineering, and everything else. Students attend NSBE (National Society of Black Engineers) conferences around the country, and they participate in our robotics team. They build electric cars, gliders, and model homes. We have students like Jerrel King, who won the DC Google Science fair with his instant laptop 2.0. Every single day, they’re doing amazing things in STEM. They’re zealously moving into the 21st century; they see the trajectory of this world and want to be a part of it. Can you talk about your journey to becoming a teacher and instructional specialist at Friendship? I am a product of D.C. Public Schools and a first-generation college student. Throughout my college years, I always wanted to be a teacher. I entered Johnson C. Smith University with the intention to leave as a teacher. I wanted to save a child’s life. If I could save one child, then my job would be done, right? Eighteen years later, I’m still saving lives via STEM education. I teach problem solving. I teach students that great things come from Southeast Washington, D.C. and, of course, Friendship Public Charter School. Are there any strategies offered to you that stand out as you transitioned from being a biology major to a Pre-K classroom teacher? Build solid relationships with students and parents. When I first started, the first thing my coach said was, “Get to know your students.” Yes, you have teaching standards to follow, but the way you teach and all of your activities will be based on how your students learn best. Their families will reinforce what you’re teaching at home. Recently, I pursued a certification with the Gurian Institute. They study the brain and learn how boys and girls develop differently. I learned different approaches to ensure I keep my boys engaged-more than I had in previous years. What are some ways to get boys to engage in learning? Movement is critical. I make it my mission to add movement to most of our activities. We’re getting up and doing some sort of moving activity every 10-15 minutes. Even when we’re reading books, I will sometimes ask them to mirror me when I stand up and sit back down as I’m reading. To the observer, it might look really weird. At the end of one story, my principal said, “They actually sat down, got up, sat down, got up, and sat down again. If you did some other type of movement, they copied that too. By the end of the story, everyone was focused, everyone understood, and everyone answered questions.” I also make sure I have books that interest both girls and boys. I make sure we have plenty of boy-friendly books about motorcycles, rocks, and other things typically based on their interests. I also lead many lessons about empathy and understanding feelings. Boys learn to recognize how they feel, as well as the people around them. What is the best way to inspire a passion for STEM in students? It is helpful for them to see black teachers who are passionate about math. Also, success is not always about being smart-it’s about perseverance. I teach students how to stick with difficult challenges and struggle through their problems. I offer differentiated instruction, engaging lessons, and real-world applicability. Students may enter with apathy toward math, but they all leave my classroom as mathematicians. What advice would you offer new teachers? There’s a quote I really like by John C. Maxwell: “Students don’t care how much you know until they know how much you care.” The first thing you need to do is develop a relationship with your students. Once you do that, they’ll pretty much do anything you tell them to. Also, some good advice for new teachers is to connect your content to the real world. The biggest question that our students have is: “Why are you teaching this to us?” They have to see the relevance of what you’re teaching. Anytime we are dissecting a math problem, I always bring it back to their lives and what they already know. I can talk all day long about parabolic equations, but it won’t sink in until I show how it’s related to the rollercoasters at Kings Dominion. If the lesson is not culturally relevant, there can be no student investment. Is there anything else you’d like to share? I’d like to share a Malcolm X quote that I’ve lived by during my 20 years in education: “Education is the passport to the future, for tomorrow belongs to those who prepare for it today.” I encourage all my students to be life-long learners. We’ve built a strong college-going culture at Tech Prep and across the Friendship network. So many of our graduates are first-generation college students, who didn’t initially believe they would ever make it to college. We help them believe in themselves and offer them the guidance they need. We teach them, “Hey, you can and WILL do this.” I’m still in contact with so many of my former students from over the years. I have even attended their college graduations. I’m proud to say that I’m still a part of their lives. We don’t drop students off and say “goodbye” when they graduate from Friendship. Their commencement is where it really begins, and our relationship deepens. Students reach out to me from college to let me know how they’re doing. Sometimes they say, “Hey Frankie, can you help me with this math problem?” Friendship spans beyond the four walls of our schools. We are not only teachers, but mentors, mothers, Uber drivers… everything students need us to be. I attend baby showers and birthday parties. We are a part of our students’ lives and they know they can count on us. That’s what makes the difference. Fun fact? Fact #1: I never miss a Monday to work out!!! To be honest, I hardly miss any day to lift weights. Fact #2: The harder my day is, the harder I take it out on the dance floor. There is always a song and dance in my head.
James Davis, P.E. Teacher & Alumnus June 17, 2020 By wpengine When you have a great school and a wonderful community, it makes your life a joy. Can you talk about your journey? My journey up to this point has been a pretty great one. When I graduated from college, I was trying to figure out my purpose in life; one that I believed to revolve around basketball. I was hoping to go to the NBA or overseas to play basketball. I even had great mentors like Mr. Robinson and Mr. Hense, who encouraged me to obtain an internship. It was then when I became a long-term substitute teacher at Tech Prep. I realized that I liked teaching and being a positive part of these kids lives. So, after substitute teaching for a year, I became a paraprofessional and was soon after offered a position to teach physical education here at FPCS Woodridge. Basketball is still a passion of mine, but I see a bigger purpose to teach kids here. I see the positive effect that I have on our scholars. When they see someone that is energetic, confident, positive and believes in them, they get hope. They want the same for themselves. I share my college experiences with them and they’re inspired. These kids teach me a lot about myself and what I can offer as a teacher. What do you like about Friendship? I graduated from Friendship in 2008. Coming to Friendship was one of the best decisions of my life. I had coaches, teachers, and mentors who all cared about my well being. They showed me not only how to get “to and through college” but through life. And now I have the opportunity to give back to the next generation. When you have a great school and a wonderful community, it makes your life a joy. I come to work with great people here. We help each other and work together as a team. It makes your day go by so smoothly. Kids are going to be kids, but we have a strong culture where we want to see each other and our scholars succeed. Before I came to Friendship, the only reason I went to school was to play basketball. They say, “Don’t put all your eggs in one basket,” but that’s exactly what I did. I saw being an NBA star as the only way out. I didn’t know I needed to get above a certain GPA or obtain a specific SAT score until I got to Friendship. I was offered guidance and clear steps to follow. They said, “If you want to go to college and play basketball, this is what you have to do…” It was all laid out. If I had stayed at my previous school, I would have never gotten everything done. Then, when I was going to Collegiate, I fell in love with academics; I had great teachers. In Ms. Tindle’s class, I fell in love with writing. When I got to college, it was easy for me to write papers. Before I arrived at Friendship, I hated math and got Bs and Cs, but with Ms. Crouch as my math teacher, I got As and Bs. Teachers showed concern and genuinely cared – that’s what made the difference for me. Are there any strategies you could recommend for new teachers? Take pride in your teaching. Find ways to be creative. Kids have short attention spans, and we always need to find ways to keep them engaged. Give scholars roles and let them start leading. Ask them, “What do you want to learn?” Be innovative. I love talking to parents and building relationships. Don’t hesitate to call their mom and dad on the first day. I call parents about the good things the kids did. I say, “Our young scholar did XYZ, I’m so proud to share this with you!” Other kids will hear about it and think, “Oh, I need one of THOSE phone calls.” If something difficult happens in my life, I still come here and give them my 100%. I never let them see me down. Know that it is going to be challenging. Be stern, be genuine, and let the kids know you really care. You may not know what their story is. When a scholar is having a bad day, I’m able to talk to them from a real place. I love these kids; they’re our future.
Brittney Lott, 10th Grade Geometry Teacher June 17, 2020 By wpengine You have to be able to teach to students’ potential; they don’t always show us the best side of themselves. You have to be the kind of teacher that shows it to them, that reminds them, ‘You can be successful. You can do this.’ Can you talk a bit about your journey to your current position? I’m originally from Georgia. I graduated from Georgia State University and I joined AmeriCorps, which is like the Peace Corps but in the United States. I worked at high school, and fell in love with the teaching profession after that. Then I moved to DC in 2013 and I got into a teaching program. I’ve been at Friendship since. I started as an 8th grade resident teacher at Tech Prep. Then I taught 6th grade. Now I teach 10th grade geometry at Tech Prep High School. I have seen many changes and a lot of growth here. You fall in love with the kids. You really do. Without the students, my passion runs low. I love teaching students something new and making them look at education in a different way. You have to teach them to love education and to love learning new things, even when they don’t see the direct benefits of it. This is why it is crucial to build a relationship with them, so you can inspire them to see the benefits of learning. I work to make learning relatable. There are many different ways mathematics can relate to them, but it’s also important to make them understand that the more they know, the further they’re going to go (I know that’s corny, but true). I try to assist them to see that they shouldn’t just be learning because they have to go to high school. They should be excited to learn because it is something they want to know to add value to themselves. That’s why it’s not at all helpful to tell students, “You have to do this because it is mandatory” without helping them see the benefit of learning it. When they come into class, I ask them to write down their dreams. I ask them, “What goals do you have for yourself? What do you want to do when you leave?” Then, when they tell me, “I don’t understand why I have to do this,” I always ask them to revisit their goals. I remind them that they need to have a high school diploma to become a police officer or a teacher—whatever they’re trying to become, they need to have a diploma to do it. Referring back to their goals helps my students. I also try to limit offering external rewards like candy. I want them to have intrinsic motivation. What do you like about teaching geometry? I feel like I was, in a way, given geometry. At first, I was not at all excited about teaching it. I was like, “Oh no, no, no, no…” You hear about all of the horror stories, you know, and I feel like this is the one subject teachers shy away from. I looked at it as a challenge and thought, “Okay, if nobody else wants to teach it, I know I’m going to be very valuable if I know how to teach it well.” So that was the challenge I set for myself. Then I fell in love with it because it is so relatable—it’s shapes, volume, it’s something that we actually use and it’s something you can see every single day. You don’t have to stretch so much. With algebra and pre-calculus you have to stretch really hard to make it relatable for them. Even if you used math to build a roller coaster, students still struggle to relate to such an abstract concept. But with geometry, I can actually show you the shapes I’m talking about. If a student comes to me at the beginning of the year with previously bad experiences in math, I tell them, “This is your time to shine. You may have struggled with algebra, but geometry is your opportunity to have a different experience in math.” Many students who previously struggled with math do very well in geometry and are surprised by it. It teaches them that math doesn’t just look one way. I love hearing, “Oh, my gosh, I got an ‘A’ in math! I never got an ‘A’ in math before.” They really start to build confidence and realize, “Wait, I am good at math.” When this happens, it’s a life-changing experience for me as well. It sounds like you really set them up for success at the beginning of the year. That’s wonderful. Are there any hands-on projects that particularly excite students? Yes, there are a few. Constructions are something we work on that they’ve never seen before. They design a portfolio of constructions, which really builds their confidence. They say, “Okay, cool. I can build a project and it turns out really nice.” They use color pencils and get really creative with it. They build a positive relationship with math—one where it’s about practice and getting better. Since I’ve been here for awhile, a lot of students know me. They have no problem with telling me, “I don’t understand” or “I’m not good at math.” I try to change the language at the beginning. I tell them, “Don’t say that or you really won’t be good at math.” During one class, a student who previously struggled with math was trying to hide his smile in class. He was so excited that he understood what we were doing, and he was the only one who understood at the time. He was able to come up to the board for the first time and teach the topic to the class. He then walked around helping the whole class. I’d never seen him that excited before. To this day, he will say, “Ms. Lott, remember that one day I understood the assignment and nobody else did?” And, I reply, “Of course I remember. When you sit down and really focus on something, you will understand it.” There are so many more stories like that. I could talk about student growth forever. Some come with certain feelings about math, and when they’re negative, we work to get past that in my class. Is there anything I haven’t asked you that you want to include in your spotlight? I want to reiterate that you have to be able to teach to students’ potential; they don’t always show us the best side of themselves. You have to be the kind of teacher that shows it to them, that reminds them, “You can be successful. You can do this.” You do this in a way that holds them accountable and builds them up to where they see themselves being successful in math. We recently had the second highest growth in geometry on PARCC, the second in the district, and that’s because of hard work of course, but also the belief that they could have success on PARCC. If other schools were doing it, we could as well. In DC, there’s been a stigma of, “on the other side of the Anacostia, they’re different…” I wanted our scholars to see for themselves and to show others that even though it’s not always about taking tests, they can be successful on a test as well. Students need to see themselves as capable, but also teachers need to see them in that light, too. Teachers need to know when it’s time to push them. We have some incredible students and they don’t always get portrayed in the best light. I always try to make sure they’re spotlighted in a major way when they’re doing well. They made history here and that’s what I wanted; now everybody is aiming to do that, which is really good. You have to be passionate about it. It’s hard work, but you have to build relationships and stay as positive as humanly possible. Recently, I had one of my roughest years personally. I thought I was awful at everything. I had just had a child and was a new mom. At the same time I was teaching a new subject. It was hard, but I pushed through it. I tell my scholars that story because they don’t always see teachers as real people. I remind them, “We all have personal things we’re going through, but you have to continue to push yourself to be the best you can and do well.”
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.
Melissa Isbell, Business Manager April 20, 2020 By wpengine I love what I do and who I do it for. If I’m having a busy and stressful day, I can go into a kindergarten classroom and the young students just light me up right away Can you talk about the journey to your current position? I’m the Business Service Manager here at Friendship Armstrong Academy and I’ve been with Friendship Public Charter School since 2004. I had one brief hiatus when I left for two years and went to another charter school but I came back. And when I did, I was greeted with open arms. I felt like I was coming home. I have filled so many different roles in this organization, from Office Assistant and In-School Suspension Coordinator to Office and Business manager. It’s been a wonderful journey and I’m excited to still be with the organization. What do you like most about what you do? I’m a “behind-the-scenes” kind of person. I like to make sure that the teachers have everything they need. It makes me happy when everything comes together smoothly, resulting in a meaningful program or aesthetically pleasing building. It sounds like you have to be very organized in your position. Do you have any strategies for anyone who wants to become more organized? It is crucial to keep an up-to-date schedule. As a Business Manager, I work closely with Human Resources, Finance, and Maintenance. All of my tasks are organized by day: I complete finance-related tasks on Monday, Wednesday, and Friday, and I do purchasing for the building, events, and field trips on Tuesdays and Thursdays. Being at a school, of course, things always come up, so I have to stay flexible. What do you like about Friendship? Friendship is family to me. When I didn’t have that at my other school, I missed it. People check in with you and ask you what you need. We work together. Even CEO Brantley knew when my mom had been sick and checked in with me. That makes you feel important and it is not just about the job. Business Managers across the network have monthly meetings where we check in with each other and others that we work closely with. If I don’t have something, Mr. Cotton might have it. We share different documents that are useful for each other. I never have to be scared that I don’t know how to do something because there’s always someone here to help me with the task. That sense of support feels good. Even Community Office staff help my day-to-day work. I appreciate people like Dee Sule, Morgan Sydnor, and Latrell Watson. Even in our leadership meetings at Armstrong, we have people who are really good with the planning, while others are good with scheduling—everyone brings their unique strengths to the table. When I go to recruitment fairs, I explain to candidates how Armstrong is a great place to work. We have a wonderful Reggio Center and a new robust Performing Arts program. Also, we are centrally located in the city. Students come from all over D.C., from Ward 1 to Ward 8. It’s a great community, and parents love coming into the classroom to talk with our teachers. We have an open-door policy, which really works here. I know you manage the Friendship Armstrong Facebook page, and you do a really awesome job at that, but I was wondering if you have any suggestions for any other school that wants to expand their online presence? I started managing Friendship’s Facebook page when I was at Friendship Southeast. Soon after the page was created, we had our first-ever earthquake here in D.C. The phones were down, but some people could still access their social media accounts, so teachers used it to send messages through social media. I started it because our parents, in this age of information, are always on social media. I try to post at least once a day – even on weekends. A lot of people think, “Wow, Ms. Isbell, you are always taking pictures,” but it is the teachers that take the pictures and share them each day. They share beautiful photos and videos from their phones, which I then post to our Armstrong pages; we’re on Facebook , Instagram and Twitter (follow us!). We tell teachers, “If you’re doing something great in your classroom, share it.” Our principal, Ms. Cowan, also walks around and takes a lot of photos of great instruction and activities. We seek multiple means of letting parents know what we’re doing in the building. If you send messages in bookbags, a week later, you’ll open the bag to see it still there. The day of paper is over. Parents like to stay in touch this way and they like sending private messages, especially during winter when there are school closings. They’ll ask, “Have you heard anything yet?” They know we’ll post updates as soon as we get the news. Is there anything that I haven’t asked that you want to be sure to include in your spotlight? I have had a lot of mentors along the way, including Ms. Brantley, Mr. Speight, Mrs. Bhegani, and Mr. Waller – all amazing people that I’ve worked very closely with. They give me support where I need it, and the support factor is really important for me. This is another reason I came back. I also enjoy the new support systems from Armstrong such as Principal Cowan, Mr. Harris, and Ms. Hayden. I work to be a support to other people, too. I want to be positive, supportive, and make this a great place to work. I am just working on my facial expressions. I love what I do and who I do it for. If I’m having a busy and stressful day, I can go into a kindergarten classroom and the young students just light me up right away. My office is filled with drawings from kids who drew me something saying, “Ms. Isbell, we thought of you!” I’m the Business Manager, so I’m not in front of them every day, but they make me feel like I’m a part of their education process. Most of my work is adult-based, but in a school it just brings me so much joy and pride to say, “Our kids are learning, and they’re learning because of something that I helped them get.” Is there a fun fact you would want to share that maybe your colleagues don’t know about you? I’m a classically-trained opera singer, and I’ve been singing opera since I was 10 years old. I’ve been to Paris, France, Lucerne, Switzerland, and Munich, Germany. I’m especially excited for Armstrong to now be offering such a robust performing arts program. Also, I am not as hard on staff as others might think but don’t tell anyone. What have you learned during this temporary transition to online learning? We all can learn new things and adapt. Our school community has come together in such a powerful way. Our parents love the interaction and the classroom work on Zoom and Google classrooms. I post on social media every day to share our new innovative ways to teach and connect. Even those of our teachers who aren’t as tech savvy have been learning with the support of colleagues and administrators. I believe we all have grown from this challenge.
John Kenniebrew, Vocal Music Teacher January 29, 2020 By wpengine Since I’m a music teacher, it will come as no surprise I would say this, but I really believe that music is much more than just an elective. This applies to all of the arts really, but especially to music. It is so central to everything that we do, whether we realize it or not. There is not a single person in the world who doesn’t like music. What do you like about teaching vocal music? Vocal music offers a million connections to other subjects. For example, having to learn about anatomy in order to perform certain vocal techniques is a science connection. Whether a student needs help singing with more volume or hitting their notes with more accuracy, knowing their body on a scientific level helps to lay out a roadmap. Through this connection, they learn how to employ the proper techniques at the proper time. A vocalist who can do this well is bound to be quite versatile, which leads to more performance opportunities. We also do a lot of music reading, writing, and learning about history and famous composers, which all connect intricately to other subjects – math, ELA, social studies, and more. How did you decide to become a music teacher? Well, I started off singing in church and eventually pursued it more formally. By the 10th grade, I was taking voice lessons and singing in several choirs. I soon decided to pursue music beyond high school. So I enrolled at Howard University. I primarily studied vocal jazz. Vocal arranging and writing for ensembles and choirs became a passion of mine. And, of course, I enjoyed performing as well, traveling all around the country and overseas. One of my favorites was a visit to the White House in 2013 to sing for the Obamas. That year, I returned to Howard to earn a master’s degree in music. As a graduate teaching assistant, I taught four or five courses at the undergrad level, and I really enjoyed giving voice lessons, teaching music theory, and preparing ensembles to perform. I saw what wonders music and academics could do and I was reminded of a time in my life when I had been a very bad student. I soon realized that my love of music had helped me to understand other subjects, which led to a great improvement academically. It was the only reason I was ever able to go to college and get good grades. So naturally, I discovered a love and respect for teaching music. I want to give someone else the opportunity to use music to better themselves, as I did. It’s fair to say that I was a bad student. I probably would have ended up in college somewhere, but I might have landed in a field for which I lacked passion. It’s no exaggeration to say that I may not have finished college. If I had not had that introduction to a mind-opening view of music in high school, it would have changed everything. I have no idea what else I’d be doing right now. You mentioned that you wanted to get into teaching because you wanted to ignite in students the same passion for music that you found. Do any examples come to mind from over the years? One student, who is now in high school, first came to me as a sixth grader. She is the “poster child” for what hard work can accomplish–especially in music. While other students may have entered my class with more of a natural talent, she came in with an outstanding work ethic and a passion that was rare. By the time she graduated from eighth grade, she had learned how to do things with her voice that others had not. She had learned to listen to her own voice and how to respond to vocal instruction. This took her performance to a much higher level. When I think about students like that, I realize how important it is for them to have these kinds of experiences. Now I’m fully confident that whether she goes into music full time or not, she is going to be that much better of a student and that much better of a person because she learned how to do something simple; to sing a song, and sing it well. That takes a lot. Yeah, a lot of confidence I imagine. Confidence, yes, but also a lot of higher-order thinking skills; knowing how to receive a critique, and how to deconstruct the performance. To apply the critique to one’s performance—to reinforce vocal techniques that are working and to adjust those that aren’t. Is there something that I haven’t asked that you want to include in your spotlight? Since I’m a music teacher, it will come as no surprise I would say this, but I really believe that music is much more than just an elective. This applies to all of the arts really, but especially to music. It is so central to everything that we do, whether we realize it or not. There is not a single person in the world who doesn’t like music. If you ask a hundred people, each will all have at least one genre of music they like. Music is all around us. And it’s not just for pleasure. Music has powerful functions. Who knows how long it would have taken me to memorize the 26 letters of the alphabet if they had not been taught to me in song? And Albert Einstein said that his theory of special relativity dawned on him while he had been pondering a beautiful orchestral arrangement. He was a musician, and a very good one at that. Modern theoretical physics wouldn’t be what it is today if he had not been one. A deep understanding of music enabled him to think about things from a different angle. I love to see support and honor given to the arts, especially music, because it does so much for us. It’s not an “extra.” It’s something we could never do without. What are your thoughts about the Friendship Arts program? I’m so proud of Friendship for expanding its arts offerings! Before it was closed down, City Arts + Prep PCS was the only arts school in DC serving kids in grades Pre-K through 8th. The fact that Friendship has transplanted the entire arts team and many of the students is a testament to the vision of our leaders, which is just spot on. They can see something is working, they can see something is effective, they can see something that is changing lives, and they can see how good it is for Friendship to offer these opportunities and fill a void that was left by the closing of City Arts. The response has been great. Our kids and families that are so excited about the arts hub at Friendship Armstrong. Is there a fun fact you would like to share? One fun fact is that I performed as a contestant on a TV show, NBC’s “The Sing Off”, which was a competition-style show for singing groups back in 2011. That was a really fun experience and it is so surreal to be able to say I’ve performed on TV in front of millions of people. It was life-changing, to say the least. Another fun fact is that I studied French for four years in middle/high school and then later and college. I feel almost as strongly about language as I feel about music; it opened up a lot of doors for me. My grasp of the English language grew immensely because I learned concepts in French which carried over to my mother tongue. It also aided my music studies; when you study classical music, you inevitably begin to learn music in other languages like French, Italian, Latin, etc.
