This has been a unique year of learning for both students and teachers alike. Students have been navigating the challenges of learning in socially distanced and virtual classroom settings while teachers have been navigating the challenges of creating engaging, safe, and inclusive learning environments for the students they teach. In the midst of all the challenges, there is still a lot to celebrate. The end of this school year provides the opportunity for reflection, celebration, and the initiation of new traditions with which to bring the year to a close.
In this webinar, a panel of educators and students will reflect on their experiences and the challenges they have overcome as they work towards bringing about a successful close to the year. Panelists will also share advice for ending the 2020-21 school year in a positive way and creating a hopeful outlook for the year to come.
- Learn about ways Responsive Classroom practices can support a safe, joyful, and engaging end to the school year
- Gain ideas and advice for bringing the school year to a close in a positive way that continues to support an inclusive classroom environment
- Consider the academic, social, and emotional skills students have learned and how they can use them to overcome the challenges of the current school year
Jane Cofie was an elementary general education teacher in Fairfax County, Virginia, for 20 years and is currently a curriculum and instructional designer for Center for Responsive Schools. She received her bachelor’s degree in English and later went on to pursue a master’s in teaching at the University of Richmond. She has taught pre-K through fifth grade in private and public school settings.
Christine Diaz is a reading interventionist in a Title I school in Chandler, Arizona. During her 25-plus years of teaching, she has taught fourth, fifth, and sixth grades while also working with K-6 ELL students in a variety of settings. Christine earned her bachelor of arts with a middle school emphasis from Spring Arbor University. She also earned a master’s degree in bilingual/multicultural education from Northern Arizona University. Christine has been using Responsive Classroom practices and presenting workshops for over a decade and was a review reader for Middle School Motivators. In her free time, she enjoys hiking with her blind dog and going on adventures with her two children.
Amy Isenhart is an elementary educator and consulting teacher for the Center for Responsive Schools. Having worked in a variety of settings, Amy first experienced the impact of Responsive Classroom while working in an urban charter school where she witnessed the power of combining social-emotional skill development with an engaging academic curriculum to help children discover their strengths and develop a sense of belonging. As a teacher leader in her district, Amy leads collegial book studies and welcomes other teachers into her classroom at every opportunity. She truly enjoys sharing and learning with other inquisitive teachers. During her years as an educator, Amy has also served as an ELA coach, RTI coordinator, and music educator. Outside of the classroom, her happy place is exploring the rivers and lakes of upstate New York by kayak with her husband and their four children.
Kandace Logan (she/her/hers) has been an educator for over twenty years and has worked in Minneapolis Public Schools for nine years in multiple capacities. She is currently the Director of Equity and Integration. Prior to joining MPS, Kandace was a consultant, led professional development with k-8 staff and administration, and supported the implementation of the skills and practices to support the transformation of school culture. Before that, she was an elementary teacher in St. Paul Public Schools. Kandace believes that people and system transformation is necessary to ensure our schools become places where students thrive.
Andy Moral teaches fourth grade in Council Rock School District in Bucks County, Pennsylvania. Andy earned his bachelor’s degree from Saint Joseph’s University and a master’s in curriculum and instruction from the University of Scranton. He was introduced to Responsive Classroom early in his teaching career and has seen improved academic performance and classroom culture from using this approach. Andy continues to implement the teaching strategies of Responsive Classroom with his students as a full-time classroom teacher. Additionally, Andy works as a staff developer in his school district and supports teachers with their knowledge and implementation of the Responsive Classroom approach. The author of the Quick Coaching Guide “Replacing Direct Teaching with Active Teaching,” and “Seeing the Good in Students,” both published by Center for Responsive Schools, Andy sees the benefits of using movement to increase student learning outcomes and promote positive behavior. In addition to teaching, Andy enjoys exercising and spending time with his wife and two children.
- Student A – female, 15-year-old, in-person school learner
- Student B – female, 11-year-old, virtual school learner
- Student C – male, 12- year old, hybrid school learner
- Student D – female, 9-year old, in-person school learner
- Student E – male, 12-year-old, in-person learner