As Program Director of Learning Enrichment for the Center for Urban Education (CUE), Tonia Green cultivates relationships with community stakeholders to create academic enrichment programs for K-12 students in Pittsburgh schools and communities. She strives to create supportive environments for children and youth that foster their growth, development, and overall well-being.
In this Q&A, Tonia provides insight into her work with CUE’s MathUp Connections and High-Impact Black Retired Teachers programs.
Q: How does CUE’s MathUp Connections program seek to reimagine math education for middle schoolers?
A: With MathUp Connections, our goal is to introduce culturally relevant math learning for our students to support their understanding of and relationship with math. We aim to empower every student to not only excel in mathematics but also become confident problem-solvers who can apply mathematical concepts to real-world challenges.
Right now, we work with about 60 middle schoolers at Pittsburgh King PreK-8 [in Pittsburgh’s North Side] and through our after-school program at the Brashear Association [in Mt. Oliver]. We’re helping the students gain confidence in their ability to approach and solve math problems. We understand what the data says about students’ math scores. As we personalize the mentoring and learning experience, we hope we can start to shift that data.
Q: MathUp Connections also utilizes math mentors who are Pitt students. What impact has this experience had on these mentors?
A: The Math Mentors have told me that they really enjoy this program both personally and professionally. One student even said that she never thought about being an educator until she started working for this program, but now she’s interested in the education field. The experience has led the mentors to think critically about how they’re entering the world themselves as soon-to-be college graduates, and they’re also challenging themselves mathematically.
We’ve built a learning community between the students and our student mentors. It’s a shared power experience where students aren’t just being talked to or talked at, but they can infuse their level of understanding into how they are learning math.
Q: You’re also working to bring back CUE’s High-Impact Black Retired Teachers Project, which invites retired educators to design and teach culturally relevant courses that foster self-awareness and self-actualization for Students of Color. What are some exciting aspects of this program?
A: The project is rooted in the principles of Freedom School, designed to provide a transformative educational experience for students. We believe in education as a tool for liberation, so our project seeks to empower students to think critically, question societal norms, and contribute to positive social change. By reengaging retired Black educators, we bring a wealth of experience and wisdom to the learning process. This intergenerational approach enriches the educational journey, providing students with a holistic view of history, culture, and life.
Q: How are you hoping this program will impact both local students and the participating educators?
A: These Black retired educators provide a quality of learning that is intergenerational. Our hope is that we can restore and rejuvenate our communities and schools. For the educators who have been teachers for 20+ years, they can come back with a different lens and connect with our students to foster their reading literacy, nurture their racial identity and sense of belonging, and promote critical consciousness. Through that communal learning, we aspire to foster critical thinking, communal learning, and student self-awareness.
Q: As you reflect on your work with CUE, what excites you most about these projects?
A: I’ve been in education and youth development for a long time now, so I’m always excited about pushing students to think differently about how they’re being educated. My hope is that our students learn to advocate for themselves and to understand that they have the ability to excel in reading, math, and social-emotional learning. I want them to think critically about how they can show up in the world, and I believe that education and youth development play a huge role in that.