Delegation of the best principals in Brazil visit Inspired Teaching

November 17, 2016

(Photos: Mara Duquette/ Center for Inspired Teaching)

On Monday, November 14, Center for Inspired Teaching brought a delegation of elementary and secondary school principals from Brazil to the Inspired Teaching Demonstration School, so they could learn about our shared mission and work to build a better school experience. Each had been recognized as the most outstanding principal in his or her state. They were joined by a representative from the National Council of State Secretaries of Education (CONSED).

The US Embassy in Brasilia sponsored the principals’ tour, beginning with a variety of policy meetings in Washington, DC, before going across the country on school visits. The Inspired Teaching Demonstration School was their first stop.

In her introduction, Inspired Teaching’s Sammy Magnuson invited the principals to use this visit to frame their questions at the meetings to follow, at the US Department of Education and elsewhere. “Consider this when looking at any policy,” she suggested. “First, how does this help students to build the skills and dispositions that will allow them to thrive in and contribute to the world of the 21^st century? Second, how does this invest in teachers as the levers for change?”

The principals explored the classrooms, frequently pausing to take photos of the vibrant student work on the walls. They asked questions of Inspired Teaching staff and Head of School Deborah Dantzler Williams, about the school’s philosophy, structure, evaluation and assessment procedures, policies, staffing, training, and more.

At the end of the tour, the visitors applauded the Head of School, recognizing, as school leaders themselves, the tremendous work it takes to manage a strong school environment. One simply commented, “As a teacher, I would like to work here!” Another celebrated the “harmony at the school, the tranquility, how the children went by in a natural way.”

Several principals commented on the strength of the teachers, and recognized that their training – especially the Inspired Teacher Certification Program for new teachers – uniquely prepared them to manage a differentiated classroom environment. One said, “What most impressed me was that the children were doing many different activities at a time, with a variety of materials, and it did not necessarily accompany what the teacher was doing. The students had a lot of autonomy. The capacity of the teacher to keep all of that under control and to observe at the same time is amazing.”

The tour’s coordinator, Meg Poole of the Meridian International Center, remarked that it was important to begin the principals’ visit to the United States with a window into innovation, which would spark their curiosity and questions at upcoming meetings. She was excited to see the principals’ energy and enthusiasm at the school.

At the end of the visit, a principal offered a final wondering: “I have read in Brazil how to teach children how to think, not what to think, and now I see it here. I would like to know whether this can happen in Brazil, too.”

Micaiah Anderson

Community Outreach Specialist

As a Community Outreach Specialist, Micaiah is responsible for program promotion and outreach support for Inspired Teaching events and workshops. Micaiah has a passion for collaborating with community members to build-power and connect. She is an educator with a heart for youth and has experience supporting students fight injustices within their schools and communities. She has a BA in Political Science from, the real HU, Hampton University & anticipates graduating in May 2024 with a Masters of Arts degree in Educational Policy Transformation from Georgetown University.

AUTONOMY

"I want to have a say in what happens to me."

Autonomy is the need for independence; the ability to make choices, to create, to explore, and to express oneself freely; to have sufficient space, to move around, and to feel unrestricted with opportunities to exercise free will.

Brady Maiden

Outreach Coordinator

As the Outreach Coordinator, Brady helps maintain Inspired Teaching’s social media presence and supports the organization’s mission to connect with DC community leaders, educators, and parents. Brady has her Master’s in Public Policy from George Mason University and her BS in Political Science from Northern Arizona University. She is passionate about community, equity, and coalition building recognizing that learning and growing with the community at large is how we continue to be impactful.

What brings you joy in life?

I find joy in spending time with my friends and family and meeting new people. I like going to concerts and festivals, and finding new books to read.

The Learner’s Cycle, Wonder-Experiment-Learn, and the Teacher’s Cycle, Observe-Plan-Instigate, comprise Inspired Teaching’s approach to engaging students in inquiry-based learning.

When they are engaged in the Wonder-Experiment-Learn Cycle, students are immersed in learning. They take the lead in designing authentic learning experiences around their own interests and their school’s standards of learning. Each discovery leads to a new question which in turn leads to more wondering and more learning. In the Wonder-Experiment-Learn Cycle, Learn is not a destination or an endpoint; it is a deeper understanding, leading to a deeper wondering and new possibilities that create new entry points to further exploration. The cycle continues because what students have learned generates more wonderings that require more experiments that foster more learning – and on and on.

The Observe-Plan-Instigate Cycle is the work of an Inspired Teacher. While a student is expected to follow the Wonder-Experiment-Learn Cycle, the teacher joins them on the learning journey while following their own cycle of Observe-Plan-Instigate. This cycle ultimately serves to ensure an inquiry-based atmosphere is at play in the classroom.

Jaqueta Abbey

Teaching and Learning Specialist

Jaqueta is the Teaching and Learning Specialist for Inspired Teaching. In addition to her current role with Inspired Teaching, Jaqueta is a first-grade teaching assistant. Her background features a variety of traditional and non-traditional experiences in the field of education, including working as an adjunct professor, teaching summer reading programs to children and adults, and tutoring children in the foster care system. Jaqueta earned a B.A. in Communication Studies from the University of North Carolina at Chapel Hill, and an M.A. in Interactive Media from Elon University.

What brings you joy in life?

Creative self-expression! In addition to my passion for storytelling, I love dancing of all kinds. I've studied belly dance, bachata, and Brazilian Zouk among other styles. I also enjoy glass fusing, crocheting, photography, and cross stitching. These art forms allow me to express myself and build connections with other people at the same time. I think life would be a lot less vibrant without artists and storytellers!

Michelle Welk

Communication & Marketing Specialist

As Communications and Marketing Specialist, Michelle is responsible for finding and creating new ways to highlight Inspired Teaching and promote its programs in order to expand and deepen the organization's impact. Michelle has worked in communications in an array of settings, from creative agencies to state politics to national nonprofits. She has a BA in Journalism from Temple University in Philadelphia and is passionate about education, access, and equity.

What brings you joy in life?

My son, the beach, making a persuasive argument and good food!

Max Peterson

Real World History Assistant Teacher

Max received his Bachelor’s degree in History and African American Studies from Boston University in May 2016. He has worked in museum curation at the Museum of the White Mountains in New Hampshire and the Smithsonian National Museum of American History. Max has worked with young people of varying ages from young children to young adults transitioning to college.

Feedback and Accountability

We grow through feedback and an understanding that the quality of our work is a reflection of what we are learning, but the shift to remote learning this spring disrupted a lot of the tools teachers were used to using to evaluate student growth. How might we do things differently this fall? Participants in this workshop will explore ways to bring meaningful assessment into the virtual and/or socially-distanced classroom and approaches to student feedback that strengthen motivation, and build relationships and achievement.