2024 U.S. Educator Cohort

Personally, I was challenged with many questions and wonderings about how I can become more of a risk-taker and contributor within my own classroom, school, family, community, and relationship with TWA and GTI. The speakers, particularly the young principals, the exercises, such as being asked to stand on our chairs, and the workshops got me thinking deeply about power; our assumptions and expectations around who has it, and how we ourselves can intentionally exercise power through our own stories and intentional contributions. 

Each workshop I attended varied significantly in structure, content, and presentation/teaching style. The Neurodiversity workshop provided a clear, well-articulated “crash course” on a topic inseparable from teaching and learning. It was fascinating to engage with such a group of neurodiverse teachers and administrators — all of us included – who work within such a range of settings. By the end of the session, some teachers raised important questions about how to identify and address different learning styles, particularly in crowded classrooms. I wish we could have headed into classrooms and problem-solved for days on end.

In Bridging the Digital Divide with Ms. Makutu, I was thrilled to learn about The Living and Learning Laboratories program – an approach so important to my thinking about teaching science and the scientific process. I knew little about the solar energy topic assigned to my small group, so I learned from a group of young teachers, all extraordinarily thoughtful, helpful, kind, and engaging. I remember thinking that any student would be lucky to work with these young people. The safe, well-supported, and inspired energy they put forth was so uplifting.

The Unlocking Possibility Thinking workshop was extraordinary. Ms. Moodley created such a remarkably safe and intimate space for connection and growth – a potent concrete actualization and extension of leading from any chair. The structured, sequenced questions she asked us to engage with brought out such vulnerability, new voices, and fresh thoughts on next steps. The simple, yet deeply thought-provoking/confronting question, “What if the story about what’s stopping you is not true?”, blew my mind. I could have spent the day in that room listening and learning; everyone was so deeply thoughtful, honest, and eloquent. I will no doubt revisit my notes on this workshop many, many times as I prepare for my school year and endless other next steps in life.

Although I didn’t participate in Rachel and Michelle’s workshop, The Importance of Open-Ended Material in the Development of Literacy, Critical Thinking, and Problem Solving Skills, this topic is certainly right in line with my approach to teaching. As we were all staying in the same hotel, I was lucky enough to have several conversations with these impressive educators as they fine-tuned their workshop and later work with preschool teachers.

I wish I could have joined Sandile and Sanelisiwe’s workshop focused on the TWA Teacher Exchange and ways of incorporating gamification in classrooms. In retrospect, I feel I should have made this workshop a priority given my recent work with Sanelisiwe in my San Francisco classroom. This said, I was thrilled to spend an Axis lunchtime with Sani sharing stories and photographs about our students and curriculums. How incredible to see Sani in her own country, in her element. Such a strong, intuitive, empathetic human being and teacher.

I’ve taught for a long time now, mentoring many while working in different school settings, but this was the first time I can remember feeling a real global solidarity and drive with other educators, particularly this crucial next generation. I was so taken by the urgency, optimism, hope, brilliance, creativity, and commitment among educators at the summit. Having heard so many stories throughout, I feel I now have at least the tiny start of an understanding of the work it takes to be a teacher in South Africa. Thanks to the theme and organization of this summit, I have been humbled. I’ve been able to put my own experience and position aside – that hierarchy we’ve discussed – and better learn alongside others with great awe and admiration.

One question surfaced in my mind throughout the workshops. Not knowing the range of teacher education and experience in each room, I wondered in some cases what context and connections less experienced teachers were able to make between the concepts presented and realities of implementation in the classroom. For example, in the science workshop, I wondered if new teachers had a sense of how to sequence related foundational pieces such as starting a topic study by finding out student knowledge, understandings, and questions, and also laying intentional, age-appropriate groundwork for collaborative learning. I did ask the question, but time considerations interfered with follow through conversations. I do fully realize that each presenter could only do so much in 90 minutes, especially with all the great participant engagement they were able to bring forth. As a newcomer to it all, I’d love to know more about the sequence and nuts and bolts of GTI teaching!

GTI’s and TWA’s partnership in grounding these summit experiences in the larger, necessary context of learning about the land, people, socio-economics, politics, and history of South Africa, was critical in helping me to understand the  focus, investment, and urgency in providing the best practices of teacher education. I thought I knew something about South Africa’s history, but I was wrong. I will never forget our visits to Alexandra and Soweto. Rich explorations of neighborhoods, the tour of Mandela’s home, time at the Hector Pieterson Museum, and meetings to allow for processing of what we had just learned and were trying to make sense of, was extraordinary. Additional learning through small group trips to such places as the Apartheid Museum, Cradle of Humankind, Constitution Hill, and Pretoria were regularly shared and processed among GTI and TWA members, everyone benefitting. I can’t tell you how much I learned from Solange, Tania, as we traveled in those vans!

The GTI team members were endlessly and impressively welcoming, positive, present, and invested in our learning. I was honored to be working with everyone involved, and only wished I could have contributed more. An added bonus that I hadn’t thought about prior to the trip, was how well the GTI and TWA team ended up clicking. I felt we traveled well together, and that the deep level of trust, respect, and camaraderie that quickly emerged, set the stage for many rich exchanges, new understandings, and growth.

Finally, the school visits were absolutely awe-inspiring. Although I was out ill for the first high school experience, I received an in-depth picture from my TWA pals. The next day, I was so taken with the LEAP School’s joyous, warm welcome, the opportunities to speak at length with the amazing teachers and students, learn about the intentional, transformative approach to teaching and leadership, and witness a deeply impactful SEL student reflection circle. It was wonderful witnessing Solange’s thrill at seeing her old interns now turned full-time teachers! I’ve never been more impressed with teenagers than with those I engaged with that day. Their bravery, honesty, thoughtfulness, exuberance, and curiosity were absolutely infectious. Our impromptu and difficult conversations about education and the elections in the United States showed me that these students have taken it upon themselves to be well-informed and interested in different perspectives. What an incredible gift for them, their families, and their country that they can grow at this school and be so forward-thinking.

As we shopped and prepared to bring food and supplies to Kganya Ya Lesedi Foundation, none of us had a clear sense of what was to come. Solange, also new to the experience, was a model of positivity, respectful risk-taking, and partnership. The confident, upbeat, humor-filled can-do spirit mirrored by the interns was fantastic; what a group. I’ll never forget the strength, patience, and warmth of Ms. Lerato Moratuwa Mokwena and others working at the home. The experience of coming together with TWA and GTI to cook and serve food, and engage with the children is with me every day, pushing me to do more. I greatly miss the two little boys I played with; they were so invested in their activities, showing so much curiosity and drive. I wish so much for them.

Apologies if I’ve gone on too long; there is still so much I am digesting. 

I’ve been given a great gift to be a part of GTI and TWA. I truly hope that I can welcome another GTI student to my classroom/school this coming year. If there’s a way I can return to South Africa next summer, I would love the opportunity to engage directly in early childhood classrooms, as that work is critically foundational. As a Kindergarten teacher, I was admittedly envious at seeing images of Erin at Ikage in a grade R classroom! I so much wanted to be in that space working with the teacher and her students. I also got thinking about how exciting it would be to make connections to the Learning and Living Laboratories program. Young children are, in my experience, the most excellent scientific observers and thinkers!  They see, they wonder, they take risks with their learning.

I hope this reflection has been helpful; if you need more or different kinds of input, please feel free to ask. From the bottom of my heart, thank you for all the incredibly challenging, intentional work you are doing, and for including me and my TWA teammates. I hope you will share my appreciation to everyone on your amazing team.