Middle school counselor Denielle Patterson used a PA Summer Grant to support her work on the development and implementation of the middle school Social Emotional Learning (SEL) curriculum. She attended “Re-Imagining Education: Teaching, Learning and Leading Summer Institute” (RESI), sponsored by Teachers College.
Thanks to a grant from the MMFS Parents Association, last summer I attended the Re-Imagining Education: Teaching, Learning, and Leading Summer Institute (RESI), provided by Teachers College. This two-day professional development opportunity focused on the importance of reimagining educational experiences for all students by integrating a racially and culturally diverse curriculum.
Each session focused on fostering a deeper understanding of identity, inclusion, and representation, which directly supported the continued development of the middle school Social Emotional Learning (SEL) curriculum. For example, attending the workshop “Windows, Mirrors, and Sliding Doors: Building Racially Just Education” inspired me to expand on the “sliding door” strategy within several SEL lessons. The facilitator, Dr. Kim Pinckney, provided clear, practical examples to help students engage in “sliding doors,” i.e. immersing themselves in perspectives, stories, and experiences that differ from their own. As the school year began, I was able to apply these strategies while facilitating the student-led Heritage Months Committee, reinforcing the importance of empathy, perspective-taking, and cultural awareness within our school community.
The keynote speaker, Yolanda Sealey-Ruiz, PhD, spoke on the importance of educators having a deep understanding of racial literacy and its impact on BIPOC students. It is always an honor to hear her speak and emphasize the importance of teacher support and development.
I also appreciated the “pool parties,” or the small group dialogues, offered by RESI because they allowed me to meet with educators and counselors from all over the country. It was helpful to hear the ways other schools are offering social emotional support in response to policy changes and other political shifts.
My summer work also included building on Social Emotional resources for the middle school community. A significant part of the counseling support in the middle school includes collaborating with teachers. As part of the resources available to teachers, I purchased the books Cultivating Genius and Unearthing Joy by Gholdy Muhammad, which offer specific guides to incorporating SEL into content area classes. These books encourage educators to create culturally competent learning experiences for all students, especially BIPOC students. Muhammad offers her historically responsive framework that supports teachers in centering identity and equity in the classroom.
Muhammad also provides a lesson plan template that cultivates identity work, critical thinking, and joy. As I read these books over the summer, I found that Gholdy Muhammad’s goal to prioritize joy within the classroom was vital for the Mary McDowell Friends School community. As our students struggle to find success in learning, I think it is important to model Muhammad’s goal of including joy in every lesson.
Another focus over the summer was developing the middle school lunch options to better support the diverse needs of our student community. In previous years, I introduced “Quiet Lunch” for students who find the cafeteria or recess environment overwhelming due to noise or overstimulation. This year, I aimed to create an additional, social skills-focused lunch option to promote positive interactions. To support this new group, I purchased targeted activities and games—such as Should I or Shouldn’t I? and Who’s Feeling What?—designed to help students build essential skills like self-advocacy, civil discourse, and active listening.
I’d like to thank the Mary McDowell Parents Association for offering me this grant. My summer work allowed me to deepen my practice as a school counselor. The professional development, resource building, and program planning I engaged in this summer not only enhanced my own skills but also strengthened my ability to collaborate effectively with teachers. I am confident that these efforts will continue to positively impact the middle school community throughout the school year.
