Walk into Kendra Cooper’s third-grade math classroom at E.L. Haynes Public Charter School, and you’ll notice something immediately: the lesson isn’t about numbers on a worksheet. It’s about dance, blogging, and the world these kids already live in — mapped onto math problems they actually want to solve.
Cooper has been at Haynes for three years, and she represents exactly the kind of educator the school has always attracted: someone who believes deeply in her students, her community, and the transformative power of public education. Right now, she’s at the center of something historic.
Building D.C.’s First STEAM+ School
E.L. Haynes is on the path to becoming Washington, D.C.’s first STEAM+ school — an institution that weaves science, technology, engineering, arts, and mathematics into every classroom, every day. For Cooper, that vision isn’t abstract. It changes how she teaches tomorrow morning.
Students in her class are learning that math isn’t just for the test in front of them — it extends to everyday life. Through project-based learning, they explore real-world applications, debate solutions with one another, and are beginning to see themselves as mathematicians. In D.C.’s current educational landscape, that kind of confidence is historically rare. Cooper is building it, one lesson at a time.
Third graders at Haynes have a dedicated math teacher separate from their literacy teacher — a structural choice that sends a clear message: this is your math zone. Cooper described watching her students grow into that identity: “They’re starting to see themselves as strong mathematicians, and they’re finding their confidence in their math capabilities, which historically has been a struggle for a lot of kids.”
Bold Kids Deserve Bold Teaching
Cooper describes her third graders with unmistakable admiration.
“Third graders are bold. They’re all coming into their own people — and seeing them perform on the stage, but also perform academically. They know who they are, and I think that’s a beautiful attribute to have at such a young age.”
That boldness shapes her lesson planning. She incorporates her students’ actual interests — dance, the arts, blogging — into word problems and project-based assignments. It’s a pedagogy rooted in relationship: learn who they are first, then teach from that place.
“I’ve been giving them the autonomy to lead the lessons, to explain their thought process, to debate with another student why they feel that way — so they know that they are doing it right and that they have the verbiage to back it up.” — Kendra Cooper, Third Grade Math
The Soul of Haynes, in Three Words
When we asked Cooper to describe E.L. Haynes in three words, she didn’t hesitate:
Compassion. “We remember that we’re all humans. There’s an understanding here that we’re all working towards the same goal — and we give each other grace to accomplish it.”
Community. “No matter your role, there’s no limit on who you can rely on. People from HR check in on me. People from admin. People from the special education team. Everyone feels like family. Everyone has each other’s back.”
Communication. “When challenges get hard, we really lean on each other. We communicate to see how we can fill in the gaps.”
These aren’t values on a poster. They’re the lived experience of working at Haynes.
What Keeps Great Teachers Here
Cooper came to Haynes from a school where she largely worked alone — staying late, carrying the load solo. What she found here was fundamentally different.
Every teaching team at Haynes includes two general education teachers, a multilingual learner specialist, and a special education teacher. Multiple administrators bring different strengths — one for organization, one for structure — and are genuinely accessible. Staff are celebrated through “First Fridays.” External training opportunities are actively identified and offered. Someone from HR stops by just to ask how you’re doing.
“Coming from a school where I had one admin to now having three here in the elementary school — plus several others across campuses — it gives you more access because you have more people to connect with, and they all have different strengths.”
Her biggest professional growth at Haynes? Learning to lean on her team. She arrived as a self-described “individual teacher.” She became a collaborator — and a stronger educator for it.
“Between the community that we have and our professional learning opportunities, it’s really pushed me to be a more collaborative teacher and to identify my strengths and weaknesses so I can grow.”
Who Thrives at Haynes
If you’re considering joining the Haynes community, Cooper has a clear picture of who belongs here:
“Someone who is a strong advocate — not only for students but for themselves. Someone who is creative in their thinking and in the way they connect with children. And someone who is dedicated to their role of being a model for children.”
And her advice to anyone starting at Haynes on day one?
“It’s going to be an adjustment — but it’s going to be great.”
Join Us
E.L. Haynes is building something new in Washington, D.C. — a school where STEAM isn’t a program, it’s a promise. Where teachers are supported, celebrated, and challenged to grow. Where bold kids find their confidence, and educators find their community.