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We use language for our kids around self-awareness, being able to access external supports, and also being able to understand their needs and emotions. NTC’s instructional coaching process develops similar competencies in teachers themselves. And when teachers experience high-quality relationships and trust, they can reflect that into their classroom.

We use language for our kids around self-awareness, being able to access external supports, and also being able to understand their needs and emotions. NTC’s instructional coaching process develops similar competencies in teachers themselves. And when teachers experience high-quality relationships and trust, they can reflect that into their classroom.

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Teacher Leslie Pigozzi, a multilingual learner herself, understands her students’ experience, processing, and the value of making mistakes. Hear as she shares how she affirms her students’ linguistic diversity and cultivates an abundance mindset.

Leslie Pigozzi, Teacher

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Aurora Juarez Lopez, 18, is a recent graduate of Benjamin Franklin High School in New Orleans, Louisiana. Aurora’s family immigrated from Mexico and she grew up in a Spanish-speaking household. As the oldest of three children, she wants to be a role model for her younger sisters who are 15 and 4.

Aurora Lopez, Student

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Grace and Mikayah shares their experiences and learnings from partcipating in student voice initiatives, leading teacher professional learning, and how educators can build authentic relationships with students.

Grace Ayena and Mikayah Cheeks, Students

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Sixteen-year-old Alizea Daniels shares her experiences moving from a small school in a rural community on a reservation to a bigger middle school in a town of 40,000 in Northern Idaho. As a member of the Coeur d’Alene and Confederated Salish and Kootenai Tribes, she also reflects on being an Indigenous student at a predominantly white high school and offers advice on how teachers can help Native students feel at home in their classrooms.

Alizea Daniels, Student

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Jonathan Fratz, 16, has more accomplishments on his LinkedIn as a 10th grader than most adults. Last year, Jonathan made a big change from middle school as he started at San Pedro Senior High School in San Pedro, California, part of the Los Angeles School District, in the middle of the pandemic. As a student with autism, he is passionate about advocating for his fellow students with disabilities in his school district and state.

Jonathan Fratz, Student

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Dr. Tanji Reed Marshall from The Education Trust, and Atyani Howard from New Teacher Center, reflect on key learnings from 2020, distill the learnings down into actions, and offer insights into where our education discussions might go next. They also remind us that the intellect of every child matters, as does the intellect of our educators.