Teacher Feature: Ms. Holt - Center for Inspired Teaching

Annie Holt

Hometown: Silver Spring, MD
Undergrad & Major: University of Maryland, American Studies, with a minor in Spanish Language & Culture
Your favorite spot in DC: I love the National Portrait Gallery & American Art Museum

Why did you decide to become a teacher?

I have always really loved working with kids of all different ages. They have so much joy and curiosity that can be hard to find in fellow adults. It’s fun to explore the (seemingly) random things they’re interested in. The possibilities are endless and I love that, and I love being able to facilitate that exploration.

Is there a teacher who made a difference in your life?

I had a English teacher in elementary school, Mrs. Wilson. She was so loving and caring and she made such a sincere effort to get to know every student and their families. She passed away very young and she taught during her illness. It was inspiring, and really demonstrated how much she cared about her students. I would like to think she’d be very happy to know I’m teaching now.

Why did you choose the Inspired Teaching Residency?

In what I had read and had heard from previous Fellows, Inspired Teaching wants its teachers to facilitate exploration – the very thing I find most exciting about teaching. I also like the “Yes, And” approach to all student interests. These concepts are things that I’d felt, but hadn’t been able to put my finger on what it was. Inspired Teaching put a name and structure to the things I already believed.

Are there any takeaways from Summer Institute that have already impacted the way you think about teaching & learning?

Absolutely! One thing that comes to mind immediately is modeling. At Institute, there was a lot of modeling and I learned how important it is to see how things are done so students can then try it for themselves. I also really strive to point out when students are doing something right, instead of pointing out when someone is doing something wrong. This is a way that students can model for each other.

I appreciated learning about establishing communal norms, that are decided upon by the class, as opposed to imposed by the teacher. It’s been very eye-opening and we did it in our classroom at Capital City PCS. The kids responded well to the fact that it was a community decision to determine what’s expected of them and how they can respect each other.

How has the cohort model affected your experience so far?

Although I don’t get to see people from my cohort everyday, like during Summer Institute, it’s been really nice to see each other in the hallways. I like knowing there are other Residents in the building, learning as much as I am every day. I love having people I can learn from and people I can swap funny stories with. It’s powerful that they understand what I’m going through, because they are sharing the same learning experience.

What has surprised you most about your first few weeks as a Resident at Capital City PCS?

Something that has really surprised me is the way in which the lower, middle and upper schools all interact. We are a large school that has students in PreK through 12th grade. It’s a huge range of ages and students, but we really are all part of one school. It’s interesting to see how the older students and younger students have a rapport with each other.

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.