Educator Panel: The What School Could Be Podcast - Stories of Great Humanity

This panel discussion brings together three educators whose work demonstrates how schools can center humanity and community connection. Chris Swatt transformed a continuation school into a Big Picture Learning environment where at-promise students learn through internships and interests rather than traditional curriculum, emphasizing community partnerships to create lasting support networks. Annie Ray, Grammy Music Educator Award winner, leads orchestral programs at a highly diverse Virginia school, including innovative programs like parent orchestras and Crescendo Orchestra for students with severe disabilities, using music as a universal connector that transcends barriers. Dr. Charlene Otley develops community-based literacy programs for deaf and hard-of-hearing children from marginalized backgrounds, focusing on family-centered approaches that honor cultural and linguistic diversity.

All three educators share a commitment to moving beyond traditional educational structures to create authentic belonging and connection. Their work demonstrates how schools can serve as hubs for community healing and empowerment, whether through visual art that reflects student identity, musical experiences that create profound human connection, or literacy programs that strengthen entire families. Each story illustrates the power of "just doing it" - taking risks to implement transformative practices rather than waiting for permission, and building community support that makes these innovations sustainable. Together, they show how education can be reimagined around social justice, authentic representation, and the fundamental human need for connection and belonging.

"We learned that we have to teach social justice. We kept thinking all these kids are going to come in with all these things that have gone wrong in their lives and they were going to have this voice... no, we realize with these 15, 16, 17 year olds that they've been told or not told that they can actually do something about their situation."

"My answer is just do it, just get in trouble and just do it... I don't think when you go to anybody in administration at the top tiers their immediate answer is always going to be no... so my thing is just do it and ask for forgiveness later."

"The Suzuki triangle... it's this concept of music education where it's this triangle and each apex is the student and the parent and the teacher and only great learning can come when all three sides are nurtured."

• Chris advocates for implementing changes first and asking forgiveness later. Under what circumstances might this approach be appropriate? What are the risks and benefits? How might this vary depending on your role or context?
• Annie describes music as "one of the most fundamentally human things." How might arts education serve purposes beyond skill development? What would change if we viewed arts as essential rather than supplemental?
• Charlene discusses how professionals often discourage multilingual families from using their home languages. How might schools better honor and build upon students' cultural and linguistic assets?