An Interview with Barbara Patterson Oden

In this interview, get to know Barbara Patterson Oden, who serves as a Manager of Educational Partnerships in the District of Columbia and Virginia.

Tell us a little about your background as an educator. What did you do before you joined Collaborative Classroom?

Following my winter graduation from the University of North Carolina at Wilmington, I began my career as a public educator in Onslow County, North Carolina as a fifth grade teacher. I am very much still a fifth grade teacher at heart and fifth graders are still my favorite. 

A few years after I moved to Norfolk, Virginia, where I continued teaching fifth grade. 

I went on to serve as a Title I Literacy Resource teacher and then a Gifted Resource teacher. I even spent some time as a middle school English teacher. 

As I was given more leadership and opportunities to “teach teachers,” I found such joy supporting other educators. I transitioned into the role of a school instructional coach for several years before getting what was then my “dream” job as a Professional Development Specialist. 

I was promoted while in this role to Supervisor of Professional Learning as I supported the adult learning structures for an entire school district. Being a professional learning leader was one of the best experiences of my career. I got the opportunity to impact every corner of the school district, from teachers to bus drivers and even parents. I learned as much as I gave and was so proud to be a part of the work that led to the school district becoming fully state accredited for the first time in over a decade. 

Supporting my school during the most challenging time in modern human history was a tremendous privilege but also the most heart-wrecking work I ever experienced in my career as an educator.

After 7 years of serving in the central office, my next step was to return to the schoolhouse. I became an assistant principal of a Title I school right at the beginning of the pandemic. Supporting my school during the most challenging time in modern human history was a tremendous privilege but also the most heart-wrecking work I ever experienced in my career as an educator. It was quite rewarding to see my teachers, students, and families come out on the other side more resilient than ever before.  

How did you find out about Collaborative Classroom and the Manager of Educational Partnerships role?

Long before I experienced any of the curriculum, I was first connected to Collaborative Classroom by its people. For more than a decade I have had multiple opportunities to collaborate with members of the Collaborative Classroom team. I served with two of the Virginia team through our time together on the Learning Forward Virginia state affiliate board. 

Most exciting was learning that Zaretta Hammond (whom I have a major intellectual crush on) had joined the org’s board of directors while hearing her speak at a conference. An organization truly shows you who they are and what they value most through the people they chose to represent them.

An organization truly shows you who they are and what they value most through the people they chose to represent them.

Once I discovered Collaborative Classroom’s values, it was not long after that I learned about their amazing work and curriculum. After one of the reading specialists in the district discovered SIPPS, she could not stop raving about it. Soon it was being used in several schools.

While supervising a 21st Community Learning Center grant, we purchased the reading and math after-school programs Collaborative Classroom offered. I continued to follow Collaborative Classroom’s work on LinkedIn and naturally saw the job opening when it was posted. I reached out to one of my Collaborative Classroom contacts to learn more about it. After our chat, I submitted my application that evening. A month and a half later, I was in new employee orientation and starting an exciting new chapter of my career. 

Collaborative Classroom is a mission-driven nonprofit. What about our mission drew you to the organization? What’s your “why” for joining Collaborative Classroom?

My first impression of Collaborative Classroom was as a thought leader in the field. It was crystal clear to me that their mission was solely predicated on doing what is best for kids. And that the resources and materials are based on what we know for sure is best practice. 

While at the central office, I interacted with numerous service providers. There was also something more personal and connective about my interactions with the Collaborative Classroom team.

And then there were the programs–high quality, grounded in research and most importantly,  educative. Teachers simply get better in their practice when they use Collaborative Classroom programs. When teachers are better, our students get better! 

As a learning leader, I so deeply value this approach to curriculum development and implementation. Furthermore, Collaborative Classroom is an organization of educators that prioritize educators. I became more impressed as the organization evolved to fully center their impact on literacy and social-emotional learning. Those two areas are essential levers for increasing educational equity outcomes. 

So, when I had the opportunity to join an equity-minded organization deeply rooted in research and adult learning theory that would allow me to broaden my own impact in Virginia, I applied for the role.  

What’s your favorite part of your role as a Manager of Educational Partnerships?

When I left my job as a school assistant principal to join Collaborative Classroom, I told my staff and students that I made this very difficult choice because I had gotten my (next) dream job–the chance to support teachers and students all over Virginia as a learning leader. One of my students responded, “That’s a lot of kids, you sure?” 

After only 2 years, I have never been more sure! One of the best parts of this role has been the opportunities to build so many relationships. And, I get to learn from educational leaders and teachers from across my territory and beyond. 

What I most love is that I have had the opportunity to have a widespread impact on the literacy learning and social-emotional learning work across the state. By supporting outcomes for students in these two very important areas, I know I am helping create more equitable classroom experiences for countless students. 

What I most love is that I have had the opportunity to have a widespread impact on the literacy and social-emotional learning work across the state.

Whether it’s been through thought leadership events, presenting at conferences, or supporting districts and schools in getting our high quality curriculum into the hands of teachers and students, it has been an absolute joy doing work in the community I’ve called home for more than 20 years.  

What are some other projects or passions in your career? 

Writing has been a great love, even since childhood. I used to fill composition or spiral notebooks with poetry, short stories, and my own personal commentary on life. There are countless outlines of story plots that I planned would one day become novels. 

I was one of the first teen writers for the Commercial Appeal, the major newspaper in Memphis, TN. We had a section of the paper called “Our Turn”, and that experience solidified the part of my identity as a writer. 

Writing more substantively has been a bit of a dream deferred for me, until now. I was able to channel my love of writing first into teaching it, then later in writing grants or reports that supported my work. Now I have the opportunity to make writing an integral part of what I do at Collaborative Classroom. Writing conference proposals that grant me access to larger audiences to share my expertise and our org’s work is always exciting. 

I most recently co-authored a blog on the liberatory potential of teaching writing through evidence-based practices. Now I am partnering with two educational leaders/sister-friends to write a book on culturally responsive practices in adult learning environments. 

I am so grateful that my current role allows for greater space and support to nurture the writer I always envisioned myself to be. 

In your role, you get to spend time in lots of different classrooms. What is something exciting or inspiring that you’re seeing out there in schools right now?

The most revolutionary act of equity is teaching a child to become a skilled reader. There is nothing more important at this moment in education.

Seeing how impactful our curriculum is when taught to emergent and developing readers is magic every time I witness it. And I have seen it countless times–This never gets old (in my best King T’Challa voice). The magic is in knowing that that child’s life will never be the same and more importantly will be improved. Learning to read is freedom, plain and simple. That is why I do this work. 

Learning to read is freedom, plain and simple. That is why I do this work. 

Additionally, not just any old thing can truly teach kids to read . Even the best, most dedicated teacher needs the right tools. Witnessing teachers do this work with greater precision and confidence because they have tools that work is also so very magical. 

One final question: Reflecting on your own lived experiences as a teacher or as a student, what was one experience that was particularly memorable or impactful for you?

This is a hard question. I have been so very blessed to have been supported by a plethora of amazing educators my whole life. What I can share is what those experiences most have in common– – I was and still am most confident as a learner when I truly feel fully seen by my teacher.

Whether I was struggling with multiplication facts, tackling Advanced Geometry proofs, using Old English diction to recite The Prologue to The Canterbury Tales, or (of late) perfecting my golf swing, teachers who have seen Barbara first have gotten the best from me.

By humanizing our students first and foremost, before the content, before the grades, and especially before the discipline, we make space for them to be their most authentic, best selves. When we do this, they can do anything–learn anything–be anything! This was the lesson taught to me by my first teachers, my parents. I look for this in every adult, teacher, coach, and learning leader I encounter.

Even from a very early age, I have always known the power in being seen as my whole self and being respected and loved just as I am. I’ve also experienced the opposite enough to know just how precious and somewhat rare this could be. And so without exception, this was the gift I tried to give every single student I ever taught. Even the ones who made teaching miserable at times! I hope it is the gift every teacher strives to give every student, no matter how challenging. Like teaching a child to read, this too has the potential to change lives forever. 

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Visit our Field Team page to meet our other Managers of Educational Partnerships.