B.A. Secondary English Education and History, Hope College '17
Restorative Practices Trainer, IIRP '20
Secondary English Teaching Certificate, Michigan '17
History Teaching Certificate, Michigan '17
Ashley is a first year graduate student in the M.A. Education Policy program, interested in a comprehensive specialization that centers on intersectional approaches to meaningful student involvement in the imagination of a liberated education system. She spent the last four years teaching primarily 8th grade English and history in a Title I district in Wyoming, Michigan. During her tenure there, she used culturally responsive practices to support and partner with students in the development of a student-driven educational experience.
After demonstrating the use of Restorative Practices to establish authentic and liberated classroom communities, Ashley was nominated to train as a Restorative Practices trainer. She hosted staff observational rounds and facilitated staff meetings supporting teacher use of restorative practices in the classroom that were 80% proactive through healthy community development and sustenance. Ashley was coached through West Michigan Leadership Academy as a member of the Junior High Equity Team to develop staff learning around the ways that education systems disproportionately impact students of color and students with other marginalized identities. She was a part of the team who created and facilitated the analysis of student input surveys to center this learning on student voice. Additionally, she led the history curriculum pilot for 8th grade American history when she inherited the role during the pandemic year, leaning on mentor texts by Black and Indigenous historians to originate student conception of America with Pan-African history, Indigenous history, deep culture, self-celebration, and community. Ashley was also on a team that was accepted to present at the 2020 NCTE Conference, Confluencia, on the topic of leveraging student voice to center a highly engaging and equitable curriculum.
Her academic career is focused on culturally responsive approaches to a student empowerment model in schools, and the ways that these two concepts intersect. Not only does she want to illuminate the overwhelming dearth of research on this point, both with quantitative and qualitative data analysis methods, but she aims to use this research to rally funding for anti-racist student centering models, projects, and consulting across the country."