Teach with Africa Guest Educator

Irene Mopai (front, second from right) with Bay students, April 2025

Irene Mopai is from Limpopo, South Africa, and was a member of this year's Teach with Africa delegation. The Bay School began partnering with Teach with Africa in 2024, and Irene is our second guest educator. In three weeks, she was seemingly everywhere, both on campus and in the Bay Area, as her host family made sure she got out for plenty of sightseeing. Her classroom homebase was with Faven Brooks' Humanities 1 and African American Literature classes. With a specialization in learning differences, Irene was eager to learn about Bay's structures and processes, and she spent time observing as many classes as she could fit in. We had a few questions for Irene as she reflected on her time here with us. 

What was the most surprising thing about your experience at Bay/in San Francisco that changed your perspective?

One of the most surprising and inspiring aspects of my experience at Bay School was how deeply student voice and autonomy are valued. Coming from a different educational context, I was struck by how students are encouraged to express their needs, reflect on their learning, and actively participate in shaping their learning environment. This changed my perspective on inclusive education, I realised that true inclusion goes beyond strategies and accommodations; it involves creating a culture where every learner feels heard, respected, and empowered.

During your research at our school, what specific inclusive classroom strategies did you observe that you found most effective for supporting students with learning differences?

I observed several powerful inclusive strategies, but the most effective included the use of universal design for learning (UDL), flexible assessment methods, and strong collaboration between teachers and support staff. Teachers consistently differentiated instruction through multiple means of representation, expression, and engagement, which allowed learners with diverse needs to access the curriculum meaningfully. I was especially impressed by how the school integrates social-emotional learning with academic support, creating a safe space where students with learning differences can thrive both academically and personally.