Building Strong Relationships at #EngagingSchools in NYC

October 4, 2018

In late September, the Inspired Teaching team and our partners at the Astra Center for Innovative Education embarked on the first school visits of the #EngagingSchools tour. After talking with dozens of schools across 15 states, about all of their amazing engagement-based education practices, we were prepared to start the next stage of our project. Our first stop was at Bronx Community Charter School (BxC), a progressive public school for students in Kindergarten through 8th grade.

A Caring School Culture at Bronx Community

The moment we entered the school, it became clear that everyone, from the security guard to the school’s founder to the cafeteria workers, radiated warmth. As we found our way to the front desk, a helpful student reiterated the directions, taking care to ensure we knew exactly where we needed to go.

Our discussion with Jeannine King, Director of Student Support Services, revealed how much work goes into intentionally establishing such a warm and caring culture. BxC treats every students as individuals, when it comes to academics and discipline. From keeping the school small (only two classes per grade) to having two teachers in every classrooms, building purposeful relationships is at the heart of all that BxC does. “We work hard to know children deeply and we use all the levers we have to get to know them,” King shared.

BxC begins every school year with an overnight retreat for teachers, where staff focus on building holistic relationships with their coworkers. 3rd grade teacher, Kemi Aiyedun, loves the staff talent show, where she can share her passion for African dance, and Jeannine boasts of her skills as the resident breakfast chef. This retreat sets the foundation for strong staff relationships throughout the year. The school provides formalized opportunities for relationship building, like the mentorship program for new teachers, and keeps morale high with beloved staff traditions and celebrations. BxC is a supportive place to work, and teachers bring that culture of care back into their classrooms.

In all of the classrooms we observed, at all grade levels, the teachers established warm nurturing environments. One 6th grade teacher placed her hand comfortingly on a child’s shoulder, as she read Wonder aloud. Other students lounged as they listened to the story. In first grade, Morning Meeting set the day off on the right tone with friendly greetings of “air double roller coaster high fives” and the yoga pose of the day.

As we wrapped up our first day of the #EngagingSchools tour, we were struck by the way that both the physical and emotional environment at BxC created an atmosphere for engaging teaching and learning.

A Curious & Collaborative Faculty at Harvest Collegiate

On Day 2 of the #EngagingSchools Tour, we were greeted by Steve Lazar, an alum of the Inspired Teaching Institute, and Founding Teacher of Harvest Collegiate High School. The school intentionally designs the learning experience to be enjoyable and empowering for students and teachers. It was clear that Harvest Collegiate was not your ordinary high school. Students call teachers by their first names, creating a less authoritative dynamic. The school also offers open enrollment honors courses, which results in truly heterogeneous classes.

In addition to the experiential learning taking place within and beyond school walls, Harvest Collegiate stood out for it’s vibrant, dedicated staff culture. We talked with several faculty members, who raved about the strong sense of community. They agreed that the autonomy and support they received from colleagues and administration is unparalleled. When the hiring committee interviews candidates, one question they ask is – What would be your dream course to teach? This is not a hypothetical question, as teachers are encouraged to design and teach their dream courses, from Playwriting to Natural Disasters. This freedom and flexibility allows teachers to flourish. As Principal Kate Burch described, “People want to work in this kind of community. Teachers have a productive, social, intellectual network.” The teachers seem to agree, as Heather Lochridge, a 17 year educator in her first year at Harvest Collegiate, echoed this sentiment, “I have been incredibly impressed by the energy here. The conversations are all about high level pedagogy. The staff is incredibly energetic and intelligent.” In addition to the intellectual curiosity evident in faculty discussions, the staff is dedicated to continued professional development and growth. Many have presented at local and national conferences and four teachers are currently pursuing doctorate degrees.

As the extremely low teacher turnover rate demonstrates, educators thrive in this environment andit enables them to share their enthusiasm for their subjects with their students. As we toured the school, we noticed students comfortably engaging with the material and teachers meeting them where they are. English students prepared for their 1920’s theme Great Gatsby party. Statistics students worked in teams in the hallway, engaging in a hands-on activity. Even more traditional classroom discussions were student-centered. While discussing Lincoln’s plans to repay slaveowners, a student abruptly commented, “that’s stupid,” but instead of viewing this as a disruption, the teacher encouraged the student to elaborate, which led to a thoughtful contribution to the discussion.

When we finished our visit, we reflected on how inspiring it was to see a school administration uplifting, valuing and empowering teachers as experts – and how that encouraged teachers to view their students as experts, as well.

The National Alliance for Engagement Based Education will continue to visit schools around the country in the coming months. To stay up to date on our findings and to join the conversation, follow #EngagingSchools, @InspireTeach, and @AstraInnovate.

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.