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Assessing the Whole Child: Examples from the Classroom
Monday, April 21, 2025 @ 4:00 pm - 5:00 pm EDT
Presented by Tami Hill-Washington, Ed.M., Executive Director, Center for Whole-Child Education, Mary Lou Fulton College for Teaching & Learning Innovation, Arizona State University; and Trey Weise, English Teacher, Crosstown High School (TN)
Moderated by Barbara Pape, Senior Director, Learner Variability Project, Digital Promise
Sponsored by Digital Promise
Learn more about viewing the live presentation and the recording, earning your CE certificate, and using our new accessibility features.
In Digital Promise’s February 2025 edWebinar, they discussed what the whole-child approach to education is and why it matters, especially for students with learning differences. In this edWebinar, they explore ways to assess student learning and growth in a whole-child way.
Whole-child assessments go beyond test scores to capture the full range of a student’s development—academic, social, emotional, and background factors such as socio-economic status, primary language, and more. These assessments recognize that every child has unique strengths and challenges and that success comes in many forms. By using strength-based, inclusive approaches, whole-child assessments help educators personalize learning, support student well-being, and ensure all learners are seen, heard, and empowered to thrive.
Viewers leave with:
- A better understanding of the importance of the whole-child approach
- An appreciation for understanding and addressing learner variability and strength-based teaching and learning that centers on the whole child
- Specific classroom strategies to assess the whole child
This recorded edWebinar is of interest to K-12 teachers, school leaders, and district leaders.
About the Presenters
Tami Hill-Washington serves at the Center for Whole-Child Education as Executive Director, emphasizing the importance of whole-child education as a transformative approach to support children’s learning and development, rooted in the Science of Learning that integrates various educational resources and community actions to foster holistic growth in students. Prior to Turnaround, Tami held a variety of positions within the K-12 system: social studies teacher (grades 5-12), dean of students (grades K-4), assistant principal (grades K-2), and instructional coach consultant.
Previously, Tami worked in a top-performing charter management organization, Success Academy, where she was a Dean of Students, Assistant Principal for K-2, and Adjunct Professor with Touro College in conjunction with Success Academy’s alternative teacher license program. As an adjunct professor, she taught graduate students curriculum development and classroom management for students with disabilities (SPED), supervised field experiences for general education and SPED grades 1-6, and supervised teacher practicum in SPED grades 1-6. Tami holds an Ed.M. in educational leadership from Teachers College Columbia University, an M.A. in education from St. Mary’s University of Minnesota, and a B.S. in sociology from St. Cloud State University.
Trey Weise is an English teacher at Crosstown High in Memphis, Tennessee. Having been in and out of secondary education for about 10 years, Trey holds an MA in philosophy from Duquesne University and an MA in education from Union University. His journey through education has been varied, including middle school ELA, every level of high school ELA (and some electives), undergraduate philosophy coursework, and graduate writing courses. However, the majority of his teaching experience has been in English II—the final tested grade level for ELA in the state. He claims no expertise but is passionately committed to the pedagogical principle that if students are considered as people first, the rest will follow. His teaching experience, while relatively short compared to the other presenters, has absolutely borne this out.
About the Moderator
Barbara Pape, Senior Director for the Learner Variability Project at Digital Promise, led a three-year national survey on learner variability and teacher practice, wrote the paper defining learner variability, hosts a monthly webinar series, and co-developed The IEP Project. Previously, she worked in policy analysis and communications for nonprofits and in the U.S. Senate. Barbara has written for numerous publications, including The 74, Getting Smart, and Parents Magazine, and was editor of the first electronically delivered education newsletter, the Daily Report Card. She also produced the Teaching & Learning conference for the National Board, worked in the communications office for the AFT during President Al Shanker’s tenure, and headed up government relations for the City Colleges of Chicago. As a first-generation college student, she earned an Ed.M. at Harvard in reading and literacy and is working on a Ph.D. at the University College London. She launched her career as a middle school language arts teacher.
Learn more about viewing the live presentation and the recording, earning your CE certificate, and using our new accessibility features.
Join the Personalize Learning for Learner Variability community to network with educators, participate in online discussions, receive invitations to upcoming edWebinars, and view recordings of previous programs to earn CE certificates.
Digital Promise is a global nonprofit working to expand opportunity for every learner. We work with educators, researchers, technology leaders, and communities to design, investigate, and scale innovations that support learners, especially those who’ve been historically and systematically excluded. Our vision is that every person engages in powerful learning experiences that lead to a life of well-being, fulfillment, and economic mobility. For more information, visit the Digital Promise website and follow Digital Promise for updates.
