Overview
This fall, the Educating All Learners Alliance (EALA) hosted an inspiring series of School Study Tours in New Orleans. Bringing together educators, administrators, and advocates from across the country, the three-day event aimed to showcase innovative practices in inclusive education and foster collaboration among participants. The purpose of EALA School Study Tours is to translate knowledge into action and create more equitable learning environments for students with disabilities and learning differences. With the support of the Special Education Leader Fellowship (SELF) in selecting host schools, EALA thoughtfully designed this three-day event to ensure a meaningful and impactful experience for all participants.
Day 1: Setting the Stage for Learning
The tours kicked off on October 7th with a welcome dinner where participants shared their home district roles and goals for the week, setting a tone of mutual learning and growth. The EALA team provided a preview of what attendees could expect, emphasizing the reflection-focused nature of the tours. This dinner was not just a formality but a starting point for meaningful connections.
Day 2: Exploring Inclusive Practices in Action
The second day began bright and early, with a visit to George Washington Carver High School, recognized for its commitment to preparing students for college and career success. The school’s morning meeting was a highlight, characterized by a culture of celebration and shared responsibility. One attendee remarked, “Carver’s morning meeting was a standout for me. The sense of community and shared ownership was palpable, and it reinforced the importance of starting the day with positivity and affirmations.” The tours focused on observing evidence-based instructional practices, learner-centered models, and inclusive strategies to support students with diverse needs.
Staff gather in the cafeteria for an energizing morning meeting, setting a positive tone with affirmations and celebrations focused on shared goals and responsibilities.
After a reflective debrief, attendees continued to Lycée Français de la Nouvelle-Orléans, a public charter school offering a French-immersion curriculum. The unique linguistic environment required observers to focus more on instructional strategies rather than language content, allowing them to appreciate culturally and linguistically responsive teaching practices. As one participant noted, “I appreciated the focus on culturally responsive teaching at Lycée Français. It was eye-opening to see how language immersion can support students with learning differences in ways I hadn’t considered before.” The tour provided valuable insights into dual-language education’s role in supporting both general and special education students.
The principal leads the group around the campus, discussing the benefits of the school’s French-immersion approach and inclusive teaching practices
Day 3: Cultivating Critical Thinking and Equity
On the final day, the group visited Mildred Osborne Charter School, a PK-8 institution with a mission to prepare students for high school and beyond through a focus on academic excellence and character development. Tours included classroom observations and discussions about progress monitoring and compliance management. The panel discussion resonated with many attendees; as one shared, “The panel discussion at Mildred Osborne really highlighted the challenges and successes of implementing innovative support structures for students with disabilities. It was great to hear directly from leaders who are doing this work.”
Educators participate in a panel discussion with school leaders, engaging in conversations about innovative support structures and strategies for enhancing equity in education.
Reflection and Moving Forward
A crucial aspect of the EALA School Study Tours is reflection. Each day, participants used structured guides to capture insights, compare notes, and discuss actionable steps for bringing promising practices back to their schools. The tours culminated in a Reflection Summit led by SPED Strategies, where visiting school teams came together to identify how host schools implemented promising practices and examine the opportunities and challenges of implementation. School teams walked away with action plans to bring back to their home schools or districts. “The Reflection Summit allowed us to process everything we observed and think about how to apply it,” noted one participant. “The ‘What? So What? Now What?’ protocol was particularly useful in turning observations into actionable steps.” The summit was a time for educators to convert their observations into concrete strategies, fostering a sense of commitment to improving their own practices.
Another attendee summed up the experience: “The opportunity to observe diverse teaching practices firsthand was invaluable. Seeing inclusive education in action inspired me to think differently about how I approach differentiation in my classroom.”
The 2024 New Orleans School Study Tours were more than just a series of visits—they were an opportunity to deepen understanding and translate learning into concrete actions. As attendees left New Orleans, they carried with them not only new ideas and strategies but also a renewed commitment to fostering inclusive and equitable education for all students.
Beyond the insights and action plans, the tours fostered a strong community of educators bound by a shared dedication to equity. Throughout the event, participants found inspiration in each other’s experiences, exchanging stories, challenges, and strategies that resonated across district and state lines. This newly forged community of educators left New Orleans with not only tools and ideas but also a powerful sense of connection that will support them as they continue their journey toward inclusive education.
