“Teachers are under so many pressures, it would be easy for them to give up on service-learning in their classroom. But in the same way that My Voice gives students the chance to contribute to their own learning, I'm proud that we are able to give our teachers the time, space, and resources to develop their skills as service-learning practitioners.”
As Need in Deed’s executive director, Kim guides both the organization’s long term strategic vision and daily operations. An advocate for teachers and students, she believes in the opportunities for personal and community transformation that are created when stakeholders engage in meaningful learning and service with partners from the public and private sectors.
“"Implementing service-learning in schools gives our children an active role in their own education and community. Francis Bacon said 'Knowledge is power,' and the service-learning model that Need in Deed provides allows students to gain knowledge of self, each other, and their communities. I am glad to be a part of it."”
As Office Manager, Lisa holds things together. She supports both program and administrative staff in a variety of ways and brings a solid background in development to the organization.
Associate Program Director
“Teachers often wonder how to engage their students on a more meaningful level with curriculum. The My Voice framework allows teachers to incorporate student voice in a profound way. When student's voices are at the forefront of their own educational development and at the heart of imagining what their communities can and should be, the sky is the limit as to what can be achieved.”
As Associate Program Director, Kyra supports the implementation and expansion of Need in Deed's program in Philadelphia's traditional public schools by building on existing relationships and cultivating new ones that help the organization achieve its mission.
Associate Program Director
“As I approach the challenge of finding meaningful ways to support our teacher consultants in their ongoing work, I am inspired by the words of Peggy McIntosh and Emily Style of the SEED Project at Wellesley: 'If we aspire to student-centered learning, we need also to be thinking in terms of faculty-centered learning by teachers.' I believe the success of professional learning communities lies in this model.”
As an Associate Program Director Pam works closely with the program staff in charter schools to support and expand Need in Deed's professional development opportunities. She works with the ever growing group of Experienced Network Members (ENMs) to find meaningful ways to sustain their work and opportunities for ongoing growth.
“"In Teaching to Transgress, bell hooks tells us that, “To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin.” Service learning and the My Voice framework support teachers in their efforts to facilitate the “essentials” of student choice, voice and leadership in authentic projects that link curriculum and learning to the hearts and minds of our children within our communities."”
As a recently retired Philadelphia teacher, Debbie sees her work as a Program Manager supporting Need in Deed Experienced Network Members and students as an extension of her commitment to public education, and as an investment in our collective future as global citizens.
Julia Shields Chrestay
“"Need in Deed's work with educators and young people across Philadelphia makes me incredibly hopeful. Through service-learning students, teachers, and their supporters come together to take thoughtful action for justice, peace, and well-being in their communities. As Howard Zinn wrote, "If we do act, in however small a way, we don't have to wait for some grand utopian future. The future is an infinite succession of presents, and to live now as we think human beings should live, in defiance of all that is bad around us, is itself a marvelous victory."”
Julia supports 1st and 2nd year Need in Deed teachers in her role as Program Manager. She has been an educator in Philadelphia for over 10 years, in both traditional public and charter schools and in community-based arts education programs.
“The My Voice framework helps teachers to implement rigorous serve learning projects. With support from the Need In Deed staff, teachers are able to focus on student voice and allow authentic learning to blossom.”
Tyra Washington has worked in public education for over 15 years. Originally from New York, she spent ten years teaching various grade levels in the New York City public school system. Currently, she works as a Program Manager for Need In Deed and spends her spare time writing children's books.