A New York City public school elementary teacher for 15 years, Glenda embodied a passionate sense of urgency for transforming the lives of her students, many of whom lived in historically disenfranchised and low-income communities. She gained a reputation for cultivating powerful classroom cultures that fostered risk-taking, rigor, and depth of learning. Fully aware of the potent intersection between language and cognition, she devoted judicious attention to the development of her students' oral language abilities, which further promoted rich academic discourse, and centralized thinking through the strategic use of Habits of Mind™.
In the course of Glenda's successful teaching career, she taught in several schools in Brooklyn and Manhattan. This cross-fertilization not only allowed her to experience different models of schooling and leadership, but proved pivotal in crafting her perspective of what constitutes effective schooling. This was especially true at Public School 234 / Independence School in Manhattan's District 2, where vision, curricula, pedagogy, and assessment were powerfully aligned. It was in this model-school centered on constructivist principles, teacher collaboration and professional development, and best practices where Glenda honed her skills as a teacher and emerged as a teacher-leader. Consequently, she was selected from amongst a group of PS 234 teachers to serve as a resident teacher-leader at the prestigious City Hall Academy during its 2003-2004 inaugural year. (City Hall Academy, now defunct, was a DOE initiative designed to provide a 2-week residency program showcasing best practices in content-based studies and literacy for New York City public teachers and their students of grades 3, 4, and 5.)
When she returned to Brooklyn, Glenda continued her role as a teacher-leader at Public School 24 in District 15; Glenda invited others to share in her practice by hosting math Learning Communities in which her classroom served as the labsite. She often served as a mentor to her colleagues, many of whom sought out her expertise and collegiality, and aided them in lesson planning, curriculum design, classroom management strategies, and deepening discourse. As an outgrowth of her work in the Learning Communities, Glenda collaborated with Metamorphosis's Master Coach Antonia Cameron and colleagues and administrators to co-author the article "The Role of Communities of Practice in Developing Teacher Leadership," which was published in the 74th Yearbook of the National Council of Teachers of Mathematics in March 2012.
As an Education Consultant, Glenda focuses her passion, diverse experiences, and expertise on her clients' goals and works collaboratively to significantly improve content pedagogy and student achievement.
. . . Because every child deserves a highly-skilled, caring practitioner and effective public schools. This is her mission.
Q: What are you most passionate about in education?
I am passionate about equity in education, whether it be challenging deeply-held assumptions about failure of poor, non-white students, working to eradicate barriers so all students can achieve at high levels, advocating for the rights of historically disenfranchised populations, or ensuring access to culturally-relevant and responsive content and instruction. I am also passionate about teaching thinking and problem-solving habits of mind, nurturing social-emotional intelligence, and developing the oral and academic language of all students.
Q: What do you love about Metamorphosis?
I love that we walk the walk – in our collegiality, our collaboration, our planning and in the way we tap into our collective intelligence.
Q: What do you want to influence in education?
All of the areas that I am passionate about.
Glenda and Sonal, you were both incredible. You handled this PD with such care and cadence. You both danced beautifully from content to pedagogy and back. Thank you for “slowing down” around key moments. What a delight! Respect to you both.
- 2015 Summer Institute Participant
Glenda and Sonal were wonderful, knowledgeable, prepared and passionate. I felt supported as a learner — and although they taught us a lot of what they knew, they also allowed for/encouraged the sharing of expertise within the group. Thanks, ladies!
- 2015 Summer Institute Participant
"The PD sessions with you have broadened my perspective on understanding how best to use the GO! Math curriculum and the standards. So I would have to say it’s money well spent! Thanks again!”
-Latoya Newton, Teacher, P.S. 314X, NYC