Reflection on My Visit to the Ivory Tower - Center for Inspired Teaching

February 25, 2015

(Photo: Center for Inspired Teaching, featuring a work by Jeffrey P., a student at the Inspired Teaching Demonstration Public Charter School.)

This piece was written by Jennifer Brown. Jennifer is a 2014 BLISS Teacher Leader and a DC Public Schools social studies teacher at Roosevelt STAY Senior High School. On February 5, Jennifer was invited to participate in a conversation at the US Department of Education that brought together teachers, Department of Education leaders, and Washington Teaching Ambassador Fellows to discuss the Elementary and Secondary Education Act (ESEA) and its reauthorization.

Being outspoken and vocal can have its benefits, especially as a teacher who tries to encourage her students to pursue justice and advocacy for themselves. But, it can also alienate new acquaintances and cause problems, which is why I was hesitant to accept a request to participate in a “Tea with Teachers” at the US Department of Education. Secretary Arne Duncan, his staff, and the Washington Teaching Ambassador Fellows had invited local teachers from the DMV area to express our ideas on the proposed ESEA legislation and to share experiences from our classrooms.

Having been close to burnout last year from the overwhelming demands of my job, I felt I had learned the hard way how federal oversight and the trend towards privatization of education has led to the deterioration of morale among educators. I was fearful these feelings would propel me into a ranting and raving mode if I were given the chance to be in the same room as Secretary Duncan or other education policymakers. I resolved to create a more positive mindset, however, and accepted the invitation knowing that I might not be offered an opportunity like this one again. I promised myself that I would not start critiquing as soon I arrived. I kept up this positive attitude for a whole two minutes (personal record!), until I looked around the room and realized that the demographics of the educators selected for the session represented part of the problem of public education. Most of the people selected were young and white and most had ten or less years of experience in the classroom. (Full disclosure, I am guilty of belonging to both of those categories.)

Of the fifteen teachers present, there was only a handful of veteran teachers and among those veteran teachers, two were no longer teaching but were providing support as specialists or instructional coaches. To me, this was evidence of one of the key issues of having federal oversight over education standards and teacher evaluations: politics and elections cause huge turnovers in the Department of Education in both leadership and policy direction, which leaves few experienced employees to iron out the everyday obstacles of reforming education. This constantly causes teachers to be the rope in a game of Tug-of-War, never knowing in which direction our profession will be pulled, which causes many teachers to leave the classroom for other opportunities, sometimes leaving the education world completely.

To my surprise, though, once we were finished with our initial introductions, my outlook on the session improved dramatically. Not only were teachers encouraged to be open and honest on our opinions of the ESEA, but it seemed like the policymakers in the room were listening to our opinions. They took into consideration how the current evaluation tools and lack of resources are affecting teachers on a day-to-day basis. The term “accountability” became a buzzword, with a debate of where and when this should be found in the scope of assessing student progress. I was pleased to hear how many other teachers felt the need to have tools created that evaluate a student as a whole person, rather than a bar graph on a data print out.

Two weeks later, I continue to feel as though I have a more positive stance towards the ESEA. Do I think it’s perfect? No, nor will it ever be. But if Congress and Secretary Duncan’s department incorporates even one idea from our discussion, then the ESEA will be more realistic and relatable to our classrooms and the dreams we teachers strive to achieve with our students.

DC teachers: the application to join the 2015 cohort of BLISS Teacher Leaders is now open. Learn more about BLISS and apply before the March 27 general deadline.

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.