The school experience should build intrinsic motivation, not extrinsic motivation

Schools that place too much emphasis on control, rewards, and competition can hinder self-motivation. Instead of motivating students by external rewards or teacher demands, classrooms that cultivate curiosity and students’ love of learning deepen student growth. The desire to learn is a powerful innate drive that should be respected in all learners; tapping learners’ intrinsic motivation pushes them to work harder and learn more.

Students’ work must reflect students’ lives

Student creativity, collaboration, and engagement increase when learning situations include real-life scenarios and they set their own learning agenda. Directly relating learning to students’ lives ensures that students recognize the importance of their work instead of needing an educator to tell them why what they learn is important. In this type of classroom environment, educators can provide opportunities for multiple forms of evidence of student learning so that test scores are not the only source of data.

Play is essential to the learning experience

Play enhances learning and it important during both recess and academic instruction. Excelling educators bring play-based learning into classrooms at every grade level and utilize teacher evaluation tools that value physical (and social-emotional) engagement as much as intellectual engagement.

Classroom and School environments should support mutual respect

Social-emotional skills are an integral part of curriculum and must be taught explicitly. A thriving classroom community requires the teacher to know each students, and the students to know each other. These positive relationships help students feel supported by teachers, administrators and peers.

Teachers should be trained the way we want them to teach kids

When teachers themselves are intrinsically motivated and engaged in the teaching process, it is far more likely that they will teach in a way that nurtures intrinsic motivation within students, thereby eliminating the need for harsh, teacher-determined disciplinary procedures and fully teacher-directed and teacher-centered learning.

Effectively Engage Your Audience

In order to inspire and captivate an audience, effective facilitation is required. Participants will learn and practice the methods that skilled facilitators employ to engage all kinds of audiences. Activities will center around the importance of flexibility while facilitating, presenting with con dence, and leading reflective discussions.
Outcomes:

• Facilitate and plan engaging meetings with improved presenter skills
• Captivate diverse audiences with a portfolio of activities
• Design effective internal and external trainings, meetings, & presentations
• Increase capacity to captivate, convince, advocate, & sell

Creativity & Flexible Thinking Through Improv

In order to effectively work as a team, employees must take a “Yes, and” approach to brainstorming and collaboration. This not only enhances the ow of discussion, but also fosters a workplace environment that welcomes new and innovative ideas. Participants will practice the art of improvisation, first theoretically, and then in relevant work situations. Participants will come away with an understanding of the need for improvisation in the workplace, and with new skills to both boost their individual and team performance.
Outcomes:

• Generate new ideas and build on ideas of others
• Strengthen improvisational skills
• Develop a more flexible mindset and adapt to a variety goals
• Increase effectiveness through creative problem solving

Motivate Employees with Meaningful Feedback

Information that employees get from managers can be as minimal as “good job!” and as complex as a ve-page evaluation. It can also take the form of rewards or punishments. This session focuses on the ways that managers communicate with employees, namely through feedback and motivational strategies, and teaches how to use feedback effectively to advance employee learning and performance.
Outcomes:

• Develop effective methods for giving & receiving feedback
• Improve communication & teamwork
• Increase overall job performance aligned with company goals
• Strengthen morale, workplace engagement, & intrinsic motivation

Creating Environments Where Employees Thrive

Successful companies harness employees’ creativity and divergent thinking to drive innovation and growth in a rapidly changing world. These companies employ systems and policies that foster the learning of new skills, challenge entrenched routines, and push staff members to develop open mindsets. This workshop can be tailored to directors/managers, or all employees.
Managers will experience what an engagement- based work environment feels like, through activities that inspire them as learners and professionals. They will learn approaches to creating engagement-based spaces for employees. Participants will come away with a concrete vision of their their own engagement-based workplace and methods they can employ to cultivate this in their offices
Outcomes:

• Unlock the benefits of an engagement-based work environment
• Implement engagement-based management techniques
• Activate 21st century skills in employees
• Foster a more energized & invested staff
• Increase creativity & innovation in problem solving, new product development, etc.

Employees will engage in activities that shift mindsets and improve 21st century skills including critical thinking, creativity, and systems thinking. Participants will learn how to directly apply these skills to speci c roles and situations.
Outcomes:

• Tap into the benefits of 21st century skills in the workplace
• Enhance morale, workplace engagement, & intrinsic motivation
• Develop methods for promoting innovation & effective problem solving
• Strengthen analysis of complex tasks & situation

Build Trust & Teamwork for a High-Performing Workplace

Positive workplace culture leads to effective collaboration and achieving shared goals. Participants will explore ways they can foster and sustain positive office culture and relationships through self re ection, understanding personal needs, relationship building with colleagues, improvisational activities, and role playing conversations.
Outcomes:

• Strengthen ability to collaborate with colleagues
• Enhance of ce morale & employee job satisfaction that yield increased retention
• Build and maintain positive workplace relationships with a repertoire of techniques

Authentic Assessment

Creating meaningful, significant measures of student learning

Time & Location

August 14, 2018
Inspired Teaching Demonstration PCS, 200 Douglas St NE, Washington, DC 20002, USA

About The Event

Authentic assessment means assessing students in a way that is meaningful, significant, and requires students to apply learning and research in a variety of ways. In this 1-day workshop, educators will investigate various forms of authentic assessment, and how authentic assessment can be applied in their individual grades and content areas. They will also experience authentic assessment from a student perspective to establish a firm point of reference in contrast to traditional assessments of learning.
Appropriate for: all educators at all grade levels

The Art of Classroom Discussion

How to facilitate so students contribute content and own the conversation

Time & Location

August 13, 2018
Inspired Teaching Demonstration PCS, 200 Douglas St NE, Washington, DC 20002, USA

About The Event

Student-centered classrooms depend heavily on discussions that are designed and often facilitated by teachers. Too often, these discussions become a series of back-and forth exchanges between the teacher and individual students. In this workshop, we'll explore a variety of ways to infuse discussion into classrooms so that students contribute more content and own the discussion itself.
Appropriate for: all educators at all grade levels

Using Improv in the Classroom

Improv games and activities that engage students and drive their learning

Time & Location

Two sessions: July 26 & August 9, 2018
Inspired Teaching Demonstration PCS, 200 Douglas St NE, Washington, DC 20002, USA

About The Event

Success in school and in the workplace requires quick thinking, constant adaptation, creativity, and a willingness to accept and build on novel - and at times, bizarre - ideas. All of these skills are at the heart of the improvisational artist's repertoire. In this 1-day workshop, we'll play and learn improvisational games and activites that educators can bring directly into their classrooms and organizations.
Appropriate for: all educators at all grade levels

Teaching STEM in the Secondary School Classroom

Planning & leading engaging, hands-on STEM instruction in middle & high school classrooms

Time & Location

August 7-8, 2018
Inspired Teaching Demonstration PCS, 200 Douglas St NE, Washington, DC 20002, USA

About The Event

This 3-day course is built to support middle and high school teachers who want to grow and enhance STEM instruction in their classrooms. We will take a closer look at the Next Generation Science Standards, and use them to build engaging, student-centered, hands-on STEM lessons that promote critical thinking and content-knowledge development. We will also practice skills that are essential for facilitating these kinds of lessons in a productive and safe way.
Appropriate for: STEM Teachers and other STEM educators who work with students in grades 6-12

Owning Identity & Practicing Equity

Exploring personal identities and growing equitable classroom practices

Time & Location

July 31-August 2, 2018
Inspired Teaching Demonstration PCS, 200 Douglas St NE, Washington, DC 20002, USA

About The Event

Participants will explore and acknowledge personal, perceived and ascribed identities, their intersections and how these identities shape the ways in which we live our lives, both as individuals and as practicing educators. As a group, we will explore various meanings and stances around equity to grapple with both the ambiguity around the word “equity” itself and its implementation in schools. Participants will collaborate with each other and facilitators to plan for and grow equitable classroom practices through sharing, exploring, creating, and modeling new strategies.
Appropriate for: all educators at all grade levels

Inspired Leaders: Supporting Teachers in Engagement-Based Instruction

Engagement-based teaching and learning focused on supporting others

Time & Location

July 24-25, 2018
Inspired Teaching Demonstration PCS, 200 Douglas St NE, Washington, DC 20002, USA

About The Event

This two-day course is designed to provide a background in engagement-based teaching and learning that will allow leaders to effectively support their teachers. Specific topics include how to lead engaging professional development, what to look for during walkthroughs and observations, promoting positive teacher mindsets, and how to provide effective feedback to teachers. Participants will practice providing feedback, design professional development, and engage in improvisational theater-based activities to enhance their decision making skills.
Appropriate for: School leaders (principals, assistant/vice principals, instructional coaches, central office staff) and other staff who support teachers.

Teaching STEM in the Elementary School Classroom

Planning & leading engaging, hands-on science in PreK-5th grade

Time & Location

July 17-19, 2018
Inspired Teaching Demonstration PCS, 200 Douglas St NE, Washington, DC 20002, USA

About The Event

This 3-day course is built to support elementary school teachers who want to grow and enhance STEM instruction in their classrooms. We will take a closer look at the Next Generation Science Standards, and use them to build engaging, student-centered, hands-on STEM lessons that promote critical thinking and content-knowledge development. We will also practice skills that are essential for facilitating these kinds of lessons in a productive and safe way.
Appropriate for: STEM Teachers and other STEM educators who work with students in grades PreK - 5th grade

The Relationship-Based Classroom

The philosophy and practice of using teacher-student relationships to run effective, efficient classrooms

Time & Location

June 25-28, 2018
Inspired Teaching Demonstration PCS, 200 Douglas St NE, Washington, DC 20002, USA

About The Event

This four-day course leads participants through the philosophy and practice of using teacher-student relationships to run effective, efficient classrooms. Topics include restorative justice, engaging children’s cooperation, redefining discipline, and providing feedback that promotes motivation and learning. Participants will explore student needs, learn to apply relationship-based techniques, engage in role-playing, and reflect on current practices.
Participants in this course should be familiar with student-centered instructional strategies.

Becoming an Instigator of Thought: The Essentials of Engagement-Based Teaching & Learning

Leading engaging, student-centered, inquiry-based instruction

Time & Location

2 sessions: June 18-21 & July 9-12, 2018
Inspired Teaching Demonstration PCS, 200 Douglas St NE, Washington, DC 20002, USA

About The Event

This four-day introductory course focuses on the essential elements of leading engaging, student-centered, inquiry-based instruction, from writing lesson plans to implementing powerful questioning techniques. Threaded throughout the course are methods for building positive classroom culture that supports intrinsic student motivation. Participants will engage in a variety of activities, including improvisational theater exercises, lesson analysis, and reflection on current practice.
Appropriate for: all educators at all grade levels

Individuals

Individual giving highlights the grassroots support of the work we do for the Washington, DC community. To contribute to our mission, click here to donate.

Institutional & Community Partners

Organizations and community stakeholders partner with us in a variety of ways to advance and amplify our goal of promoting engagement-based education. We partner with a diverse group of individuals and organizations, including Teaching for Change, Ashoka, City Year, and the Astra Center for Innovative Education.

Foundations & Corporations

Our foundation and corporate partners provide the critical resources we need to do our work. If you’re an organization interested in ensuring equitable access to engagement-based teaching for every student, contact Martha Tesfaye, our Director of Development & Strategic Partnerships, at martha@inspiredteaching.org.

Inspired Teaching Demonstration School

The Inspired Teaching Demonstration Public Charter School puts Inspired Teaching’s instructional model into action in every classroom. The school, a professional learning community of master teachers and teacher residents, ensures that a diverse group of students achieve their potential as accomplished learners, thoughtful citizens, and imaginative and inquisitive problem solvers through a demanding, inquiry-based curriculum. The standards-based curriculum and student goals are centered
 on the 4 I’s: Intellect, Inquiry, Imagination, and Integrity.
The school is a primary partner site for the Inspired Teaching Residency, welcoming many Inspired Teaching Fellows each year for their Residency Year. Learn more about the Inspired Teaching Demonstration School.

Schools that place too much emphasis on control, rewards, and competition can hinder self-motivation. Instead of motivating students by external rewards or teacher demands, classrooms that cultivate curiosity and students’ love of learning deepen student growth. The desire to learn is a powerful innate drive that should be respected in all learners; tapping learners’ intrinsic motivation pushes them to work harder and learn more.

Student creativity, collaboration, and engagement increase when learning situations include real-life scenarios and they set their own learning agenda. Directly relating learning to students’ lives ensures that students recognize the importance of their work instead of needing an educator to tell them why what they learn is important. In this type of classroom environment, educators can provide opportunities for multiple forms of evidence of student learning so that test scores are not the only source of data.

Play enhances learning and it important during both recess and academic instruction. Excelling educators bring play-based learning into classrooms at every grade level and utilize teacher evaluation tools that value physical (and social-emotional) engagement as much as intellectual engagement.

Social-emotional skills are an integral part of curriculum and must be taught explicitly. A thriving classroom community requires the teacher to know each students, and the students to know each other. These positive relationships help students feel supported by teachers, administrators and peers.

When teachers themselves are intrinsically motivated and engaged in the teaching process, it is far more likely that they will teach in a way that nurtures intrinsic motivation within students, thereby eliminating the need for harsh, teacher-determined disciplinary procedures and fully teacher-directed and teacher-centered learning.

Individuals

Individual giving highlights the grassroots support of the work we do for the Washington, DC community. To contribute to our mission, click here to donate.

Institutional & Community Partners

Organizations and community stakeholders partner with us in a variety of ways to advance and amplify our goal of promoting engagement-based education. We partner with a diverse group of individuals and organizations, including Teaching for Change, Ashoka, City Year, and the Astra Center for Innovative Education.

Foundations & Corporations

Our foundation and corporate partners provide the critical resources we need to do our work. If you’re an organization interested in ensuring equitable access to engagement-based teaching for every student, contact Martha Tesfaye, our Director of Development & Strategic Partnerships, at martha@inspiredteaching.org.

Inspired Teaching Demonstration School

The Inspired Teaching Demonstration Public Charter School puts Inspired Teaching’s instructional model into action in every classroom. The school, a professional learning community of master teachers and teacher residents, ensures that a diverse group of students achieve their potential as accomplished learners, thoughtful citizens, and imaginative and inquisitive problem solvers through a demanding, inquiry-based curriculum. The standards-based curriculum and student goals are centered
 on the 4 I’s: Intellect, Inquiry, Imagination, and Integrity.

The school is a primary partner site for the Inspired Teaching Residency, welcoming many Inspired Teaching Fellows each year for their Residency Year. Learn more about the Inspired Teaching Demonstration School.

Network of Changemakers

Inspired Teaching alumni work as educational changemakers influencing the landscape of public education. Throughout the year, Inspired Teaching alumni have opportunities to attend special events, participate in free workshops, access valuable resources, and connect with one another through networking opportunities. Inspired Teachers open their doors to the public to showcase and advocate for engagement-based education.

Alumni Teaching Commitment

Becoming an Inspired Teaching Fellow represents a long-term commitment to the field of education and to Center for Inspired Teaching. Inspired Teaching Fellows make a minimum teaching commitment of two years beyond program completion.

Inspired Teaching will make periodic visits to Fellows’ classroom for program evaluation purposes to assess the success of alumni as Inspired Teachers. Inspired Teaching’s research and program evaluation team conducts regular surveys of alumni, allowing for observation of longitudinal trends.

Fellowship Year

As teachers of record, Fellows are supported by intensive mentoring as they create classrooms grounded in instructional best practices and foster strong relationships with students. Fellows embody the Inspired Teaching Instructional Approach and tap into each child’s innate desire to learn. Fellows continue taking coursework at Trinity Washington University and complete all requirements for their Masters of Arts in Teaching by the end of the school year. Fellows receive increased mentoring to smooth the transition to being the teacher of record.

Summer Teaching Practicum

Fellows co-teach summer school classes that result in student-centered, data-driven classrooms. Fellows plan and implement student learning experiences that consist of standards-based, interdisciplinary, thematic projects that build on students’ interests. This culminates in a student exhibition where learners present and explain their work to the community, including parents, teachers, students and invited guests. Inspired Teaching staff provide intensive support during the summer teaching practicum.

Residency Year

Under the guidance and support of an experienced lead teacher who models exceptional instructional approaches, Fellows immerse themselves in the day-to-day realities of the classroom for a full year. Lead teachers gradually release all classroom responsibilities to the Fellow over the course of the year, facilitating growth in all aspects of the profession. In the spring semester, Fellows begin taking coursework at Trinity Washington University in the evenings, helping to make connections between education theory and the classroom practice being observed in their residency year. Residency year partner sites are innovative urban schools that are dedicated to supporting new teachers, and showcasing best teaching practices.

AmeriCorps

As Inspired Teaching Fellows, and AmeriCorps members, Fellows are called to apply their skills and ideals toward helping others and meeting critical needs of the community. Fellows join a national network of like minded individuals working to serve their country. AmeriCorps engages over 80,000 individuals each year, including 1,400 members in the District of Columbia.

Fellows who complete 1700 hours of service are eligible for a Segal AmeriCorps Educational Award of $5,920 which can only be used for repayment of student loans, for future costs at institutions of higher education, or for educational training.

Being an AmeriCorps member is a benefit of being an Inspired Teaching Fellow, but it is not required. Fellows who have received two AmeriCorps awards previously, or have started but not successfully completed an AmeriCorps program, are not eligible. Potential enrollment in AmeriCorps will not affect the application process.

AmeriCorps funding is granted on an annual basis and notifications are made in the summer. Inspired Teaching fully expects its renewal application to be successful, but Inspired Teaching Fellows’ status as AmeriCorps Members is contingent on grant renewal, and cannot be guaranteed.

Amanda Sadie

Manger, Teaching & Learning

Amanda works primarily with the Inspired Teaching Residency. She provides classroom-based support to Inspired Teaching Fellows and collaborates with lead teachers and mentors to ensure successful program completion. Her teaching experience includes work with public schools in DC and Maryland and at an international school in South Africa. She lived in Nicaragua on several occasions collaborating with local organizations to develop community-based programs focused on caring for and educating vulnerable children. Amanda holds a Masters of Social Work from University of Maryland at Baltimore and a BS in Early Childhood Education from University of Maryland College Park.

Robyn Sperling

Director, Research and Evaluation

Robyn began working in education as a program instructor at a civic education organization in Washington, DC and then spent five years teaching high school social studies in New York City. Most recently, she worked as a researcher at the Institute for Education and Social Policy while earning her PhD in Educational Administration, Leadership, and Policy at NYU. Robyn’s dissertation research focuses on charter school founders in New York City. She also holds a bachelor’s degree from Ohio University and a master’s degree from the Harvard Graduate School of Education.

Martha Tesfaye

Director, Development & Strategic Partnerships

Martha cultivates champions for Inspired Teaching’s mission while overseeing development and new site expansions. Martha previously served as the Director of Corporate and Foundation Relations at Teach For America, where she helped lead the DC regional development team’s fundraising goals and managed a $3M+ portfolio of corporate, foundation, and public dollars. She has also served as a Development Consultant at The Washington Center and as a Director of Development & External Affairs at Charter Board Partners. Martha holds a law degree from Howard University School of Law and a Bachelor of Arts from Columbia University.

Abigail Wacker

Manager, Research & Strategic Initiatives

Abigail conducts research in support of Inspired Teaching’s Programs, and collaborates with Inspired Teaching’s founder and president in her outreach and relationship-building work. Her research experience prior to joining Center for Inspired Teaching includes conducting market and donor research for a consulting firm serving DC-area nonprofits, and spending three months in Delhi and Patna, India, with the Aga Khan Foundation, conducting research on teacher-principal relationships in Aga Khan Foundation-supported government schools. Her teaching experience includes several years teaching English to children and young adults in New Delhi, India, and in New Jersey, USA. She earned her BA in English with a minor in Theater from Haverford College, and her MSEd in International Educational Development from the University of Pennsylvania Graduate School of Education.

Caitlin Wolf

Development Manager

Caitlin manages the day-to-day operations of development at Inspired Teaching. Before joining Inspired Teaching, she was in Botswana, where she served in the Peace Corps teaching literacy and life skills related to HIV/AIDS education and also managed the country’s first Montessori school. Originally from Maine, she has a BA in European history from the University of Vermont and an MA in religious history from Boston College.

David Yarmchuk

Director, Teaching & Learning

Dave is the director of Inspired Teaching’s programs for in-service teachers, including the Inspired Teaching Institute, a program designed to transform teachers from information providers to Instigators of Thought. He also leads Inspired Teaching’s science content professional development workshops. Dave’s 14+ years in education include six years as a classroom science teacher in Baltimore, two as an outdoor educator, and six as a curriculum specialist and teacher coach. He has worked in charter schools and traditional public schools, with students in grades K-12. The focus of his work has been with low-income students and students of color in Baltimore, Washington DC, and Prince George’s County, MD. He earned his Bachelor of Science degree in Biological Sciences from Rutgers University and his Masters in Education from the University of Maryland.

Mara Duquette

Senior Manager, Strategic Engagement

Mara is responsible for creating a community of Inspired Teachers through her work with Inspired Teaching programs, alumni engagement, brand management, and event coordination. In her previous positions at Inspired Teaching, Mara oversaw the Inspired Teaching Residency, leading the recruitment & selection efforts, managing external partnerships, and ensuring government compliance. Mara continues to facilitate Summer Institutes, workshops, and seminars for all of Inspired Teaching’s programs. She previously worked for Peace First Boston, coordinating college volunteers and teaching conflict resolution classes to early childhood, elementary and middle school students. She has also volunteered as a dental assistant and Spanish translator in rural El Salvador. Mara earned her Bachelor’s Degree from Emerson College in Political Communication: Leadership, Politics, and Social Advocacy.

Becky Zeisel

Manager, Teaching & Learning

Becky works primarily with in-service teachers, as well as manages the Instigator of Thought Challenge. Becky entered teaching through the New York City Teaching Fellows and taught numerous science courses at a large public high school in the Bronx, NY. She then taught and led the science department at a small public school in the south Bronx. While in the classroom, Becky also worked with the NYC Teaching Fellows program, training and coaching new teachers. Most recently, She worked as the Associate Director of Science with a charter school network, writing curriculum and developing teachers and leaders. Becky has a BA in Animal Science and Zoology from Washington University in St Louis and a MS in Education from Lehman College.

Bill Andresen

Associate Vice President for Federal Relations, University of Pennsylvania

Since July 2006, Bill has served as Associate Vice President for Federal Relations for the University of Pennsylvania. Prior to joining Penn, he was Senior Vice President at Dutko Worldwide where he worked with a variety of organizations including many non-profits corporate clients. Before that, he was Vice President for Federal Affairs to the Democratic Leadership Council, where he served as a liaison to Democratic Members of Congress. Bill also served as Chief of Staff to Connecticut Senator Joe Lieberman, and during his time as Chief of Staff, he was repeatedly named one of the 50 most influential Congressional Staffers by Roll Call, a Capitol Hill newspaper.
Bill is married with three kids. He has a Bachelor’s degree in International Relations from the University of Southern California. He is Vice-Chairman of the Board of Directors for the Center for Excellence in Education and is a Senior Advisor to Third Way.

Tess Gann

Communications Associate

Tess works closely with staff across the organization to ensure the faithful, organization-wide implementation of the communications plan to promote Inspired Teaching’s programs and messages. Prior to joining Inspired Teaching, Tess earned her certification in Teacher English as a Foreign Language and volunteered teaching English in South America. While earning her Bachelor’s degree in Human Services & Social Justice, Tess was the co-founder and headliner of Open Space, an Open Mic poetry collaborative that hosted bimonthly events for university students and connected English Department resources to the student body. Tess also organized and led a service-learning trip for students to learn about sustainability while working on an organic farm.

Maria Laura Acebal, J.D.

Ashoka’s Youth Venture, North American Group Leadership Member

Maria works with Ashoka’s Start Empathy and Youth Venture teams to bring the vision of “Everyone a Changemaker” to young people across North America. She has been working in the nonprofit sector for the last fifteen years, both in executive and governance roles. She began her nonprofit career in the food allergy field; first, as the founder of Safe@School Partners, a nonprofit working with schools across the country on food allergy safety, and later as the General Counsel and CEO of the Food Allergy & Anaphylaxis Network. Before joining Ashoka, Maria worked at a consulting firm serving a broad range of nonprofits organizations, including charter schools.
Maria also has experience in business and law, having worked for McKinsey & Company as a strategic business consultant and for Williams & Connolly, a litigation firm in Washington, DC. She received her J.D. from Yale Law School and her B.A. in Mathematics from Duke University.

Pamela Greene

Senior Operations Manager

Pamela Greene has worked as an operations manager and coordinator for several years in diverse companies. She is pleased to be putting her experience to work as part of a dynamic community that is passionate about education, social justice, and making a difference in the lives of children. At Center for Inspired Teaching she works with a team of staff members on organizational growth and strategic planning projects and manages day-to-day administrative operations.

Tai A. Dixon, J.D.

Chief Talent and Equity Officer, E.L. Haynes Public Charter School Network

Prior to joining staff at Haynes, Tai worked at the Children’s Defense Fund, a national child policy and advocacy organization where she served as the National Director of State Offices and Field Operations and led an 80+ person team. Dixon has dedicated her career to advocacy, social justice, and developing others to become ever stronger leaders and agents of change. Her non-profit management work centers on managing teams to successful outcomes in fundraising, external relations, talent acquisition, talent strategy, and client management. She has held prior roles leading fundraising for Teach For America-Baltimore and leading National Talent Acquisition for Teach For America. She practiced law as a civil litigator at Goodell DeVries, LLP in Baltimore, and taught 7th and 8th Grade English and ESL in Houston, Texas. Dixon holds a bachelor’s degree from Spelman College, a master’s degree in education from the University of St. Thomas, and a Juris Doctorate from the Howard University School of Law.

Cosby Hunt

Senior Teaching & Learning Officer

Cosby is the course creator and instructor for Real World History and also works with BLISS: Building Literacy in the Social Studies. He is a native Washingtonian who earned his Bachelor’s degree in Non-Western History at the University of Pennsylvania and began his teaching career in rural Georgia as part of the Teach for America program (’93 Corps). He stayed in Georgia to get his Master’s in Secondary Social Science Education at the University of Georgia. He returned home to DC in 1997 and spent thirteen years teaching social studies at Bell Multicultural High school (now the Columbia Heights Educational Campus) where he led the social studies department as well as the tennis and debate teams. Cosby earned his National Board Certification in 2006 and is one of only a handful of National Board Certified social studies teachers in the city.

Jane Dimyan Ehrenfeld

Executive Director, Center for Inspired Teaching

Jane is an educator and attorney with a decade of teaching experience in the classroom. Jane first joined Inspired Teaching in 2014 as a member of the Board of Directors; in April 2015, she joined the staff as Inspired Teaching’s Director of Teaching and Learning before becoming Executive Director in July 2016. Jane is deeply involved in the DC education community and she has taught in public elementary schools in Prince George’s County, Maryland and in the Roxbury neighborhood of Boston. Jane’s classroom was the focus of Jonathan Kozol’s 2007 book, Letters to a Young Teacher, and she has worked with Mr. Kozol on advocacy projects related to public education; she has also published education-related essays in a number of publications. Jane received her JD, magna cum laude, from Georgetown University Law Center, where she was a Public Interest Law Scholar. Following law school, she served as Deputy Director of the Georgetown Center on Poverty, Inequality, and Public Policy; clerked for The Honorable Judith W. Rogers on the United States Court of Appeals for the District of Columbia Circuit; and served as an attorney in the Office for Civil Rights at the US Department of Education. Jane is a Phi Beta Kappa graduate of Swarthmore College (BA, Sociology, Anthropology, and Education) and holds a Master’s degree in Anthropology and Education from Teachers College, Columbia University.
Follow Jane @JaneEhrenfeld

Vaishali Joshi

Deputy Director

Vaishali oversees all program components including curriculum and coursework, partnerships, and operations for the Inspired Teaching Residency and provides oversight, thought partnership and guidance to all of Inspired Teaching’s program leaders on both the daily organization and management of programs and on the larger strategic vision for the work of the organization. Vaishali has nearly 15 years of experience as a teacher, curriculum and program designer, and instructional leader in the field of education. She began her career as a fourth grade teacher in Baltimore City through Teach for America. She went on to become a founding teacher at Southwest Baltimore Charter School, where she taught first and third grades, served as a literacy instructional coach and mentor teacher, and served on the the School Leadership Team. During her tenure in Baltimore City she mentored and supported new and aspiring teachers as a literacy instructor and resident advisor with the Baltimore City Teaching Residency. Vaishali spent six years in the Boston area, serving as the inaugural Lower School Academic Dean at Codman Academy Charter Public School, guiding the development and growth of the school’s lower school division and, most recently, led a team of curriculum writers for EL Education to design and write comprehensive, integrated literacy curriculum for grades K-2. Vaishali holds a B.A. in International Relations and Music from the University of North Carolina at Chapel Hill, an M.Ed in Literacy Education from Loyola University of Maryland, and a Doctorate in Education Leadership (Ed.L.D) from the Harvard University Graduate School of Education.

Shelley Fidler

Chair; Principal, Van Ness Feldman

At Van Ness Feldman, Shelley supports clients and coalitions interested in policy and business strategies relating to energy innovation including smart grid, electricity, green buildings, energy efficiency, clean diesel engines, carbon capture, EPA regulation, and clean energy. She has worked with and trained clients in effective advocacy; brought former adversaries to new, constructive relationships; and assisted a prominent organization to manage its explosive growth.
Prior to joining Van Ness Feldman, Shelley held a variety of high profile positions within the federal government, including Chief of Staff to the President’s Council on Environmental Quality (CEQ). She also served as the Staff Director for the Subcommittee on Energy and Power of the Committee on Energy and Commerce in the U.S. House of Representatives and as Assistant to the Chairman for Policy for the House Subcommittees on Fossil and Synthetic Fuels and Energy and Power for Congressman and Subcommittee Chair Philip Sharp (D-IN).
Shelley is a graduate of Brown University. In addition to serving on the Board of Center for Inspired Teaching, she is a member of the Keystone Center’s Energy Board, Treasurer and Board Member of the Energy and Environmental Study Institute, a member of the Women’s Leadership Council (WLC), and a mentor for the Women’s Launch Pad, both at Brown University. Shelley is a Founding Member of the Women’s Council on Energy and Environment (WCEE).

Aleta Margolis

Founder and President

Aleta Margolis founded Center for Inspired Teaching in 1995, and served as the organization’s Executive Director until 2016, when she assumed the role of President. As President, Aleta focuses on amassing public support for transforming school from a place that prizes compliance to one that promotes engagement. Previously, Aleta worked first as a public school teacher, then as a professor of education at American University. In 2001, Aleta was awarded a Fellowship from Ashoka: Innovators for the Public. Aleta holds a BA in Theatre Arts from Brown University, and an MS in Education and Social Policy from Northwestern University.

Shanika Hope

Content Strategy and Research Lead, Amazon Web Services

Dr. Shanika Hope possesses over 20 years of experience in education. Shanika is a former elementary school teacher, principal and high school turnaround specialist. She has managed and/or supported more than three dozen DC public schools and public charter schools in various capacities. Prior to her current role as the Digital Content Strategist and Research Lead at Amazon – Shanika’s experience includes serving as the Vice President of National Urban Markets Initiatives at McGraw Hill Education, the Vice President of Curriculum and Instruction at Discovery Education, the Assistant Superintendent of Elementary & Secondary Education for the D.C. State Education Office, as well as time as a School Performance Officer for DC Public Schools. She also served as a school Principal and teacher in both Washington, D.C. and Virginia. Dr. Hope earned a Doctorate of Philosophy in Education Leadership and Masters in math and science education from Old Dominion University, where she was selected as a Holmes Scholar.

Jéri Ogden

Manager, Teaching & Learning

Jéri works primarily with the Inspired Teaching Residency, providing classroom-based support to Inspired Teaching Fellows and collaborating with lead teachers and mentors to ensure successful program completion. Jéri graduated from Howard University with a Bachelor’s in Communication and Culture. Upon graduation, she spent one year working at DC’s first all-boys public charter school as a substitute teacher and assistant director of the after-school program. She is a Summer 2010 DC Teaching Fellow and has seven years of classroom experience in public and charter schools in DC and Houston, as well as experience at an international school in Abu Dhabi. During her time in the classroom she served as a Smithsonian Science in Pre-K Educator and a Flamboyan Family Engagement Fellow, completing over 100 home visits and engaged with families from all 8 Wards in DC. She has taught Pre-K, Kindergarten, and 3rd-5th grade English Language Arts. Jéri also hold a M.Ed from American University in Curriculum and Instruction with emphasis in Educational Leadership and Policy.

Dion Rudnicki

Chief Operating Officer, Institute for Building Technology and Safety

As the Chief Operating Officer for IBTS, Dion Rudnicki is responsible for its day-to-day operations, working across the organization to ensure IBTS delivers high-quality services. He is accountable for the organization’s overall profit and loss, and oversees growth into new markets that will maximize value for our clients, our stakeholders, and the entire organization. Prior to joining IBTS, Mr. Rudnicki served as Vice President for the IBM Corporation. His thirty plus years of business experience primarily focused on the US Federal Government as well as the international and regional/local government marketplace.​ Dion also serves on the board of directors for Wolf Trap Foundation for the Performing Arts and the Greater Washington Board of Trade.

Brittney Oswald

Teaching & Learning Coordinator

Brittney supports the Inspired Teaching Residency, recording and tracking information for all Inspired Teaching Fellows, while also serving as their main point of contact. She oversees the successful recruitment and selection of Inspired Teaching Fellows, as well as state licensure and AmeriCorps reporting and compliance. While earning her Bachelor’s degree in Communication Studies from Emerson College, she interned at Boston Children’s Chorus and Boston Children’s Theatre, supporting production and program management. She also directed and performed in one of Emerson College’s competitive a cappella groups. Upon graduation, she worked as a technology editorial assistant at National Geographic Learning in Boston, helping to create ELL e-products, before moving to Washington DC.

Katherine Wolfe

Vice President, Square 1 Bank

Katherine Wolfe is Vice President and Client Manager at Square 1 Bank in Washington, DC. She manages client relationships in the technology banking portfolio across the Mid-Atlantic. Prior to Square 1, she was a vice president at Bridge Bank focusing on venture banking in the Mid-Atlantic and Southeast. Katherine began her career at PNC within their Trade Finance Group. She earned a BS in Finance from Wake Forest University and is a CFA Charterholder.

Hetal Patel

Director, Finance and Operations

Hetal oversees all finance, operations and HR functions for Center for Inspired Teaching. Prior to joining Inspired Teaching, Hetal spent nine years serving as the Director of Finance and Administration at an international DC based NGO, Bank Information Center. In this capacity, Hetal was responsible for managing the overall growth and sustainability of the organization. Hetal’s 15 years of experience in finance and operations also include working with the New York Charter School system and experience working closely with teachers and students. Originally from California, she holds a BS in Financial Management and Investments from California State University, Long Beach.

Joy Zaben

Vice President, Chief of Staff to the President of Retail and Direct Banking, Capital One

Joy Zaben is Vice President, Chief of Staff to the President of Retail and Direct Banking at Capital One. Prior to this role, Joy held positions including the Head of Organizational Development at ING Direct and Assistant Director of Human Resources at the Regent Beverly Wilshire, a Four Seasons Hotel. She recently served on the boards of Eastside Charter School in Wilmington, Delaware, and YWCA Delaware. In addition, she has coached nationally competitive youth cheerleaders for more than twenty years. Joy holds a Bachelor of Science from The School of Hotel Administration at Cornell University.

LaTonia Smith Cokely

Manager, Teaching & Learning

LaTonia is the Manager of Teaching & Learning, Elementary Specialist for in-service teachers. She possesses over a decade of progressive service and experience in the field of education, particularly in the areas of literacy at the elementary level, instructional leadership, and community building. She has worked as an educator in the Montgomery County Public School system within the Northeast Consortium, serving very diverse communities. LaTonia has taught in grade three through six in various capacities, more recently working in the Individuals and Societies department as a Digital Literacy teacher at an IB World school and as an instructional leadership team member and grade level team leader. She earned her Bachelor of Arts degree in American Studies from the University of Richmond, a Masters in Education from the University of Maryland and certificates in Administration I and II from Hood College’s Educational Leadership Program.

Rebecca Bauer

Project Manager

Rebecca manages projects that run across departments, and works closely with the Executive Director to support her work. Prior to joining our team, Rebecca worked as an Executive Assistant at Character.org and as a Graduate Assistant at the Consortium for Policy Research in Education. She also spent two summers managing the day program at Exploration Schools at Wellesley College, an academic program for 8th and 9th graders. She earned her BA in Psychology, with a minor in Education, from Vassar College, and her M.S.Ed. in Education Policy from the University of Pennsylvania’s Graduate School of Education.

Content

Content

Questioning techniques for inquiry-based learning

Teachers learn how to identify and integrate the Inspired Teaching Instructional Model into their classrooms. Experience a truly engaging classroom as it compares to a compliance-based classroom, in order to develop an understanding of how engagement more effectively supports learning.

Engagement-based Teaching & Learning: Basics of the Inspired Teaching Instructional Model

Teachers learn how to identify and integrate the Inspired Teaching Instructional Model into their classrooms. Experience a truly engaging classroom as it compares to a compliance-based classroom, in order to develop an understanding of how engagement more effectively supports learning.