“As educators, we have to tell the truth to ourselves and to our students,” says Director of Diversity, Equity, Inclusion, and Belonging at a Montessori School in Cincinnati. Written by Deunna Watson, But in some cases, the truth can be difficult to face and uncomfortable to talk about.
Over the past nine months, our editors have collaborated with eight talented educators and school leaders who bravely reflected on their lived experiences and shared their truths through powerful personal essays as part of EdSurge Voices of Change. I had the opportunity to work with a group of people. Writing exchange.
Our newest fellows include educators from a variety of grade levels and content areas, including high school principals, elementary school paraprofessionals, math and computer science teachers, and school and community engagement managers. I did. With diverse perspectives, backgrounds, geographies, identities, and disciplines, these writers offered a wide range of important stories, each unique in their own way.
Watson’s lines about truth come from a personal narrative essay about her experience of having a book banned. Curriculum limitations, these have become critical issues facing educators today. Other essays presented by fellows explore teaching, learning, and identity, including embracing identity, leading with joy, teaching through grief, feeling undervalued in the profession, and rethinking classroom culture. examines pressing themes related to the intersection of
Our peers have reflected deeply, allowed themselves to be vulnerable, and used their strength and the power of their community to write these honest essays that give readers a glimpse into their lives. Ta. We are so grateful for our colleagues’ willingness to share these stories with her EdSurge audience, and their dedication to building a hopeful future for teachers and learners. I feel energized by my posture.
Here are some of the emergent themes addressed by fellows.
katie wills evans
Katie Wills Evans, a high school humanities teacher in New Orleans, uses writing personal stories to help students understand their bodies and make informed decisions that support their health. We reflected on this, questioned the value of standardized tests, and explored the mental burden of education. sorrow.
“My students will continue to take incredibly diverse paths and experience the many beautiful aspects of life after they leave my class. But some will continue to die. Students Nothing that happens to me can take away from us the relationships that come from prioritizing these efforts. They are more than preparations; they have meaning in and of themselves.”
michael paul ida
Michael Paul Ida, a high school math and computer science teacher in Hawaii, shares his insights into the importance of bringing a healthy skepticism to educational technology and how teachers are turning away from professional development. shared. He also delved into embracing identity in the classroom and the sense of responsibility that comes with telling the stories of students and communities in a space that has little understanding of their experiences.
“As a multi-ethnic community living in a small geographic area, we know a thing or two about building relationships and respecting differences. We have to create a vanguard of teachers who are willing to listen to the voices of Asian American teachers like me, who really listen.”
Sachin Pandya
Sachin Pandya, a fifth-grade teacher in Wisconsin, talks about everything from redefining classroom culture and calling for a shake-up of traditional school models, to considering the impact of artificial intelligence on the teaching profession, to aging gracefully throughout his career as an educator. I left it open. He offered wisdom on the challenges and opportunities of change.
“I have struggled to balance representing the history and culture of the school with a desire to support the ongoing and increasingly pressing need for adaptation. It’s very difficult, but as a teacher it was more difficult than I expected.”
James Parra
Paraprofessionals are called “.The core of the classroom” But it is a voice that is often overlooked. James Parra, an elementary school paraprofessional in New York City, gives readers a glimpse into his lived experience in this important role. While he shares that this work is too often undervalued, he highlights how meaningful it is, especially in building strong relationships with his students, families, and teachers. I’m guessing.
“…with expectations placed on paraprofessionals like me, how long will the system continue to ignore our voices, underpay us, adequately prepare our education workforce sector, Can we continue to fail to train and support? How long will the status quo be enough?”
Amanda Rosas
Amanda Rosas, a high school Spanish and women’s studies teacher in Minnesota, uses her essays to raise awareness about the importance of human connection, gratitude as an educational practice, and the impact of perfectionism on language learning. I did. Ms. Rosas also shared her experience in equipping young people with the knowledge to transform our society into one that respects the inherent dignity of women.
“As educators and students, we must center our humanity, strive to uplift each other, and courageously challenge the possibilities of the dreams we hold within ourselves—the dreams of our ancestors. It won’t.”
damen scott
Damen Scott, a New York high school principal, talks about the power of centering joy in schools, the steps he takes to ensure school officials reflect the diversity of high school students, and why he codifies self-expression. I used my own voice to explore this. Having love and identifying ways to capture growth is critical to student success.
“We need to educate the public on the importance of self-love and how we can legislate this aspect of development in American public schools to lead schools where children love themselves unapologetically and succeed academically.” We need guidance on how to culture, measure, and track.”
Keeley Sutton
Keely Sutton, manager of school and community engagement at an Atlanta middle school, thinks a lot about collaboration and community. Sutton writes about the power of family engagement, the experience of healing from trauma together as a community, and the cost of compassion for educators.
“To survive in this field, you have to have a certain amount of mental strength and tenacity to persevere. I wonder if compassion is enough to improve the state of our education system and keep us in the profession.”
Deanna Watson
Written by Deanna Watson, Director of Diversity, Equity, Inclusion, and Belonging at Mercy Montessori School in Cincinnati, this essay asks core questions about some of the systemic issues facing schools and educators today. has been raised. Watson examined what it takes to create safe spaces for historically marginalized students, families, and staff, and how centering joy can help. She also shares her experience designing curricula that support and encourage the liberation of Black students, and her understanding of what it takes to do so at a time when many educators are navigating restrictions and prohibitions on literature and curriculum. He also talked about courage.
“To create a more diverse student body and faculty, we must work to build and foster a culture that creates safe and courageous spaces for historically marginalized students, families, and faculty. ”
We have completed our studies with our third batch of students and are looking forward to what lies ahead as we welcome our fourth batch.
Interested in applying to become a Fellow or know someone who could be a Fellow? Apply now.
Need some convincing? Here it is 5 reasons to apply and Answers to frequently asked questions About the social gathering.
