By Jessica Sutter, Ward 6 SBOE Representative
I love school. I’ve loved school since my first day of preschool when I walked in and never looked back to say goodbye to my mom. I’ve loved every school I’ve had the privilege to teach in. I’ve loved when school filled my heart with joy, like when my eighth graders got their letters of acceptance to high schools. I loved school even when it broke my heart after losing a student to gun violence in my first year of teaching.
I have worked in education for the past 20 years and have called Ward 6 my home for more than a decade. I’ve spent time teaching in classrooms in Chicago’s West Side, in East Los Angeles, and in our nation’s capital at the Blue Castle at Eighth and M Streets SE right here in Ward 6 where I taught eighth grade social studies and literature. In my work at DC’s Office of the State Superintendent of Education (OSSE), the Office of the Deputy Mayor for Education, and as a consultant I’ve been lucky enough to visit hundreds of schools and classrooms throughout the District.
By: Paul Negron, Public Affairs Specialist
Earlier this month, Langley Elementary School Principal Vanessa Drumm-Canepa and PTSA President Christina Svolopoulos Robbins welcomed State Board members Ruth Wattenberg, Ashley MacLeay, Jessica Sutter, and some of my SBOE staff colleagues to tour their school. Langley ES is a PK–5 neighborhood DCPS school with approximately 300 students, located in the District’s Northeast neighborhood of Eckington in Ward 5.
During the first portion of the visit, we sat down with Principal Drumm-Canepa and Ms. Svolopoulos Robbins to learn more about the programs offered at Langley. Principal Drumm-Canepa and Assistant Principal Shaunte Jennings have transformed Langley in the past two and a half years through the implementation of a social-emotional learning (SEL) program called Conscious Discipline.
By: Alexander Jue, Policy Analyst
Ensuring research and policy concepts are accessible to all stakeholders in our communities is important. Think tanks and policy-based organizations release reports and their findings on a regular basis, but some times the information contained within these reports can be difficult to navigate and understand to a more novice reader or layperson.
Each month, the DC State Board of Education (SBOE) will feature and summarize a collection of reports highlighting trends and issues in education policy. SBOE will discuss the key findings, as well as explain the implication of the reports to the State Board’s work and priorities. This month we feature two reports: one from the Council of Chief State School Officers (CCSSO) on the importance of teacher diversity and a second from the National School Climate Center (NSCC) on creating school communities.
“A Vision and Guidance for a Diverse and Learner-Ready Teacher Workforce” – Council of Chief State School Officers (CCSSO), January 10, 2019
Summary: Students benefit when their teachers come from varying backgrounds—racial, ethnic, and socioeconomic. Today, nearly 50 percent of American public school students identify as people of color, compared to only 20 percent of their teachers. CCSSO highlights research that demonstrates “students exposure to people who are different from themselves, and the ideas and challenges that such exposure brings, leads to improved cognitive skills, including critical thinking and problem solving.” The CCSSO report discusses the need for “deliberate attention to build current as well as future teachers’ capacity to enact pedagogies and practices that recognize and embrace students’ cultures as assets in the classroom.” CCSSO suggests that all teachers be “learner-ready”—meaning teachers have developed the deep knowledge of their content and how to teach it, understand differing needs amongst students, and demonstrate leadership and shared responsibility. The CCSSO report casts a vision for what education systems look like when there is a diverse and learner-ready workforce, and outlines a series of preservice and in-service policy recommendations for achieving their vision.
By: Paul Negron, Public Affairs Specialist
After an extensive search process, the SBOE announces the selection of Serena Hayes as the next District of Columbia Ombudsman for Public Education. Hayes is the third person ever to serve as the District of Columbia’s Ombudsman for Public Education, succeeding Joyanna Smith. The position was originally established as a critical component of the Public Education Reform Amendment Act of 2007 and was reestablished as part of the State Board in 2014. The Office of the Ombudsman is an impartial, independent, and neutral office that uses mediation and conflict resolution to resolve complaints and concerns for parents and families regarding public education in the District of Columbia.
Hayes, a resident of Ward 5, is a graduate of the Howard University Law School and earned a bachelor’s degree in psychology, sociology, and anthropology from Washington and Lee University. Ms. Hayes has coached individuals and groups on conflict resolution strategies, and empowered families in developing self-awareness, and find and use their voice. She has provided training across the District in conflict management and has provided re-entry mediation services at the D.C. Jail. She received the 2017 Lorig Charkoudian Volunteer of the Year award for commitment to mediation, for exemplifying quality in the delivery of mediation, and dedication to furthering her mediation skills. Ms. Hayes also facilitated large group discussion for the Consent Decree issued after the death of Freddie Gray, where listening sessions were held for Baltimoreans to generate criteria that would be used to monitor police conduct and improve the relationship between police and the city residents.
Ms. Hayes was appointed to her new role at tonight’s SBOE public meeting for a term of five years beginning on January 22, 2019.