A Transformative Workshop
By Tamar LaSure-Owens
In a time when teaching is becoming increasingly multifaceted, educators are searching for innovative ways to connect with and uplift their students. This summer, I led a four-day workshop on Culturally Responsive Teaching with a Trauma-Informed Lens for kindergarten through fifth grade teachers in Atlantic County. This was the second time this four-day professional development program was offered.
Supported by a local nonprofit, the Atlantic County Collaborative for Educational Equity (AC Ed Equity), and the Atlantic County Council of Education Associations (ACCEA), the workshop was an invaluable experience for teachers, combining cultural responsiveness with trauma-informed practices. It empowered educators with the knowledge and skills they need to meet the challenges of today’s diverse classrooms.
As the ACCEA Instruction Chair, I was not only the lead facilitator but also a model of the practices I’m preaching. AC Ed Equity funded the initiative, providing stipends for presenters and attendees and supplying books for the educators’ classrooms. ACCEA provided the space and meals, ensuring the participants were nourished both mentally and physically.
The collaboration with the Egg Harbor Township Historical Society, offered access to primary and secondary historical documents, added a rich, localized context for educators to delve into the history of their communities. The combination of these elements, along with a teacher led and funded approach, created a unique and inspiring professional learning experience that we often seek but do not find.
Day One: Tackling trauma with compassion
The inaugural day of the workshop commenced with an in-depth introduction to Adverse Childhood Experiences (ACEs), presented by Amanda Adams, associate director of NJEA’s Professional Development and Instructional Issues (PDII) Division. Educators were guided through the profound effects of trauma on a child’s capacity to learn and manage emotions. They explored how students bring their life experiences into the classroom daily and examined the transmission of historical trauma within historically marginalized communities.
This discussion revealed the myriad ways trauma can manifest in students’ behaviors at school. Educators were introduced to techniques for integrating mindfulness, self-efficacy, and a sense of hope into their teaching practices. Emphasis was placed not only on the importance of relationships in general, but on the particular necessity of fostering connections with adults who comprehend the impact of adverse childhood experiences on children’s development.
A robust dialogue followed regarding the significance of recognizing the diverse identities and ancestral histories of students. By engaging with the communities they serve, teachers can help cultivate resilience among their students and their families. By the end of the first day, participants emerged with a fresh perspective on how to establish trauma-informed classrooms that honor the whole child, incorporating an inclusive curriculum that enhances the overall well-being of the communities in which they work.

Day Two: Embracing religious and cultural celebrations
Day Two offered a profound exploration of Elementary Jewish Studies, including Holocaust education. I helped teachers navigate how to integrate cultural celebrations such as Hanukkah, Christmas and Kwanzaa into their lesson plans—recognizing the unique overlap of these holidays in 2024.
The day also featured an extraordinary family presentation from my relatives. Tonia S. Purnell-Respes, a current NJEA Teacher Leader Academy participant and Fashion Design teacher at Camden County Technical Schools, brought her three sons, all of whom attend Voorhees Public Schools, to participate and share in the learning experience. Teo Respes, an eighth grader from Voorhees Middle School, delivered an inspiring account of his Bar Mitzvah, supported by his younger brothers, Shai and Kobe, who contributed prayers and presence. This real-life connection to Jewish traditions deepened the educators’ understanding of religious and cultural intersections.
I led teachers through the elementary Jewish Studies curriculum that I teach annually to third graders, with a focus on key figures and historical connections between Jewish and African American communities. I introduced the legacy of Julius Rosenwald and the Rosenwald Schools, emphasizing how Rosenwald, a Jewish philanthropist, partnered with Booker T. Washington to build schools for African American children in the segregated South.
I also highlighted the Jewish roots of the NAACP, including the Spingarn Award, which honors outstanding achievements by African Americans, and the contributions of Jewish leaders like Joel and Arthur Spingarn. Additionally, I taught about Rabbi Abraham Joshua Heschel, who marched alongside Dr. Martin Luther King Jr., reinforcing the powerful alliances between Jewish and Black civil rights movements.
By sharing this rich history with the attending teachers, educators were equipped with valuable content to foster deeper, intersectional understanding of Jewish and African American contributions to civil rights in their own classrooms. They also learned how Holocaust-related content is taught through vocabulary-building exercises, discussions and concept webs.
Third-grade student work on Holocaust studies was presented, showcasing how digital and print assignments can be used to make sensitive topics more approachable and relatable for young learners.


Day Three: Elevating Native American Histories and narratives
On Day Three, the focus shifted to Native American history, with a specific emphasis on the Lenape people. Chief of Education and Tribal Storykeeper of the Lenape Nation of Pennsylvania, Chief Adam Waterbear DePaul, provided further cultural insights and the discussions encouraged teachers to take a respectful, informed approach when teaching about Native American history.
I challenged educators to rethink outdated school traditions like dressing as pilgrims and “Indians.” I shared resources from my own classroom library, offering examples of read-aloud books and workbooks that authentically represent Indigenous cultures.
A highlight of the day was a lesson plan exploration of Christopher Columbus from a Native American perspective, where we emphasized the importance of language. I encouraged teachers to move away from terms like “discovered” and to speak truthfully about the harmful impact of colonization on Native populations.
Teachers were inspired this third-grade Christopher Columbus lesson plan that included teachings in the Lenape language, celebrating Indigenous Peoples Day, recognizing The National Day of Mourning, the truth about Thanksgiving and narratives that honor Native contributions to America’s foundation.
Day Four: Black History, Underground Railroad, and math with purpose
A feature of the final day was a classroom setup that mirrored my own teaching environment. Teachers were viewed displays of my first and third-grade students’ work, highlighting how inclusive and engaging teaching can look in practice. From math centers to artwork on the Underground Railroad, every corner of the room provided inspiration.
The setup also included a calming corner designed to provide social emotional learning support for students. This space fosters brave conversations and emotional reflection, essential when teaching hard histories, ensuring students feel safe and supported as they engage with challenging content.
The day also emphasized New Jersey’s Underground Railroad history, particularly stops in Cape May and Lawnside. Teachers learned about Harriet Tubman’s time in Cape May and the transformation of Cape May’s segregated Franklin Elementary School into a modern library, now a hub for community arts programs.
The connection to local history was further enriched by engaging teachers to solve 42 math word problems about the Underground Railroad for grades K-6, modeling what they can do in their classrooms too. This hands-on approach demonstrated how to integrate real-world historical themes into their lessons, making math more relatable and engaging for students.
For sixth grade teachers, the math word problems involved geometry concepts such as area, volume, coordinate grids and the Pythagorean theorem, encouraging students to explore mathematical principles in a historical context.
Fifth grade teachers encountered challenges that required them to apply multiplication within a meaningful historical setting, helping them draw connections between math and the lessons of the past.
In the fourth grade, teachers solved word problems that included geometry concepts such as area, perimeter and the properties of shapes, all while connecting to the themes of the Underground Railroad.
Third grade teachers tackled problems involving time, division, addition, subtraction, and distance, enhancing their mathematical skills while learning about history.
Second grade teachers worked on word problems that involved counting, time, addition, subtraction and simple division, promoting foundational math skills with an engaging historical context.
First grade teachers focused on addition with grouping, subtraction and counting, while kindergarten teachers practiced adding objects and comparing numbers.
The deep dive into Black history featured historian and NJREA member Muneerah Higgs, who spoke on the Peter Mott House and the rich history of Lawnside, New Jersey, the first independent Black municipality north of the Mason-Dixon Line. Teachers learned how to use code language from spirituals like “Wade in The Water” to connect history, mathematics and geography in meaningful ways. Higgs and I even sang the spiritual together, demonstrating the powerful links between music and history.

Empowering educators for the future
The four-day workshop did more than just train teachers—it transformed them. By integrating trauma-informed practices with culturally responsive teaching, the workshop ensured that teachers walked away with practical tools and renewed passion for meeting their students’ needs.
With support from AC Ed Equity Director Dr. Christine Ruth, ACCEA Second Vice President Melissa Tomlinson, NJEA Vice-President Steve Beatty, NJEA Associate Directors of PDII Amanda Adams and Dr. Kim Pinckney, and other key leaders, this workshop exemplified how communities can come together to build stronger, more inclusive classrooms.
Through hands-on experience, student-centered activities, and collaborative problem-solving, the workshop became a beacon of what is possible when we take the time to honor every child’s story, every culture’s contribution, and every history’s lesson.
As the new school year approached, Atlantic County teachers are prepared to step into their classrooms with confidence, knowing they are equipped to create environments where all students can thrive.
Tamar LaSure-Owens, an instructional trailblazer and NJEA Consortium Design Team Ambassador, is a teacher at Leeds Avenue School in Pleasantville. She represents Atlantic County on the NJEA Instruction Committee. She can be reached at tlasure-owens@njea.org.