The Educator Magazine - Vol 3 - 2022 by TB Productions

THE EDUCAT$R

VOLUME 3

MAGAZINE

Wendell Tabb

Everyone Deserves to Shine: Finding and shining your light unapologetically.

Teresa B. Howell

Talk Show Host, Sony-Orchard Distributor, and Award Winning Writer/Producer. www.tproductions.org

FOUNDER and CEO Teresa B. Howell https://tbproductions.org EDITOR David R. Navarro CREATIVE design&print CONTRIBUTING WRITERS Teresa B. Howell David R. Navarro Andrea U. Petifer Denise M. Walker ADVERTISING & PROMOTION TB Productions Media Group TeresaBProductions+ads@gmail.com Maurice Scriber COPYRIGHTS The Heat Seekers Magazine is owned by Teresa B. Howell and Teresa B. Productions. The magazine, its staff and writers, has made sure that content is accurate on the date of publication. The views expressed in the articles reflect the author(s)’ opinions and do not necessarily reflect the views of the publisher or editor. The published material, adverts, editorials and all other content is published in good faith. All rights reserved. Nothing can be partially or in whole be reprinted or reproduced without express written permission.

Letter from the Founder and CEO In 2005, I decided to leave my fortune 500 job in accounting and take a leap of faith into the classroom. I had once worked in an elementary school in 1998 as a bookkeeper and it was there that the principal pushed me into the field. He said: “The children with disabilities gravitate towards you. Maybe you should consider becoming a special education teacher?” So I went back to school and sought out the dream. I listened, I conquered, I accomplished. Unfortunately, that principal(Harvey Sadoff) died a few years after speaking into my life. But I made it happen and I will be always grateful for “the push” he gave me. As I rose to the top in education from an ordinary special education teacher to National Board Certification, to School Administrator, to Sped Director, there was still something missing. In my early years of life, I wanted to be a singer, a writer, a poet…and in 2014, the floodgates of creativity opened. Before I knew it, I had become an educator with extraordinary gifts that were being displayed outside of the classroom. From there, the concept of this magazine began. As the Founder and CEO of this publication, my goal is to spotlight educators who are also gifted outside of the classroom. I want to show the world that not only can they teach the children of tomorrow, but they can balance other gifts and remain in the air, flying high. I am proud to be an educator as I have touched the lives of thousands of students. But I am also proud of being a writer, singer, talk show host, playwright, magazine CEO, and mother of 2. I am an educator…with extraordinary talents. So help me celebrate the others within this publication that have extraordinary talents too. Teresa B. Howell Founder and CEO, The Educator Magazine

CONTENTS 3 Putting Practice Into Perspective - Vol. 2 by Andrea U. Petifer 4 From Educator to Teacherpreneur Part One by Denise M. Walker 6-15 COVER FEATURE - WENDELL TABB

16 Interview with Debra Cheek 20 Educator Spotlight Wanda Motley 22 Educator Spotlight Turquoise Lejeune Parker 2

Putting Practice Into Perspective Vol. 2 By Andrea U. Petifer

Andrea Petifer is a tenured educational leader highly skilled in curriculum development, cross-functional collaboration, and consulting. Adept at instructing elementary-aged through collegiate level students, she is applauded for her ability to implement change management plans with care and creativity. Andrea is a past teacher of the year, district level assistant principal of the year, and union president. Each month this column will explore lessons I’ve learned throughout my almost twenty year journey of teaching and learning. My aim is to share tangible takeaways that are real and relevant, that spark reflective practice, and ready you to enact change. Routines & Readiness I was a very routine oriented classroom teacher. There was a rule and or routine for EVERYTHING. Line Leader, check. Discussion Direction, got it. Where does my homework go? Check. Have a note from home? How do I know which learning station to begin with? Check, check. Need extra paper, pencils, or markers? Check, check, check. Every morning my students knew to: Stop at the door Take a ½ pump of hand sanitizer (tiny hands, learned that the hard way) Read the easel Proceed with unpacking The short, sweet, and simple instructions, not only greeted my students, but it served as an anticipatory set. It was a prelude to our day of discovery. What would today’s teaching and learning look like, feel like, and sound like. As a classroom teacher I understood the value of establishing, reviewing, and reinforcing routines. This was a concrete way to ensure that my community of learners were properly prepared to engage with the curriculum and their classmates. It was a way to address anxieties about what we are doing and how we are doing it. It helped orchestrate focus and attention, something that often gets lost in chaotic classrooms. Most importantly I found that routines create a readiness that is integral in maximizing instructional effectiveness. This week I encourage you to explore your effectiveness by examining your routines or lack thereof. How do you anticipate what is to come? Are you filled with anxiety and angst or do you feel relaxed and ready to discover? Do you greet yourself with sweet, simple messages that gently push you towards progress? I’m challenging you to try creating a morning message that moves and motivates you to maximize each day. Just like I believed in my students, I believe in you. You can do this! You got this! Just give it a try! Follow me on Twitter @AndreaPetiferED

From Educator to Teacherpreneur Part One By Denise M. Walker

Have you ever considered becoming a teacherpreneur? There are many educators who dream of retiring from the field of education after 30 years. In addition, there are other educators who desire to take their skills and launch their own businesses. If that’s you, keep reading. Before we can take such a big step in becoming our own boss, there are a few barriers we must overcome. Fear For many years, fear kept me stagnant. There were many things in my heart to do but it took years to move forward because of my fears. Is that you? Do you have a unique business idea as an educator but are too afraid to consider it? Here’s my advice, Do it afraid. That’s what I did. When my first book idea came to my heart, I was overjoyed. I worked on it for days. I rejoiced when it was finished. Then, it was time for it to be published. Fear gripped me. I gave myself a million reasons why I didn’t need to release my book. It took a few months before a took the leap and published it afraid. Finances Next, we must overcome the money focus in starting a business. Yes, money is needed to run a business, but I learned something valuable as a teacherpreneur. If God put it in your heart, he’ll make a way for it to come forth. Therefore, my husband and my educator’s salary were used to fund my writing, coaching and editing business. When I learned what it would take to begin, which wasn’t a lot at all, we put aside the funds needed and purchased the materials to get started. For the first year or two, our finances funded the launching of the business. Six years later, the business can now sustain itself. Follow-through I can’t tell you how many fellow educators who have a desire to start their own business won’t follow-through. It is one thing to attend trainings and workshops for getting started, writing out plans, and purchasing the equipment needed. It is another entirely to follow-through on those plans and utilize that equipment. I needed an accountability partner to hold me accountable. This individual became my mentor. She doesn’t take no for an answer. She makes you aware when fear is speaking through you, and she holds your feet to the fire until you move on your plan. A mentor or accountability partner may be helpful for you as well. When you are ready to do it afraid, not focus on the finances, and willing to follow-through, it is time for you to move forward in launching your business. You will be surprised how rapidly it will grow because you are moving in something you love and would be willing to do for free. You will be using your gifts, talents, and trainings to continue to teach others and be in control of it all. Although I am balancing the two, educator and entrepreneur, I would not trade my business for anything. Denise M. Walker Author, educator, podcaster, speaker, writing coach and copy editor Owner of Armor of Hope Writing & Publishing Services, LLC

Live Interviews, Regular Programming, and MORE! Amplified Exposure LIVE is a new innovative and entertaining talk show about legends. The guests vary from New York Times best-selling authors and Grammy Award-winning artists to CEOs and VIPs of major production companies. Industry notables such as The Jackson’s, Luenell, Mathew Knowles, Tony Terry, Kimberla Lawson Roby, and Judge Joe Brown to name a few have made appearances. Watch on YouTube, Vimeo, and Roku. Take a look at all our services at: www.tbproductions.org

Wendell Tabb Everyone Deserves to Shine: Finding and shining your light unapologetically. 6

Wendell Tabb- A Drama Director Legend AKA “THE GOAT OF THEATRE” Interview by The Educator

I met Mr. Tabb during my first play production, “That Church Life”. It was held at the famous Hillside High School in Durham, NC. Mr. Tabb welcomed me with opened arms and has allowed me to be under his mentorship since 2018. He has a remarkable story and as he shifts into retirement, I wanted to honor him and his works by completing a dynamic magazine feature for all to love and cherish. Mr. Tabb, I can speak for all the lives you have touched, we will miss you dearly. The Educator: Tell me about your background in theatre. Wendell Tabb: I received my B.A. degree in Theatre Education and M.A. degree in Educational Administration from North Carolina Central University. As Drama Director, I have directed over 100 plays such as “In The Heights”, “West Side Story”, “Fame”, “Dreamgirls”, “The Wiz”, “Bubblin Brown Sugar”, “Mufaro’s Beautiful Daughters”, “Mama I Want To Sing”, “Hairspray”, and “Beauty and the Beast”, just to name a few. As an actor, I have appeared on the NCCU stage as West in “Two Trains Running”, David in “Tunnels”, Charles in “Heart to Heart: Ain’t Your Life Worth Saving?”, Lou Parker in “Fascination Man’, Seth in “Joe Turner’s Come and Gone”, and Gabriel in “Fences”, among many other plays. I have produced such plays as “Black Nativity”, “Tambourines to Glory”, “Becca”, “Cinderah”, and “The Gospel at Colonus”, featuring Alabama State University. I have also directed drama workshops nationally and internationally in Havana, Cuba; Beijing, China; Sydney, Australia, Kenya, East Africa; London, England; Osaka, Japan; Lima, Peru; Rio de Janeiro, Brazil; Gambia, West Africa; St. George’s, Bermuda; Los Angeles, California; Santa Cruz, California; and Brooklyn, New York. I have served as an Arts Administration Fellow for the National Endowment for the Arts in Washington, D.C. and regularly attends and participates in the Broadway Teacher’s Workshop in New York City, New York. The Educator: Do you have any past experience working in films? If so, give a brief explanation of your experiences. Wendell Tabb: This is my very first film project. I have had on-camera experience doing a commercial for Abc11 “Be Cool, Stay In School” campaign. But nothing as major as putting together a film.

The Educator: What were some of your main concerns/ obstacles during the rehearsal and filming process of “Why Mosquitoes Buzz”? Wendell Tabb: Many of our drama students and staff were unfamiliar or inexperienced in acting for Film, working in a recording studio, and producing and directing a film. Due to the pandemic, we were not able to present live theatre, but our students wanted to remain active so we decided to transition to doing cinematography. In doing this film, we had to follow the CDC guidelines and provide PPE materials and supplies to all the participants. It was extremely challenging trying to stagger the actors so that no more than three or four students would be filming at any given time. We did have to postpone filming for 14 days as one of our staff members were diagnosed with COVID-19. Other concerns or obstacles included the engineering of music and songs with the actual action of the actors; editing the action with voice-overs; and having to have so many meetings over Zoom instead of in person. The Educator: As a director with a heavy theatre background, tell me about your overall experience directing and producing a film for the first time. Wendell Tabb: It was a very rewarding experience. This was definitely on the job learning. I had to rely heavily on my staff that had computer knowledge. The editors were eager to research different filming applications and programs. My co-director was so instrumental in assisting in staging the scenes for filming and readily learned the editing process. I spent a lot of energy producing the film due to the fact that it was my first film and needed a great team working together to make this film a reality. The Educator: What’s next for the Hillside Drama Department? Wendell Tabb: It is our goal to establish a Film Program at Hillside High School in Durham, North Carolina. They are eager to grow and advance as film students. It is the desire of Hillside Theatre to continue to engage our viewers and encourage our students to stay fully involved in the production process from the stage to the film screen. We are excited about the new projects and ventures that will come out of Hillside High School Drama Department. Although, we cannot wait to return to the stage for live theatre, a film program will also advance our students to the next level of acting and producing in a digital world.

HIS STORY As a young man growing up in rural North Carolina, it was my mother who first influenced me to become an educator. For decades, my mother taught French and English at a high school almost an hour away from our home. She always taught her students to be the best they could be and to never allow their socio-economic status to stop them from achieving their dreams. Following her lead, it has always been my desire to give back by motivating and building courage, confidence, and self-esteem through teaching. I’m told it appeared I was destined to become a teacher by the time I was six years old because I would give “lectures” at family events. While it was evident to others that I would teach, I have always had a passion for the performing arts. My first play was at my High School in Louisburg, North Carolina. I had only six lines in the senior play, “Hail the Hunkering Hero.” Despite the brevity of my performance—I was hooked. I realized that I wanted to dedicate my life to the performing arts. I was also influenced to become a teacher by seeing an alarming number of my classmates struggle with literacy and contemplate dropping out of school. Having been raised in a rural area, many of my classmates felt that their time would be better spent working in farming or manufacturing. They also felt that the teachers did not care about them and that the information they were being taught would have little use to them in their world. It was this shortsightedness that I vowed to fight as a teacher. I always knew that there was life beyond the tobacco fields of Franklin County and I believed that world could be explored through the performing arts. Once I became a teacher, I found that the lack of national and international curiosity/exposure led many students to underachieve. I found it critical that high school age students on the brink of adulthood be exposed to different cultures around the United States and abroad. My passion for wanting to bridge the gap globally, coupled with my awareness of the need for students to explore different cultures and obtain professional training outside of the classroom was the impetus for creating and developing The International Professional-Student Theatre Exchange Program. Establishing this program has been one of my greatest accomplishments and contributions to the profession. Consistent with Durham Public School’s mission of providing high quality educational opportunities for our students, this program gives students the opportunity to work with professionals and peer performers all over the world. My mother spent her career motivating youth to achieve their dreams, however despite her instruction of French for nearly thirty years—she never achieved her

dream of traveling to France. Although she passed away in 2011, she continues to serve as an inspiration for my teaching career in general and the international exchange program in particular. 2. CLASSROOM ACHIEVEMENT* (Please give examples of how your teaching has produced excellent results in terms of student outcomes. (This could be through examination or test results which illustrate student progress. It may be the number of students who have gone to university/college and graduated, or that your teaching has improved student behaviour or attendance. Please be specific where possible and include numbers/scores showing the impact you had on individual/groups of students.) Prior to 1950, the public schools in the City of Durham, North Carolina were segregated by race. Hillside High School is well-known in Durham as a school that has educated generations of black students. Hillside’s student population has traditionally contended with many social issues related to poverty, gangs, and academic unpreparedness. Despite this, my students have a history of successful matriculation and high achievement. For the past 10 years, I’ve carried a student load totaling 180 students per year on average. In each graduation class, 25% or more of Hillside graduates have participated in theater by performing in a play or taking a theater class. An analysis of the school’s disciplinary data showed that those students who are actively involved in the theater program are the least likely to engage in behaviors that would warrant disciplinary action. In the past ten years, there has only been one active theater student who did not graduate from high school due to extenuating circumstances (the school’s average dropout rate averages from 2.5-3%). My approach to teaching is to allow students to be a part of programs that are conducive to their individual growth by demanding excellence and promoting professionalism. I allow students to have direct ownership of the drama program by making them responsible for its outcomes. Empowering students to be the managers of the productions provides a sense of confidence and courage that stays with them beyond the classroom. It is through this approach that I teach that “theatre is life and life is theatre.” In addition, my students are exposed to local and international experiences that provide them with insight into the lives of working performers and theater educators. I place high-achieving and previously low-achieving students on the same stage, requiring all students to share their strengths and weaknesses and decide how they could work together to execute the production. By giving

the students important roles and forcing accountability in the classroom and on the stage, I was able to bridge the gap between low and high achievers such that they viewed each other as equals. Despite their academic performance or disadvantaged background, my at-risk students began to feel like they mattered because they were able to excel in an academic setting for the first time. This kept them engaged which was critical to keeping them from engaging in risky behavior/activities. An example that comes to mind is a set of twins who were known for terrorizing the school. The principal told me that he thought the girls had talent and I should attempt to engage them. My approach was to challenge them by saying that I heard they had talent and wanted to know if it was true. I continued to drop hints until they accepted the challenge. From the outset, I made them managers of the process for professionalism and overseeing peer excellence. They did not disappoint! They went on to star in their own local TV children’s show called the “Rapping Twins.” 3. INNOVATION* (Discuss your approach in driving innovative and effective instructional practices for your students inside and outside the classroom. (How do you demonstrate success? Are your methods replicable in other classrooms? Any evidence of methods you have introduced that have already been scaled up? Please give examples of verifiable outcomes). I believe in creating innovative and effective teaching methods for the classroom through the merging of the performing arts with various core subjects and teacher collaborations. There is a natural marriage between theatre and other core subjects such as literature that allow for the creation and implementation of programs to strengthen students’ critical thinking skills, global awareness, speaking and listening skills, and mastery of core knowledge. An example of this includes the implementation of a program focused on bridging the literacy gap of all children by creating plays based on books read in the classroom. One of our first literacy projects focused on the creation of Why Mosquitoes Buzz, a new play based on the book Why Mosquitoes Buzz in People’s Ears, a West African folktale retold by Verna Aardema, with illustrations by Leo and Diane Dillon. Why Mosquitoes Buzz is the story of how a pesky mosquito’s fib to an indifferent iguana produces a domino effect that turns the community of creatures upside down. Why Mosquitoes Buzz transports student audiences to a West African jungle filled with extraordinary characters created through oral tradition and original folklore. Through literacy, students were able to envision the West African jungle and interpret the voices of the characters. For young readers, the story intrigued them and literally came alive.

The story is steeped in a number of National Common Core Standards and unit themes such as the third grade reading standard of “recounting stories from diverse cultures”, the second grade unit theme “Hand-Me-Down Stories from Around the World”. Upon returning to their classrooms, teachers were able to use the play to build student proficiency of the connected standards based on their grade level. To aid teachers in their approach, they were provided with a Why Mosquitoes Buzz CCSS (Common Core State Standards)-Based Extension Activity and Resource Guide complete with grade-level appropriate activities, websites, and related book lists. Through this guide, teachers had a reference for engaging students in discussions on bullying, citizenship, community, government, and character traits such as honesty and kindness. Additional projects include Majesty in the Mirror - a partnership with the National Education Association’s Read Across America program. Additionally, collaborating with other teachers in various fields such as science, English and music provides students with a fresh learning opportunity that combines visual, audial and tactile methods of teaching. For example, we have had Physics students to measure the sound waves during a theatrical production and asked English teachers to convert various novels and text to performance scripts. We routinely invite other teachers to collaborate with the theatre program by using props and engaging in role play, creative writing, voiceover performances, reader’s theatre and participating in conversations regarding societal issues. We have been able to provide these teaching opportunities whether the curriculum centers on history, social science, or literature. Doing this prompts meaningful dialogue and teaching opportunities. 4. TEACHING ACHIEVEMENTS* (Please give examples of your achievements in the classroom in terms of recognition for your work from pupils, colleagues, head-teachers or other members of the community. (This could be through local/national teaching awards; recognition in local/national press or academic publications; references or testimonials from high achieving students, peers, principals; active senior level membership of an external organisation or board that furthers an element of education). My work with the Hillside Drama Program and the International Professional-Student Theatre Exchange Program has led to several national (U.S.) awards and recognitions which include the following: • Six Best Play awards from the North Carolina Theatre Conference • Numerous awards for Best Ensemble Acting, Best Music and Best Choreography from the North Carolina Theatre Conference • Numerous awards for Best Actors and Actresses in the state from the North Carolina Theatre Conference

• The Hillside Theatre program has achieved international recognition. Hillside students performed in stage productions and drama workshops in Cuba, China, Australia, Kenya, England, Japan, Peru, Brazil, Gambia, and Bermuda.

• Key to the City of Durham

• United States House of Representative Congress Certificate of Recognition in Education

• Honored Guest of Governor Roy Cooper at his State of the State Address

• Honorable Mention for a Tony Award in Theatre Education

• Proclamation of Wendell Tabb Day by Durham County Commissioners

• Certificate of Appreciation from NC Governor Beverly Perdue

• Teacher of the Year Award from Durham Public Schools • Father of the Year Award from Triangle Tribune • Walmart Teacher of the Year • Hillside High School National Alumni Service Award • Selected As a Master Teacher with the U.S. Department of Education and Shell Oil Company • The Sister Cities Mayors’ Award for promoting International understanding • AGAPE Theatre Project Legendary Achievement Award for Outstanding Accomplishments in Theatre

• James E. Shepard’s Sertoma Educator of the Year Award • Spirit of Hayti Legacy Keeper Award • Excellence in Teaching Award from the National Council of Negro Women • Educator of the Year Award from ABC-WTVD

• Featured in the National Education Association (NEA) Magazine • Featured in the North Carolina Association of Educators (NCAE) Magazine • Featured Guest on “The State of Things,” WUNC Public Radio • DRAMA PARENTS Outstanding Achievement and Contributions Award • Iota Phi Lambda Sorority, Inc. Rho Chapter Certificate of Recognition (Celebrating Leaders Empowering the Community) • Russell Memorial Christian Methodist Episcopal Church Certificate of Recognition • Tar Heel of the Week from the Raleigh News and Observer • Fellowship from the National Endowment for the Arts • Excellence in Directing Award from the North Carolina Regional Theatre Conference • Citizen of the Year Award from Omega Psi Phi Fraternity, Inc. • NAACP Freedom Fund Lifetime Achievement Award • C.C. Lipscomb State Best Director Award

• North Carolina Central University Distinguished Alumnus Award

• Black Living Legend Educator Award from Franklin County Arts Council In addition, students have gone on to perform on television shows, including “CSI-Miami,” “The Young and the Restless,” “Jericho,” “and Tyler Perry’s “If Loving You is Wrong.” I have the pleasure of having many former students who went on to have careers in television, theatre, filmmaking, medicine, law, nuclear engineering, and other disciplines and who have attested that their professional experience in the Hillside High School Drama Program was an important factor to their success. The Hillside High School Drama Program has become one of the premier high school drama programs. 5. DEVELOPING GLOBAL CITIZENS * (Explain your approach to embedding global citizenship in your classroom and how you define the success of your work in this area. Please give specific examples (This could be through connecting with other classrooms around the world, field trips, making use of technology to reach out beyond your community and country) An integral part of the drama program is the International Professional-Student Theatre Exchange Program I started in 1988. The mission of the exchange program is to promote and improve social and academic communications with other community-based programs in high schools and universities globally. The exchange seeks to provide an international network for the performing arts and to

expand the total dramatic performance process across cultures. The Professional-Student Theatre Exchange Program is designed to give students who have a keen interest in theatre arts an opportunity to share and explore different cultures and to gain awareness of the ideas and beliefs of others. The program provides students with the opportunity to work with professionals and peer performers from all over the world. Many of our students had never left the state let alone travelled internationally. This program allowed them to get ideas from outside our borders and learn from other cultures. Hillside Theatre students completed their first international exchange trip in 1996 to St. George, Bermuda.Since then we have gone on to studying and performing in Basai, Gambia; Lima, Peru and Brazil after attending an International Baccalaureate conference in New Mexico. When I presented our Theatre Program, Doug Hundley (a theatre teacher from Lima, Peru) showed interest in an exchange. Students from the Colegio F.D. Roosevelt School in Lima, Peru brought their students to visit Hillside and perform the play “Contemporary Insanity”. This extraordinary experience brought my dream of bridging the cultural barriers to reality. Many of the countries the Hillside students previously visited could not afford to travel to the United States to perform. However, our exchange is different than most because our exchange is not only about if the other students can come to the United States, but an exchange of ideas and beliefs. The students can explore each other’s differing cultures and gain awareness of the educational system and government by attending classes with the host school. Funding for our trips internationally and locally comes directly from the community. It is a grassroots approach of total buyin from businesses, churches, community organizations and individual donors. Each trip cost between $40,000 to $80,000 depending on the length, destination and scope of the trip. This grassroots approach keeps the community invested in its children and their educational advancement. The students are always eager to learn new things and explore the culture, despite a language barrier. We normally perform two to three times in the host country. The show is tailored to the culture and customs of that particular country. To date, Hillside Drama students have performed in Beijing, China; Sydney, Australia; Kenya, East Africa; London, England; Osaka, Japan; Lima, Peru; Rio de Janeiro, Brazil; Gambia, West Africa; St. George, Bermuda; Los Angeles, California; Santa Cruz, California; and Brooklyn, New York and Cuba. Plans are now in process for an international cultural exchange with educators and students in Israel in April 2018. 6. IMPACT ON THE COMMUNITY* (Share the impact you have on your community and how you serve as a role model for students, parents and fellow teachers.)

My mission as an educator and community leader is to present innovative, challenging and entertaining theatre that fosters a unique appreciation for the arts, inspires and assists community members to improve and promote collaboration between schools and other community based programs, provide an international network for the performing arts and to use theater across cultures in order to empower, enlighten and educate. My programming is intended to create diverse intellectual and social outlets where students, teachers and community members may actively participate in dramatic performances that cultivate community discussion and calls for action. An example of this is Hillside High School Drama Department’s ONE VOICE. ONE VOICE is Hillside High School Drama Department’s premiere acting troupe. One Voice is a voice for youth empowerment. The group consists of 8 – 12 students who are serious about Theatre and the Arts. The students are selected from a group of nearly 100 active members in Theatre. They are responsible for representing the Theatre program at its highest standards. The Acting Troupe performances are thought provoking and entertaining. ONE VOICE is dedicated to the creation of new works and performing about issues in today’s society. They perform several theatrical pieces called “See Me”, “Wake Up” and “We Matter”. The performance pieces explore the trials and tribulations of the African Americans in the U.S. spanning from the past to present. ONE VOICE has performed in Havana, Cuba; Beijing, China; Sydney, Australia; East and West Africa; London, England; Osaka, Japan; Lima, Peru; Santa Cruz, California; as well as many other states, churches, colleges and universities, including Duke University and The University of North Carolina at Pembroke. Additionally, I have partnered with the Department of Social Services in Durham, North Carolina to produce health-based education plays in efforts to increase awareness and testing for various health conditions and disparities affecting the community. These productions collaborate with community organizations, universities and medical personnel at various health fairs and seminars in which attendees are provided resources, testing and other pertinent information in support of health improvement. Furthermore, our “Celebrities in the Classroom” program is committed to providing a higher level of artistry by connecting people with artists who have paved the way and are eager to share their knowledge of show business with high school students in the arts. The artists work with Hillside Drama students and the surrounding community by providing lectures, activities and other support in preparation for productions. We continue our commitment and service to the community through organizations such as The Salvation Army

and The Boys and Girls Club. It is a privilege and honor to serve and to contribute to the message of hope to members of the community through our productions and various acts of service. 7. IMPROVING THE TEACHING PROFESSION* (Share how you are contributing to the improvement of the teaching profession. How are you helping to raise the bar of teaching, sharing best practices with your colleagues and encouraging people to join the profession?) I have contributed to the teaching profession by encouraging arts educators and prospective teachers toobserve classes, rehearsals, productions, performances, ceremonies to become familiar with what I informally refer to as the “Hillside Standard.” The “Hillside Standard” requires students to carry themselves as professional performers and managers, while encouraging students to use the Arts to explore social issues plaguing our community, nation, and the world at large. In addition, for every production we open our school and theatre to teachers and students from across the state for educational matinees. In the teaching community, I advocate for an active, hands on approach that allows students to be collaborative, expressive and reflective in their ideas while working within the framework of the creative process. As a best practice, students should be writing, directing, producing, and designing performance pieces that address relevant social issues and involve collaboration with other core subjects. I have lectured other educators on effective teaching methods that will encourage students to use critical thinking skills in an effort to bridge the literacy gap. As an educator, I feel obligated to promote fairness and share my passion with others in an effort to spark their desire to pursue a career in the teaching profession. To that end, I have been a champion of pay equity for arts educators in the state of North Carolina. I have lobbied the Durham Public School System and other governing bodies in an effort to improve the pay for arts teachers. As an advocate for increasing teacher salary and benefits, I strongly believe that we are moving in the right direction to be competitive in recruitment and retention of the best and brightest to lead our young minds. I will strive to promote prospective teacher involvement with the implementation of shadowing & teacher cadet programs in schools, particularly in areas with low teacher recruitment. By showcasing teacher and student success stories through all forms of media, I want to encourage potential teachers join the profession and strive to have a meaningful impact in the lives of young people. Teaching allows you to guide students in making informed decisions about their own lives that will in turn build healthy and sustainable communities. Through demonstrating best practices &

showcasing students’ success, we can motivate and encourage others to pursue the power of education through teaching. 8. PREPARING STUDENTS FOR THE FUTURE* (Share your thoughts on the role of teachers in 2030. What do governments, civil society, schools and teachers need to do to prepare young people for the future? What have you done to ensure that your subject knowledge and teaching practices are up to the task of preparing young people for the world that awaits them? What are the major changes you would wish to see in your own practices, or in school systems more broadly?) Technology and the worldwide web has exposed children in a way that I would have never imagined 10 or 15 years ago. While the world is at the fingertips of many students, it is critical that teachers in 2030 and beyond utilize technology in a responsible and meaningful way. In addition, educators must keep in mind that the children of today are much more mature and exposed than they have been in years’ past. Therefore, it is important to cultivate intellectual curiosity and promote an environment where students may academically explore the cultural phenomena that they see and read about online. In 2030, technology will be even more integral to the learning environment. I imagine that teacher & student desks will have cellular phone & tablet docking stations and traditional libraries will further transform to media & technology centers with digital media instead of books with soft or e-copies of resources. Distance learning will continue to expand and students will bring their own devices to school that will be used for instruction. In this environment, digital literacy will be key and teachers must be equipped to keep up with students and promote behaviors involving the effective and responsible use of digital devices (such as smartphones, tablets, laptops and desktops PCs) for purposes of communication, expression, collaboration, and advocacy. While technology will allow students to be exposed to other cultures and unlimited information, it should not take the place of actual, on the ground experience across the globe. Schools and teachers should ensure that despite technology, students remain connected to each other and others around them. Technology has eroded some social skills of students. Teachers of the future must figure out how to leverage technology while still maintaining the verbal and written communication skills of students. I believe that continuing to provide real-life, hands on experiences for students will aid in this. In addition, it will be important that field experiences outside of the classroom environment are still provided despite the convenience of

virtual accessibility. In the U.S., I would like to see more of an emphasis on promoting interpersonal relationships/ communication of students with each other and the rest of the world. 9. What I would do if I had more resources. (Share any projects that you are passionate about e.g. teaching or school-related projects) There are many ways that Hillside could benefit from the award funds. In the short term, the school could benefit from the purchasing of equipment (such as HDTV, DSLR and editing equipment such FINAL CUT PRO and ADOBE PREMIERE) for editing, recording and filming of various theatre projects that expand upon previous literacy projects such as the filming and distribution of plays with literacy booklets for students nationally and internationally. In the long term, I envision using the funds to establish the Wendell Tabb Institute of Arts & Literacy. The focus of the Wendell Tabb Institute of Arts & Literacy within the Professional Student Exchange program will be to provide training on the development of original scripts, theatrical and film production, staging, commercial, documentary and other media platforms that addresses various health, mental and social issues through including, but not limited to, cyberbullying, bullying, suicide prevention and health education. The Center would offer the opportunity for students from previously visited countries through the Student-Exchange program to immerse in studies at the center. This program would be established within our school where students can come to work on specific projects for school districts worldwide. In addition, the funds can be used to: (1) produce resource guides for use by teachers around the world, (2) continue to fund travel for students to visit and exchange with developing countries, (3) expand ONE VOICE to an international troupe that creates productions that speak to global educational issues, and (4) expand the Professional-Student Exchange program to the Professional-Student Exchange Academy (within Hillside). The academy would collaborate across disciplines to establish programming to be shared with the countries visited by the Theatre program. The Educator: When did you begin your interest in theater? What sorts of theater programs were you involved with and what drew you to the performing arts? Wendell Tabb: I began my interest in theatre at the age of 6yrs old. I would imitate different family members and family friends at the dinner table or at family reunions. My mother also told me that I would always act like I was a teacher. I am from a family of educators so I guess it was in my DNA. I would also perform at church events. This led me to receiving more invitations to perform, so I guess the notoriety helped spark my interest. Being from a small

town, it was not hard for everyone to know persons who had musical talents. But I was not one of those persons. However, I could recite poetry and people began to invite me to their events to perform. I never had any official professional training until I got to college. However, my first real play was at my High School (Louisburg High School). I received 6 lines for the senior play called “Hail the Hunkering Hero”. After this awesome experience, I then realized for sure that performing arts was what I wanted to do. The Educator: The history article says you planned to stay at the school for one year and then go to pursue your dreams. What were your dreams? What prompted you to stay instead? Wendell Tabb: I was offered a job at the High School after the teacher at the time wanted to pursue her dreams as an actress in California. Ms. Donna Buie Dill had landed a role in the movie The Color Purple, so she thought it was a good time for her to move to the West Coast. I was a first year graduate student but had done my student teaching at the school. Ms. Dill asked me if I would take over the program and I said yes. I needed money while I was in graduate school. My plans were to finish graduate school and move to New York or California to pursue my dreams of becoming a stage or film actor. But little did I know, my dreams would become so many of my students dreams. I wanted to help them reach their dreams through teaching them the art of Theatre. The Educator: Are you now living your dream, and if so, how? Wendell Tabb: Yes. I am definitely living my dream. From those early days of acting for family and friends prepared me for the real stage. To me, the real stage is standing in front of students each and every day trying to bring out the best in them. The joy and excitement I experience when I see them smile with confident is a dream come true. So, yes I am living my dream by trying to touch the lives of my students, one day at a time. The Educator: Can you describe your school and the surrounding community? Wendell Tabb: Hillside provides a comprehensive instructional program to meet the demands of its students. The school offers a wide range of Advanced Placement courses and the International Baccalaureate Programme. The Science department maintains an active relationship with several Research Triangle facilities. The school is also the site for a specialized Business and Finance Academy. Students may study electronics, engineering, and child care through the Workforce Development courses, as well as traditional business classes. Highly specialized or advanced courses which may not be available to most high school students are taught electronically through the Distance Learning Lab and the Virtual High School. The Performing Arts Department enjoys a fine reputation, and

Hillside students have performed nationally and internationally. For the most part, classes at the school follow a block schedule, although a few specialized classes are on a modified block schedule. The school and surrounding community is predominately African-American. The community has many low to upper middle class families that make up the community. Hillside has a very supportive community base and the Alumni are very active. Hillside is known for its rich history and has many famous alumni. The community supports all of its programs. The Educator: How do you get students interested in the theater program? Wendell Tabb: I believe that students like to be a part of programs that are supportive of their individual growth and programs that demands excellence. The qualities of the shows have been the driving force behind the high number of students wanting to be in Theatre. They know that the show will be of high quality and the school and community will expect nothing less. I also allow for students to have direct ownership of the program by making them responsible for its outcome. Students do not like to fail, so empowering them to be managers of the product allows them to sell the program to others. I also believe that the former students are the biggest advocates for the success of building a program by encouraging their siblings or other family members to be a part of the legacy. I also believe in inviting other elementary and middle school students to come see their older peers perform. Most of the students in my class say that they came to see a Hillside Play when they were in elementary or middle school and they wanted to do it when they got to High School. This is why the shows must be of high quality because it will have a lasting impression on the audience. It could be the determining factor of rather or not students will become interested in your class or play when they get to High School. The Educator: Have you been able to draw at-risk students into it and away from problem activities, like gangs? Can you describe an example or a story that stands out in your mind? Wendell Tabb: The first few years were very challenging because the students did not know what to expect. I had high achieving students on stage with lower achieving students. I began to develop a strategy to have all the students list and share their weakness and strengths. It was more difficult for the higher achieving students to discuss their weaknesses. The at-risk students were more open in Theatre to share what they didn’t like or challenges and the higher achievers were more competitive in nature. I found a way to bridge the gap between the at-risk and high achievers that lead to no one knowing who was an at-risk student. All students had to be accountable for in the classroom and on the stage. At-risk students wanted

to feel like “they” mattered. This was the changing factor for them straying away from other negative activities. The playing field became equal. I have many students who may be suffering from a disability but I encourage them to participate. I do believe if students are honest about the disability, then others may be able to help in adjusting the roles and responsibilities of the student. I believe in People helping People. This approach can be with students who are in gangs or any other negative situation. One example of a former student who is now a minister comes to mind. Tracy and Kim Ross were twin sisters who enjoyed terrorizing the school. Mostly because of their two older brothers who had already developed a name for themselves as well. The principal told me that he thought the girls had some talent and I should take a look at them. So my approach was to inform them that I heard that they had talent but I didn’t think it was true. So I bothered them with this approach until they decided that they would prove me wrong. I made them managers of the process for professionalism and overseeing peer excellence. The rest is history. They went on to star in their own local TV children’s show called the “Rapping Twins”. The Educator: What’s your philosophy on directing? How does that apply to teaching and guiding young people? Wendell Tabb: I use the approach that Theatre is Life and Life is Theatre. Directing is putting all the pieces together. I also believe in dividing tasks into smaller manageable parts, preparing a schedule, and delegating responsibilities. The students will develop a sense of pride by planting small seeds and watching them grow. Directing is a process, but the outcome is crucial to the success of the program. The process will be filled with many challenges but the outcome can be very rewarding which is why Theatre is my life. The young people will learn many valuable lessons through directing and creating the desired outcome for success. The Educator: What are the top lessons you’ve learned as an actor that you share with your students? Wendell Tabb: The very first lesson I learned as an actor is it does not matter how many lines you have but how well you portray the lines you have. Early on in my career, before I was trained professionally, I use to think that everyone should go for the lead or biggest role. I always share this misconception with my students because they love counting their lines as well. Also, every role is not for you. Let the director do his/her job by placing you in the best role for the benefit of the show. Even, if you have no lines, your role is important. There are no small roles, just have the willingness to accept what is right for you. Theatre is Life. The Educator: What does the international program add to the theater experience for your students? Wendell Tabb: An integral part of the drama program is

the International Professional-Student Theatre Exchange Program that I started in 1988. The first few years were local performances around the state of North Carolina. I added the International component in 1995. The program is designed to provide students with the opportunity to work with professionals and peer performers from all over the world. At the time, our students were not exposed to other artists. This program allowed them to get ideas from outside the US borders and learn from others. I called on friends and colleagues in the theatre world to try to set up some exchanges. Hillside Theatre students went on their first international exchange performance in 1996 to St. George, Bermuda. I contacted Gregory Wade, a college friend from my alma mater North Carolina Central University who was a theatre teacher and native of Bermuda. Mr. Wade also visited Hillside and continues to work as its Set Designer to this day. I also planned international trips to Africa studying and performing in Basai, Gambia. I also planned a trip to Lima, Peru and Brazil after attending an International Baccalaureate conference in New Mexico. I had the opportunity to present our Theatre Program and a theatre teacher from Lima, Peru named Doug Hundley showed interest in doing an exchange. Students also from the Colegio F.D. Roosevelt School in Lima, Peru brought their students to visit Hillside and perform the play “Contemporary Insanity”. This extraordinary experience meant that at last my dream of bridging the cultural barriers was coming to fruition. Many of the countries the Hillside students visited could not afford to travel to the United States to perform. Our exchange is different than most because our exchange is not about if the other students can come to the United States, but an exchange of ideas and beliefs. The students can explore each other’s different cultures and gain more awareness of their educational system and government by attending classes with the host school. Funding for our trips internationally and locally comes directly from the community. It is a grassroots approach of total buy in from the businesses, churches, community organizations, and individual donors. Each trip cost approximately $40,000 to $80,000 depending on the length, destination and scope of the trip. A definite grassroots approach to keep the community invested in its children for educational advancement. The students are always so eager to learn new things, explore the culture, even if they don’t always speak the same language. We normally perform two to three times in the host country. The show depends on the culture and customs of that particular country. To date, Hillside Drama students have performed in Beijing, China; Sydney, Australia; Kenya, East Africa; London, England; Osaka, Japan; Lima, Peru; Rio de Janeiro, Brazil; Gambia, West Africa; St. George, Bermuda; Los Angeles, California; Santa Cruz, California; and Brooklyn, New York. Plans are now in the making for a performance and studying in Cuba.

The Educator: Why are the performing arts integral to a quality education? Wendell Tabb: I am a firm believer that we must teach the whole child. Each child must be able to express himself within the frameworks of creative movement, speech, language, and impersonation. In teaching the whole child, he is able to relate himself to his environment, his peers, and his family while formulating his ability to think and explore different options. The performing arts allows for the student to become a more creative, imaginative person on stage as well as in everyday life. This will prepare the student for life lessons of work and play. The Educator: What is your favorite production to put on with your students and why? Wendell Tabb: I have many favorite plays. However, THE WIZ and DREAMGIRLS are probably the two plays that the students have the most fun.

WE ARE SAD TO SEE YOU GO… Durham’s Hillside High Longtime Drama Director presents his final Performances this weekend March 13, 2022 Durham, NC ---- Hillside Drama will present its season finale “Mufaro’s Beautiful Daughters” this coming weekend March 18th – 20th, 2022. This will be Drama Director Wendell Tabb final performances. Tabb is set to retire at the conclusion of this academic school year. For 35 years, Mr. Tabb has had the opportunity to teach and impact thousands of students at Hillside and thousands of students throughout the state of North Carolina through the Educational Matinee series that brings together students to watch live theatre. Mr. Tabb will take his final bows this weekend. Shows will run Friday, March 18th @ 7:15pm; Saturday, March 19th @ 3:15pm and 7:15pm; and Sunday, March 20th at 3:15pm. All Tickets are purchased Online at www.seatyourself.biz/ hillside. Please share this important event with your readers and viewers. Please use the link below when posting to Facebook and other social media sites https://www.seatyourself.biz/hillside For more information call the school at (919) 560-3925 ext. 25240 or (919) 906-0840 Facebook: Hillside Drama; Twitter: @hhstheatrednc; Instagram: @hhstheatrednc; YouTube: Hillside Drama Department About Wendell Tabb: https://en.wikipedia.org/wiki/Wendell_Tabb

Debra Cheek 16

Special Education that SHINES! Interview by The Educator The Educator: When and why did you decide to become an Educator? Debra Cheek: For as long as I can remember I wanted to be an educator. I used to pretend to be a teacher with my dolls and siblings. My teachers were the people that I looked up to, other than my parents. In high school, I had the opportunity to apply for the North Carolina Teaching Fellows Scholarship. I received it, and that pretty much secured my dreams of teaching. The Educator: How long have you been in the profession? Debra Cheek: I’ve been in the profession for 22 years. The Educator: What is your favorite subject area to teach? Debra Cheek: Math! I love math, and I love to teach math. My favorite area within math is Math 1 which used to be Algebra 1. The Educator: What do you do outside of education for fun? Debra Cheek: I love spending quality time with my family and friends. Time spent laughing and making memories brings me joy. The Educator: What motivates you to teach daily? Debra Cheek: Life change. I think that as educators we have an amazing ability and responsibility to positively impact lives. We spend significant time with children and our coworkers each day. I want it to be said that people were glad that they spent that time with me.

to meet their needs…the teachers that recognize that this is a challenging profession, but refuse to let the challenge stop them from getting up and doing it again each day. They aren’t always recognized in media, but they love their kids. The Educator: If you had a superpower, what would you change in education? Debra Cheek: I would change how our nation perceives educators. I would change the mentality that often doesn’t treat us as professionals and demands more and more from us without compassion or compensation. I would change how we are treated and how we are valued. The Educator: Name two educators that lead the pathway for you? Debra Cheek: One of the teachers that led the pathway for me was Ms. Valeria Cooper. She taught high school English, and she taught me so much more. She was strong and expected excellence, but she was kind and compassionate. She was a black, female teacher who exuded pride in her culture and faith and she was respected by her peers and students. The one whom I respect most is my mom. She is currently a preschool teacher, but she was my Sunday School teacher first, and I always say that she was my first teacher. She made sure that I wouldn’t settle for anything less than fulfilling my dreams of being an educator. She sacrificed, prayed, and did everything in her power to clear a path for me.

The Educator: What are your thoughts post pandemic on education? Debra Cheek: The pandemic has been hard from every perspective. Educationally, the disruption has made our jobs as educators even more difficult. We are expected to deal with our own struggles that have come from the pandemic and still be 100% for our students. We are expected to make up for their learning loss and push them forward. I think we all need a little grace and a lot of support. I think we need community and parental support even more than pre-pandemic. I know that we can rise to the challenge, and even make significant gains and growth, but it will take a village approach. The Educator: Who inspires you in education? Debra Cheek: I’m inspired by every teacher that shows up every day and gives their students the best that they have…the teachers that listen to their students and teach more than their content area…the teachers that bring food for their kids and spend their time and money

The Educator: Do you find yourself teaching and ministering to youth at the same time? Debra Cheek: Absolutely. Our kids need to know more than math, reading, and core content. They need to know that they are loved, that they have value, and that they have a future. I don’t know if they are getting enough of that. So, I often find myself ministering to youth and adults because there just seems to be a shortage of kindness and love. The Educator: What is the key to success in the classroom? Debra Cheek: I think the key to success is remembering that teaching the children is more important than teaching your subject. The students are little people who have thoughts, feelings, and dreams. If they aren’t cared for or if they don’t feel safe, it is hard for learning to take place. We need to create classroom cultures that are safe for learning – classrooms in which our students know that things will be consistent, that they will be heard, and that they will be expected to grow and learn. The Educator: What other talents do you possess outside of education? Debra Cheek: I have a few. I have the privilege of leading a ministry for wives, Believing Wives, and I am an ordained pastor. I am also an author. I’ve written four books: While He is Perfecting Me, The Believing Wife, The Believing Wife Devotional, and Undivided. I am also excited that I have a devotional on the Bible App called “Pray, Wife! Pray!” The Educator: How can others reach you if they needed support or advice? Debra Cheek: I can be reached via email: debracheek@believingwives.com or my website: www.believingwives.com. I am on social media: FB – Believing Wives, IG - @thebelievingwife

EDUCATOR SPOTLIGHT

Wanda Motley (Nominated by Tralyne Usry)

Otha Hayes, then pastor of Mt. Moriah. She served in the YPHA (Young People’s Holy Association), various choirs, Sunday School, and Pastor’s Aide committee. In 1994, Wanda became a member of Markam Chapel Missionary Baptist Church (Durham, NC) under the leadership of Dr. Richard McMillan. At Markam she was an affluent member of the R.S. McMillan Chancel Choir, VBS teaching staff, and Women’s ministry. Currently, Minister Motley is a member of Victory Temple Holy Church, now Victory at Calvary Covenant Ministries (Durham, NC). Under the leadership of Pastor Raymond and Co-Pastor Dr. Regina Boney, Minister Motley serves on the Pastor’s Aide committee, music ministry, Sunday School Superintendent, Covergirls Ministry, and the Ministers Board.

Minister Wanda Motley is a native of Farmville, NC. Born to Samuel Johnson and Betsy Johnson Britt, she is the eldest of three children, her siblings being Cynthia and Sam Omar Jobhnson. Minister Motley was educated in the Greene County Public School System and received a Bachelors of Arts degree in Music Education at North Carolina Central University, Durham, NC. Currently, Minister Motley is an Instructional Assistant with the Durham Public School System working with kindergarten children after serving in the Exceptional Children’s department for nearly 10 years.

In 1994, Wanda married Rev. Calvin Motley. She is the mother of four son’s, Calvin Jr., Kaleb(Chelsea), Casey, and Kashon. She has one granddaughter, Kyleigh. Minister Motley carries a quiet spirit but an enormous voice of praise for the Lord. She is steadfast on building the Kingdom of God in true holiness. She attributes the strength of her faith to her love of God and the example of her mother and grandmother, Erma Morris. Wanda stands on the scripture Romans 8:28, “And we know that all things work together for good to them that love God, to them who are called according to His purpose.”

Wanda was raised in Mt. Moriah United Holiness Church (Farmville, NC). It was apparent that Wanda had a desire to work in house of God at an early age. She became involved in ministry under the leadership of Rev. Dr.

EDUCATOR SPOTLIGHT

Turquoise Lejeune Parker 22

(Nominated by Nisha Watson)

Turquoise Lejeune Parker, an elementary school teacher at Lakewood Elementary in Durham, North Carolina, founded Mrs. Parker’s “Professors Foodraiser” to help feed children in her efforts with “Professors Foodraiser”. As the Vice-President of the Durham Educators Association she uses her voice and resources to advocate for students, families, and all workers in Durham Public Schools. She is a proud graduate of North Carolina Central University. Her husband and partner in life Donald Parker just welcome their first born daughter whom they affectionately call “Madame”.

“It is my passion that people get the best that God and life itself have to offer; and live to fulfill their Purpose! I absolutely love working with children! I live my life according to Psalm 27, Jeremiah 29:11 and Romans 8:31”.