Cornelius has worked closely with departments and grade teams on three continents to think about building in-classroom experiences for children that recognize their unique experiences, literacies, proficiencies and needs.
We know that learning experiences are not “one-size-fits-all” pursuits, but often in school, curriculum is presented that way, and the kids who don’t fit are often labeled as “bad” or “behind”.
Cornelius is particularly gifted about building assessments that teach us who students are, and at using that data to build learning that is responsive and flexible. He talks about some of that work here: https://youtu.be/dhtjoOFvtyI
Sometimes the challenges that we face as educators can feel huge. We are not just concerned with learning, we are concerned about all of the things that amplify it — identity, belonging, safety, and policies that impact our students.
We cannot mandate our way through the issues that our communities face. Viable solutions must be communal ones that teams of educators co-create together. They require creative thinking, careful measurement, and consistent reflection.
Cornelius is masterful at using inquiry to craft a way through the kind of difficulty that we often face in school communities.
With so much expected of educators, Cornelius has had to master ways of working that honor student needs while honoring his own nuanced humanity as someone who has life and happiness outside of school. Working with that kind of sensitivity has been critical to the growth of so many school communities. Thinking about what is good for kids means that we also have to think about what is good for us. What will grow us? What are the tools and structures that can amplify what we do with young people, and how can we find the space to rest and recharge in an ecosystem that always wants more?
Cornelius’s work is centered in the reality that educators are human, and that our work can be so much more powerful when we work from that place.