Kevin Brend

My goal as an educator is to help students discover the multifaceted versions of

themselves and find ways to heal and integrate those aspects through explorations in

knowledge and self-realization. The goal of my work is to hold space for others to blossom

as they nourish their own inner truths. To do this also means accepting the vast array of

individuals and their needs. The process of my own self-realization and learning to hold

space was the start of my reframing of holism: making a holistic framework that is personal

enough for one to feel seen and specific enough to be approachable. I view holism as an

active inward journey to self-realization, and an outward relationship that embodies

otherness in an everchanging and resonant nature.

As an instructor, I take a holistic approach to education. This means addressing

each student as a person, and cultivating growth in that person’s mind, emotions, goals,

beliefs, world awareness, self-care skills, and empathy. To make this possible, I believe in a

gradual release model to empower students to take charge of their own learning. As a

teacher, the best thing that I can do is make it so the students no longer need to rely on me.

Thus, my methods focus on teaching how to learn, plan, solve personal questions, and dive

into personal inquiry.

Throughout my practices, I lean into both quantitative and qualitative data. This

mixed-methods approach lends tremendous insight when I begin to triangulate information

to discover meaning. Holistically interpreting data helps inform me of individual students’

critical thinking processes and highlights how they have integrated their discoveries into

their end results.

Continuing my personal growth and learning is an integral part of my teaching

philosophy. Currently, I am taking graduate courses in educational philosophies, psychology,

and research methods to meet my students where they are and guide them through current

developments in the field. These courses have also helped prepare me to make my

classroom a space for healing through inquiry, representation, and sensitivity. The Ph.D.

dissertation I’m currently working on is centered around cultivating holistic school cultures,

curriculums, and pedagogical methods.

Being part of a community is one of my favorite parts of my job. I find my

coworkers, the students, and the educational community at large to be a dynamic source of

inspiration. I find that our professional communities grow the most when its diverse

members feel included, are able to connect with others with shared interests, and co-lead

dynamic projects together. Beyond the walls of our school, I also believe it is important to

integrate resources from our local neighborhoods, including parents and family.

Developing relationships with students is inevitable as a teacher, however

developing healthy, personal, and dynamic relationships takes work. Each year I have invested

myself into student clubs and activities based on student’s interests. Beyond my own clubs,

last year, I lead and managed the SAIL grant, a $70,000 after-school grant, and helped curate

27 different clubs for the school, helped connect teachers with supplies, offered a club fair,

brought in outside instructors, and provided incentive trips for students with high

participation in extracurricular education. In this way, I was not only able to build

relationships with the students myself, but I was able to help other teachers create deeper

bonds outside of the classroom.

To address the many challenges faced by our marginalized and at-risk students, I

developed a program at the end of last year called the Student-Voice Initiative. This program

aims to hear the students’ firsthand experiences on issues surrounding race, gender, religion,

and other equity-based matters. This year the Student-Voice Initiative has turned into a

three-year equity-focused cohort program for the school that I am co-leading. One of the

biggest club projects that I took on happened over the past two years. At Chicago Math and

Science Academy, our school did not feel warm and inviting from outside the building, so I

worked with a team of students and collaborated with outside resources to create a

40x20-foot mural on an exterior wall of the building. The goal of the mural’s imagery was to

have students feel represented for who they are.

ART TEACHER department chair

CHICAGO MATH & SCIENCE ACADEMY | Chicago, IL

Lead art and design classes for grades 6-12 focusing on students’ holistic

development. Art prompts were used to guide students to a deeper

understanding of themselves, various cultures, and interdisciplinary topics.

Technical skill development was offered in drawing, painting, animation,

sculpture, and design.

Additional involvements included: Chicago Young Scholars Program, Future

Institute mentor, after-school club instructor, senior mentor, Equity Committee,

Social Emotional Learning cohort, created after-school parent programs, new

teacher mentor, Chicago Public School art liaison, created student-voice initiative

• High School Teacher of the Year 2021

at Chicago Math & Science Academy for the 31 school network

• Middle School 2nd Place Teacher of the Year 2022

at Chicago Math & Science Academy for the 31 school network

Currently in Progress:

Ph.D. Curriculum & Pedagogy

Northern Illinois University 2017-Present

Masters of Science in Art + Design Education

IL Type 10: Visual Arts (K-12) Certificate

Also Certified in the following:

• International Baccalaureate Certified
• Advanced Placement Instructor
• Suicide Gatekeeper
• Mandated Reporter
• Google Certified Educator