This summer I had the pleasure of volunteering at Futuro Verde, supporting a handful of amazing classrooms and building out special, individualized supports for diverse learners. I worked alongside a fantastic and dedicated group of educators. I spent specific, focused hours with the school psychologist to unpack existing academic and SEL gaps and ways we could support struggling learners. You often found me with the first or second grade crew, researching best practices in Jimena’s office to later share across lunch tables or tutoring a couple
Colegio students on civics or life science in Spanish. That was a lesson for us both! I also got to work with the PTO to plan and execute a school wide field day, raffle and soda to raise funds for school. With the support, flexibility and teamwork of the school we create a special last day for students before break.
In all that we did, Futuro Verde reminded me of my “why” for teaching. I believe that all students want to and can learn. This often means we adjust to what our students need- both in backwards planning for academic rigor and in the immediate moment of a student in crisis. We also need to look at social and self-regulation skills, and their specific instruction, as “academic enablers” such that they pave the way for so many critical parts of learning and our education system. The Futuro Verde community refreshed my belief and practice in this. In a global season of uncertainty, disconnection, and fear FV felt like an enriching refuge to me, and to many others. They were open to evidence-based suggestions, we tried new ways to engage struggling readers and offered resources to families to carry over the learning at home.
The 5th grade class exemplified how we can use project based learning to uphold high academic expectations and let the creativity of students flourish simultaneously. Ask to see pictures of their biosphere projects! The first graders led with kindness, curiosity and purpose as modeled by their dream team of teachers. The positive correlation between their academic gains and the strength of their classroom culture is evidence enough of the importance of supportive relationships in learning. The responsive teaching in prepa and pre-K showed how to intentionally teach and practice inclusivity at all ages- whether that’s the use of sign language in everyday instructions or lessons during peace practices. It reminded me of how many spaces we live in are diverse, yet we must be intentional about being inclusive and equitable. Kids model what they see so we have to leave with humility, empathy and excellence.
I want to give a huge shout out to all the teachers, administrators, counselors, support staff and everyone else that keeps the school running full steam ahead during troubling times. This includes our students! Just wow! I woke up excited to go to work everyday just to hear the thought-provoking questions students would ask in reading, their growth mindset when working through hard math problems, and their budding self-advocacy in moments of struggle or strife.
Thank you FV for the receptiveness of teachers to feedback on teaching practices and the whole team’s investment in finding social, emotional and academic solutions to our diverse learners.
Hasta pronto.
