‘We Needed This’: Wilmington Educators and Students Break the Mould at WLC Symposium

Teachers leaned forward in their seats, pens poised, as Wilmington students took the microphone. This wasn’t another panel of education experts discussing theory – these were young people sharing unfiltered truths about what actually happens in their classrooms. One student spoke about feeling invisible when teachers didn’t know their names. Another described how certain teaching styles helped them focus when nothing else could. The room stayed quiet, absorbing every word.

This moment set the tone for something different at the Chase Center on the Riverfront. More than 200 educators had gathered for what could have been another predictable education conference. Instead, they found themselves part of honest conversations that put student experiences at the heart of everything.

Why This Event Mattered

The inaugural WLC Educator Symposium brought together more than 200 educators from across Delaware’s fractured education system. Teachers and school leaders from the Wilmington Learning Collaborative’s partner schools joined colleagues from Christina, Red Clay and Brandywine districts – three separate systems that serve children living in the same neighbourhoods.

The Wilmington Learning Collaborative has spent the past two years working to reduce this fragmentation. Since launching in 2023, the WLC has focused on nine K-8 schools, tackling chronic absenteeism and building trust between families, educators and community partners. The symposium, organised with Education First, showed something the organisation had learned through trial and error: real change happens when people sit together and listen.

Honest Conversations Instead of Buzzwords

Educational conferences often feel removed from classroom reality, filled with buzzwords that don’t translate to Monday morning challenges. The WLC symposium took a different approach, putting student experiences first rather than treating them as an afterthought.

‘This symposium was filled with positive energy, critical conversations and insights from both our classrooms and our trusted partners,’ reflected Dr Laura Burgos, WLC Executive Director. ‘We convened more than 200 educators and created a safe space for cross-district collaboration. Our community showed up, supported one another and reflected deeply on the journey ahead.’

The agenda focused on strategies that educators actually use – trauma-informed teaching, inclusive instruction, the science of reading and student engagement. These weren’t abstract concepts but practical approaches that teachers could implement immediately. Much like successful mentorship programmes in STEM education, the emphasis was on real-world application rather than theory.

What Teachers Walked Away With

Breakout sessions addressed the daily realities teachers face. Sessions on trauma-informed teaching acknowledged that many students carry experiences that affect their ability to learn. Workshops on inclusive instruction helped teachers reach every student, not just those who fit traditional learning patterns.

The science of reading sessions provided evidence-based strategies for literacy development, while student engagement workshops offered practical tools for keeping young people interested and involved. Community partners including Children & Families First, Delaware State University, Creative Curriculum, Transcend, Digital Promise, Learning-Focused, TNTP and the Teacher Leadership Design Fellows led these sessions, bringing real-world expertise rather than theoretical knowledge.

Teachers appreciated this practical focus. Research shows that student feedback prompts significant teacher reflection and changes in teaching practices, but many educators rarely get structured opportunities to hear directly from their students or learn from colleagues facing similar challenges.

Listening to Students – Not Just Policy Makers

The student panel became the event’s defining moment. Young people from Wilmington schools shared their experiences, challenges and hopes with educators who rarely get to hear unfiltered student perspectives. These weren’t rehearsed presentations but candid conversations about what helps students succeed and what leaves them behind.

Similar to recent examples of students taking the lead in professional settings, these young voices carried real authority. Research demonstrates that student voice practices improve engagement, attendance and academic achievement. When students provide feedback about their learning experiences, teachers become more responsive to their needs.

The symposium gave educators permission to listen without defending their practices, creating space for genuine reflection. Students spoke about feeling seen and heard, about teachers who made subjects come alive and about classroom environments that felt safe or unwelcoming.

Wellness Gets Centre Stage

Educational conferences often ignore the reality that teachers can’t pour from empty cups. The WLC symposium made educator wellness a priority, building mindfulness activities, movement breaks and time for recharging into the schedule.

This focus addresses a growing crisis. Research shows that 44% of K-12 teachers often feel burnt out, with educators experiencing job-related stress at double the rate of other adults. Over half of teachers plan to quit earlier than expected, making educator wellness not just about individual wellbeing but about keeping experienced teachers in classrooms.

When teachers are stressed and overwhelmed, they can’t provide the consistency and emotional availability that students need to thrive.

Standout Moments

Between serious conversations about educational equity and student outcomes, the symposium made space for joy. The Kuumba Academy drum line and Maurice Pritchett Sr Academy dance team performed, filling the Chase Center with energy and reminding everyone what education is really about – young people’s creativity, talent and potential.

These performances weren’t just entertainment but demonstrations of what students can achieve when schools provide opportunities for them to shine. The applause and smiles in the room reflected the community connection that the WLC has worked to build across district boundaries. As other programmes supporting creative expression have shown, giving young people platforms to showcase their talents builds confidence alongside community.

Keynote speakers brought national perspective to local challenges. Sharif El-Mekki, founder of the Center for Black Educator Development, spoke about dismantling systemic inequities based on his 30 years of experience in West Philadelphia schools. Dr Tony B Watlington Sr, superintendent of the School District of Philadelphia, shared strategies for leadership drawn from his journey from bus driver to district leader.

Where Does This Go Next?

The symposium’s success lay not in the presentations or workshops but in the connections formed between educators who rarely get to collaborate despite serving the same community. Teachers from different districts discovered shared challenges and solutions, building relationships that extend beyond the two-day event.

The real challenge now is keeping these conversations alive in everyday school life. The WLC has created momentum for cross-district collaboration, but sustaining this energy requires ongoing commitment from educators, families and community partners.

The student voices that opened the symposium offered the clearest direction forward. They asked for teachers who see them as individuals, classroom environments that feel safe and welcoming and learning experiences that connect to their lives and interests. These aren’t revolutionary demands but basic requests for the kind of education every child deserves.

As educators returned to their schools, they carried more than new teaching strategies. They held the memory of students speaking their truth, colleagues sharing their struggles and successes and a community coming together around shared commitment to young people’s futures.