This column is by Stacie Bunn and was published on EdNC.org, November 9, 2017
In 2012, after 15 years of classroom experience and a year as an instructional coach, I became the multi-classroom leader (MCL) for science at Thomasboro Academy in Charlotte, N.C. I led a team of eight new and veteran teachers, co-teaching, coaching, modeling, co-planning, and leading student data analysis, while taking accountability for the science learning results of the team’s 300 students. Kenyatta Davenport was a second year teacher on my team.
After high school, Davenport worked at an after-school program, and later as a school teacher assistant and technology associate. With encouragement from colleagues, she got both bachelor’s and master’s degrees in education.
In 2011, she began teaching at Thomasboro and now is an expanded-impact teacher, chosen because of her excellent student results to reach twice the number of students as a regular classroom teacher, with support from an extra teaching assistant. She was named her school’s Teacher of the Year in 2015.
But that came after a rough start.