What does it mean to feel like you belong? It can be hard to define and even harder to measure. Yet, all humans feel the need to belong– somewhere, to something, or to someone. On day one of the Assessment for Learning Conference in Oakland, I copied one of the essential questions in my notes, “How do we build aligned/coherent performance assessment systems that promote learner belonging, equity, and liberation?”. I underlined the word belonging in this question because in my work with the Colorado Education Initiative, we partner with schools and districts to foster belonging in school.
Arise High School is nestled within a shopping center in the heart of the Fruitvale community in Oakland. Fruitvale is an urban hub with a strong Mexican-American and Latin American heritage. It is a bright and welcoming community, as evidenced by the smiles we were shown as a bus full of strangers descended upon the school for a visit. It can be intimidating visiting new neighborhoods, but I instantly felt a warm welcome from this community.
As we toured the school and spoke with Trevor Gardner, Director of Teaching and Learning, I was blown away by all the evidence of student belonging. Hanging on the walls I saw “I am From” poems: beautiful examples of student writing that honored their values and identities. I saw “Agency and Action Today” posters that included students’ personal inspirations and examples of how they use their agency to create cycles of liberation, and connect to their own hopes and dreams. I saw “The Equation of My Life” assignments that detailed formulas to calculate salaries for students’ dream careers, as well as life expenses, like groceries, cell phone bills, and rent. In each of these assignments, students were provided the opportunity to show their authentic selves. In Braving the Wilderness Brene Brown says, “True belonging doesn’t require you to change who you are; it requires you to be who you are.” These assignments were concrete examples of honoring and celebrating students for who they truly are, which in turn breeds belonging.
As the visit progressed, I continued to be inspired by the proof of student belonging at Arise High School. We had the privilege of watching tenth grader, Enebilson Omar Perez Barahona, present his portfolio defense. He did his presentation in both English and Spanish to honor his grandfather, who proudly sat in the audience smiling and recording the whole time. Omar started out by explaining who he is– an immigrant from El Salvador, a youngest sibling, and someone who enjoys playing the guitar and looking at the sky. He reflected honestly on his strengths and challenges before jumping into detailed explanations of five artifacts of learning that he selected. One artifact was an art assignment called A Place Where I Can Be Myself. Omar explained how he made intentional color choices to create a mood and how his use of receding lines brought depth to his picture of the music room, where he had learned how to play the guitar. He proudly stated, “I do not need to be at home to be myself,” as he presented his work. He wrapped up the presentation by talking about his future plans to go to college and become an architectural or civil engineer. He declared that to him success means being able to retire his grandparents, who have sacrificed so much for his family. The quote on the last slide of his presentation read, “You can never be anyone, if you do not try to be yourself.” Arise High School has provided Omar the opportunity to be authentically seen and celebrated, and in turn Omar is confident that he belongs there.
Storyteller
Kelly Quinn
Manager, Social Emotional Development
Kelly Quinn holds dual degrees in Elementary Education and Human Development. With a decade of experience as a teacher and social-emotional learning (SEL) team leader in Chicago and Denver Public Schools, Kelly has made a significant impact on the educational landscape. Kelly excels in creating and leading school-wide SEL programs, believing it to be a crucial element for student success.
Kelly now manages Social Emotional Development at the Colorado Education Initiative, an educational nonprofit organization. In her new role, she collaborates with schools and districts across the state to foster environments that support the social and emotional needs of students, staff, and families. Kelly's dedication and expertise continue to drive positive change, promoting a holistic approach to education that values emotional well-being as much as academic achievement.
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