Emily's quest for authentic learning environments began in her treehouse fortress 15 feet above the ground—her experiences with imaginative play and her passion for exploration fuel her love of learning. Emily holds a Master's in Learning, Design, and Technology from Georgetown University, DC, and a Bachelor's in Art Education (K-12). She has worked diligently as an educator to create environments that foster community and inquiry.
Some of her experiences include:
- Coordinator for the Summer Institute for the Teaching Learning Program through the Center for Social Justice at Georgetown University
- Graduate associate with the Center for New Designs in Learning and Scholarship at Georgetown University
- Co-creator of the Teaching Practicum Residency I course for the Education Transformation Master's program at Georgetown University
- Equity leader for Arlington Public Schools
- Co- Creator of Shumway Academy, a private K-8 school that integrates subjects and grades
- Classroom Art teacher (K-8)
- Contributor to The Nature Academy, a naturalist approach to interactive outdoor learning
- Developer of Model Classrooms, a higher education model that exposes future teachers to a student-centered approach
- Adjunct Education Professor, instructing practicum students in Educational Psychology and Principles of Teaching, focusing on exploring various learning theories and practices that build autonomy and intrinsic motivation
- Student coordinator for online advising at Brigham Young University-Idaho
Emily's leadership is grounded in a well-defined philosophy of teaching and learning. She asserts that learning is inherently a social activity, and educators must actively invite and support learners to take an active role in their education. This approach opens up new avenues for engagement across diverse passions, communities, and beliefs.
ESSENTIAL QUESTIONS (THROUGHLINES) For EDUCATORS
Understand the role in creating a positive, productive learning environment.
Question: What indicators suggest my students enjoy learning and are motivated?
Understand the relationship between generative topics, understanding goals, performances of understanding, and ongoing assessment as a framework to plan purposeful instruction.
Question: Can I develop meaningful learning opportunities and show this through purposeful plans?
Students clearly understand their work and find relevance in it. They are anxiously engaged through invitations to find meaning and purposeful understanding.
Question: Given that teaching and learning occurred, what do my students now understand?
EDUCATOR COMPETENCIES
Teacher Presence: Evidence of dress and grooming; teacher voice and enthusiasm; classroom mobility; value-added team teaching
Gathering: Sense of belonging through unity; brief energetic activity; students engaged moment of entry
Invitational Language: Language builds trust and cooperation; appropriate responses to student cues; thoughtful feedback
Clear Messages (Interaction): Class agreements taught and modeled; reasonable limits are clear and enforced
Clear Messages (Understanding): Student work is clearly defined; final performance is understood by students
Knowledge Construction: Concepts are defined; scaffolding is evident
Pacing: Continually engaged students; crisp transitions; students work without teacher direction
Questions: Thoughtful questions connect to learning; questions prompt further questions
Element of Discovery: Student invitation to solve, create, explain, and discover
Plan Connects: Activities and questions connect to student life; relevancy and meaning, age-level appropriateness
Improved Performance: Student understanding has value; students getting better at reading, writing, thinking
Assessment: Accurate analysis of student work provides for meaningful feedback
The Nature Academy
Learning Maps (6-8th Grade Art)
Learning Spaces
When students are asked what contributes to effective learning, they often cite their feelings within the classroom as a significant factor. Design plays a crucial role in fostering a sense of engagement among learners. As Oblinger (2006) stated, “Spaces are themselves agents of change. Changed spaces will change practices.” Well-designed learning environments also promote a sense of community. According to "Community: The Hidden Context for Learning," “A real community, however, exists only when its members interact in a meaningful way that deepens their understanding of each other and leads to learning” (Wright, 2006).
A genuine community emerges when learning spaces are intentionally designed. Without designated spaces for physical gathering and sharing thoughts, questions, concerns, and curiosities, community cannot truly exist. etc.
