May-June-2020-Advisor

16 CEA ADVISOR MAY-JUNE 2020

CEA APPLAUDS 2019-2020 HUMAN AND CIVIL RIGHTS AWARD WINNERS

to provide insights and actions to advocate for African American students. Dream Deferred is focused on college readiness for these students and provides a forum for sharing best practices, key data, and research to drive actions to ensure opportunity. White has been instrumental in her district’s efforts to encourage minority students to pursue careers in education. As chair of the West Hartford Education Association’s (WHEA) Ethnic and Minority Affairs Commission, she worked with the local association’s last three presidents to provide opportunities for the district’s diverse student population to pursue teaching careers. She also is the chair of the Ethnic Affairs Subcommittee of West Hartford’s Equity and Diversity Council (EDC), a group that aims to attract, recruit, support, and retain highly qualified teachers of racially, ethnically, and linguistically diverse backgrounds. In addition, she acts as a liaison with Central Connecticut State University to encourage minority students to complete a

They have purchased cooking and baking materials, which they use to prepare food for themselves. They are also responsible for washing the dishes and utensils used in these activities. Additionally, the students collect towels used by teachers to clean whiteboards and desks and launder and return them to the classrooms. All of these activities that Mann has developed encourage independence, which will serve his students well in future endeavors. Michael McCotter, a fellow Southwest Elementary School teacher who nominated Mann for this award, describes Mann as a teacher who “is always willing to listen to his students, helps them problem solve, and offers opportunities for them to express themselves. He collaborates with colleagues and shares his knowledge with other teachers.” of kindness and compassion in schools. This included briefing student ambassadors who were responsible for disseminating information about the program and ensuring that each classroom had a No Name Calling Pledge. Moreover, each classroom was given the book One , by Kathryn Otashi, whose story encourages students to be upstanders. Finally, Neseralla has shared her expertise related to equity, diversity, social-emotional learning, and the importance of GSAs with her colleagues through her participation in the districtwide Teacher’s Choice Institute, where she has been a key contributor on LGBTQQI issues. Margaret Smith, a fifth-grade teacher at her school, cited Neseralla’s “incredibly tenacious spirit and unparalleled drive” when nominating her for this award. She further described her as believing that all children should be included, “working diligently every day to make sure that our school follows through with her belief.” teaching certificate program of study. White also worked with her district’s central office to guarantee interviews for former West Hartford students who have graduated from college and are pursuing a career in teaching, and is credited with organizing the Future Educators of Diversity (FEOD), a club for students who are interested in pursuing a career in education. Through the FEOD, students engage in experiences designed to give them a firsthand sense of how rewarding a teaching career can be. Finally, White has worked with CEA on state and national minority teacher recruitment efforts, including testifying before the Connecticut General Assembly. In the words of WHEA President Theresa McKeown, who nominated White for this award, “Lara is a passionate teaching professional who not only talks the talk but walks the walk! She is a shining light of what an educator can be.”

Lara White, West Hartford Education Association CEA Presidential Award – Henry Barnard Memorial Award Lara White, a teacher at Hall High School in West Hartford, is this year’s recipient of the CEA Presidential Award – Henry Barnard Memorial Award for her work in promoting educational opportunities for students and teachers and furthering an understanding and appreciation of a multicultural society. An experienced, gifted presenter, White has created and conducted professional development workshops for her colleagues. Recently she participated in a six-part professional development session on culturally relevant curriculum and pedagogy that she helped design. This program allows teachers who have already been introduced to the principles of culturally responsive instruction (CRI) to collaborate with their peers to create CRI lesson plans and materials. The group’s goal is to “make effective educational change in the classroom that results in higher student participation and Clare Neseralla, CREC Education Association Harvey Milk – Sylvia Rivera Award for Challenging Discrimination Related to Gender Identity and Sexual Orientation Clare Neseralla, a STEM coach at the CREC Discovery Academy, is the recipient of the Harvey Milk – Sylvia Rivera Award for Challenging Discrimination Related to Gender Identity and Sexual Orientation, for her work promoting the rights of the LGBTQQI community and enhancing the lives of LGBTQQI students in her school. An experienced and celebrated educator, Neseralla was inspired by former CREC student Ella Briggs, who, upon being named the Connecticut Kid Governor, made the concerns of LGBTQQI students her platform. Neseralla decided to share Briggs’s mission throughout the CREC system. She first proposed a Staff Senate equity mission and formulated LGBTQQI action strategies for inclusion and equity. This included working on a Chris Mann, Torrington Education Association Helen Keller – Anne Sullivan Memorial Award Chris Mann, a special education teacher at Southwest School in Torrington, is the recipient of the Helen Keller – Anne Sullivan Memorial Award, which recognizes a CEA member who promotes and advances the human and civil rights of and equal educational opportunity for the disabled. Mann created a schoolwide store that is operated and maintained by students who are intellectually or developmentally disabled. The store has allowed these

Lara White

performance.” Moreover, during in- service days, White has presented her workshop titled, “Learning Partnerships and Classroom Culture,” which focuses on building the foundations to a more trusting, collaborative classroom culture where teachers and students feel welcomed and valued. This year, White was selected to present at the College Board Dream Deferred Conference, which gathers professionals from across the country committee that drafted CREC’s inclusion statement that was adopted in all CREC schools. She also joined the CREC Advisory Council on LGBTQI+ Affairs as a means to further her work to encourage a safe environment for all students and staff. Neseralla is responsible for initiating her school’s Gender and Sexuality Alliance (GSA) inclusion clubs, which include Community, Friendship, and GSA Clubs at the pre-kindergarten through fifth-grade levels. The Community Club for pre- kindergarten, kindergarten and first grade focuses on teamwork, compassion, and acceptance. The Friendship Club for grades two and three focuses on being a good friend, family differences, and ally support. The GSA Club, for fourth and fifth grades, encourages student members to take ownership and create their own agenda. These groups have built bridges among students, families, and allies while collaborating with librarians and other specialists to gather resources to support the

Clare Neseralla

Every Friday, the “Dragon Wagon” visits each classroom, and the items are sold. These transactions allow the students to accept money, provide change back, and then take sales inventory at the end of the day. Teachers have noted that the students’ ability to count money has vastly improved since being in the program. There are also social benefits to working in the school store. Students visit each classroom and interact with all of the teachers, some of whom they may not have known before. It also allows the students in general education classrooms to seeMann’s students engaged in a fun, interactive activity, thus making them more visible to the rest of the school’s student population. The funds raised through the school store provide additional opportunities for Mann’s students. Neseralla worked with students to launch an initiative called Kindness in Action – No Name Calling Week to bring attention to the importance groups’ work. When the three clubs were initially launched, nine teacher volunteers and five percent of the student population participated at the first meeting. Since that time, the groups have grown to include 12 staff members and 17 percent of the student population.

Chris Mann

students to have enhanced educational opportunities by providing them with hands-on

ask teachers in the building which food and drinks they would like to see sold by their store. Mann’s students then analyze the results and decide which items they will sell.

experience that will be beneficial to future career and life experiences. His students create a survey at the beginning of the year in which they

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