 | Name: Trevor Burns Position: Unconditional Education Coach at Daniel Webster Elementary School |
What led you to your current position?
After working at San Leandro Day Treatment Center, and Alameda TBS, I decided I was ready to transition into program development with All-In! The UE coach role provided me with an opportunity to develop Positive Behavioral Interventions and Supports in a school system, while also providing direct service to students and families.
My goal was to work in a position where I could support students thriving in their neighborhood public school. After leaving Alameda TBS, I had a craving to invest in one school, build stronger relationships with staff and students, and provide inclusive supports to these students and families. Working at Daniel Webster allows me to be a part of a team that meets students and families ‘where they are at,’ and works to build up the capacity of school teams to support ALL students.
Fun Fact/Quote:
7 years ago I was invited by Andrew Boring (a former Seneca staff) to play in an adult soccer league. I still play in this league every Sunday, and it has become my number 1 self care tool!
What does your average day look like?
I hop in the car around 6:15 to head to work. I drive from Oakland with Annie Shibley (another UE Coach) to San Francisco, so we can take advantage of the carpool lane. After stopping for coffee, I get into work a little before 7.
The students start school at 8:40, so this couple hours before they arrive is valuable for getting all of my administrative tasks done. Once the kids arrive, my day is some combination of running our school wellness center, coaching teachers and staff around site wide interventions, implementing individualized student behavior plans, and leading PBIS assemblies or classroom lessons.
After the students leave I partake in COST meetings, meet with teacher teams to discuss tier 1 and 2 supports in their classrooms, collaborate with our Seneca team, and hold meetings with the school administration to incorporate data in decision making.
I head home around 5:30 by hopping on BART. After work, I walk the lake, go to the gym, enjoy local Oakland restaurants, shoot pool at home, and immerse myself in a Giants, Niners, or Warrior game!
Why do you do this work?
I do this work to provide a voice to those students and families who have struggled to find an advocate. I work in the school environment to support the development of change at a site wide level. My hope is that my values and Seneca’s values will become a part of the school’s fabric, and cater to the needs of students and families for years to come.
What hope do you have for the future of All-In?
I hope All-In continues to prioritize building strong and sustainable partnerships with schools. The resources given to schools must be strategically thought out. All-In continues to spread out and provide service to many new schools (which is great), but I hope we continue to be mindful of developing staff and programs in existing partnerships. One of our goals should be to increase the likelihood that schools who have received coaching and support can maintain the work for many years to come.
After working at San Leandro Day Treatment Center, and Alameda TBS, I decided I was ready to transition into program development with All-In! The UE coach role provided me with an opportunity to develop Positive Behavioral Interventions and Supports in a school system, while also providing direct service to students and families.
My goal was to work in a position where I could support students thriving in their neighborhood public school. After leaving Alameda TBS, I had a craving to invest in one school, build stronger relationships with staff and students, and provide inclusive supports to these students and families. Working at Daniel Webster allows me to be a part of a team that meets students and families ‘where they are at,’ and works to build up the capacity of school teams to support ALL students.
Fun Fact/Quote:
7 years ago I was invited by Andrew Boring (a former Seneca staff) to play in an adult soccer league. I still play in this league every Sunday, and it has become my number 1 self care tool!
What does your average day look like?
I hop in the car around 6:15 to head to work. I drive from Oakland with Annie Shibley (another UE Coach) to San Francisco, so we can take advantage of the carpool lane. After stopping for coffee, I get into work a little before 7.
The students start school at 8:40, so this couple hours before they arrive is valuable for getting all of my administrative tasks done. Once the kids arrive, my day is some combination of running our school wellness center, coaching teachers and staff around site wide interventions, implementing individualized student behavior plans, and leading PBIS assemblies or classroom lessons.
After the students leave I partake in COST meetings, meet with teacher teams to discuss tier 1 and 2 supports in their classrooms, collaborate with our Seneca team, and hold meetings with the school administration to incorporate data in decision making.
I head home around 5:30 by hopping on BART. After work, I walk the lake, go to the gym, enjoy local Oakland restaurants, shoot pool at home, and immerse myself in a Giants, Niners, or Warrior game!
Why do you do this work?
I do this work to provide a voice to those students and families who have struggled to find an advocate. I work in the school environment to support the development of change at a site wide level. My hope is that my values and Seneca’s values will become a part of the school’s fabric, and cater to the needs of students and families for years to come.
What hope do you have for the future of All-In?
I hope All-In continues to prioritize building strong and sustainable partnerships with schools. The resources given to schools must be strategically thought out. All-In continues to spread out and provide service to many new schools (which is great), but I hope we continue to be mindful of developing staff and programs in existing partnerships. One of our goals should be to increase the likelihood that schools who have received coaching and support can maintain the work for many years to come.
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