Developing the Next Generation of Innovators
The Commanders’ Rookies stopped by Digital Pioneers Academy to run drills and inspire our scholar-athletes.
As a founding educator at DPA, Tarneil Miller has worn many hats: middle school teacher, high school teacher, and dean of students. This spring, the 6th graders he first recruited in 2018 will receive their high school diplomas. We sat down with Mr. Miller to talk about what brought him to DPA, what he’s learned over the past six years, and what his hopes are for DPA’s founding class.
What brought you to DPA as a founding teacher?
I first met Digital Pioneer Academy founder, Mashea Ashton, in 2017. I was teaching at another DC charter school, and she visited our campus to observe. She told me about her vision for this new school, and I knew it was something I wanted to be a part of. We’re living in a whole new world, with a huge tech focus. The idea of scholars from Wards 7 and 8 being taught computer science starting in 6th grade was mind-blowing to me. The school’s values of integrity and optimism were already aligned with how I go about my day. That made it easy to jump on board.
What is the most rewarding part of being a founding teacher? I love seeing students grow from where they were when they first came to DPA to where they are now. For sixth graders, they don’t see themselves going to college. They think it’s so far away. Seeing them now as sophomores, juniors, and seniors, college is becoming real to them. It’s rewarding for me to see our founding class writing college essays, filling out applications, and getting acceptance letters.
How have you grown as a teacher at DPA?
My big area of growth is patience. It’s a lot of hours and time that you invest in trying to set students up for success. It’s not one of those things where you do something one week and you see results the next week. Some days you feel like you’re pouring things into your students and don’t see it clicking as fast as you would like. That’s where patience comes in. I can say this now because I’ve seen my students grow. Things I said to my scholars in 8th grade, I’m seeing their gears turning now in 11th and 12th grade.
What has kept you at DPA all these years?
I want to see it through. I have to see the results of all these years of investing in my scholars. I’ve been promising to be at their high school graduation, to be there when they go to college, to be at their college graduation. I’ve been telling them these things since 6th grade.
Your first class of DPA students has grown from 6th graders to high school seniors. They are now applying to colleges and making plans for life after high school. What has it been like to watch them grow?
We’ve taught students the importance of working hard and having the will to overcome setbacks. We emphasize that they should see failure not as the endpoint, but as an opportunity for growth. Before, when they were presented with a difficult task, they would say, “I’m not even going to try.” Now, they try. And if they fail, they ask themselves, “What do I need to do differently to succeed next time?”
What is your favorite moment or memory from the Class of 2025?
At the end of our first year, we had an end-of-year celebration in the cafeteria. There were all sorts of activities, including a robotics competition with three different teams. We let the students choose which teachers they wanted to pie in the face. I got pied, of course. I remember wiping the whipped cream out of my eyes and watching a bunch of kids celebrating, just being on cloud nine. That was one of the first and most memorable moments for our founding class.
DPA’s football team had an incredible season their first year. Many of your founding students are on the team, or the cheerleading team. What do you think that means to DPA?
It’s beautiful, and I think it’s needed. Many of our students have been looking forward to playing football for years. And it brings a sense of community. Everyone in the building – staff and scholars – has a connection to the players and the coaches on the team. This is ours. We’re rooting for them. They’re representing DPA, and we’re letting them know that we’re all behind them.
What are your hopes for DPA’s founding class as they prepare for life after high school?
I want them to be able to get into a career that they love. I want them to find something where every day doesn’t feel like work. And I hope they will come back and invest in their community. To give back to the next young boy or girl who’s coming from where they’re from, and to tell those children how they took their path to get where they are. It would be amazing to have students come back to teach at DPA. I already have one scholar who wants to come back and work at Digital Pioneers Academy.
How do you think you will feel on graduation day?
I’ve already told my students, I’m not holding back the tears. It’s going to be a very emotional night. I feel like it’ll be a release of all the energy and emotion we’ve poured in – just an explosion of joy. I’m really looking forward to it!
Mojoko Esu is a literacy interventionist at Digital Pioneers Academy. She recently graduated with a Master’s degree in Educational Leadership and Policy Studies from Howard University. In this interview, Mojoko shares her journey to becoming an educator at DPA, her teaching philosophy, and what makes DPA a special place to grow as a leader.
Q: What brought you to DPA?
What attracted me to DPA was the mission. Through some teacher friends, I got a chance to meet DPA founder Mashea Ashton and even visit the school and meet with students. I learned DPA was not just about preparing students for academic success, but also about supporting students in developing the strength of character to thrive in this world as a Black person. Then I saw a posting for a teacher opening on Indeed.com. Even though I knew I eventually wanted to become a leader, I wasn’t quite ready to leave the classroom. I wanted to continue to strengthen my teaching muscles.
Q: What makes DPA a great place to grow?
Digital Pioneers Academy is a community that believes in Black excellence. Everyone’s North Star is building the next generation of innovators. It’s not just words on a mission statement. I’ve seen how powerful this is for our students. I can tell them “I was just like you” and they get it.
Q: What exactly does it mean to be a “literacy interventionist?”
I’m an English teacher with a specialized focus. I help those students who need the most support through small-group instruction.
Q: How would you describe DPA’s approach to special education?
At DPA, we ensure all students are receiving the services required by their Individualized Education Plan (IEP). We also have some scholars without an IEP who require extra individualized support. I am equally committed to meeting these students’ learning needs. I teach the same lesson to each student but with different levels of structure and support. My goal is to ensure all of my students achieve at high levels.
Q: What does this look like in practice?
As a literacy interventionist, I work with students in small groups to make sure they all believe they can master the material. In my experience, the secret is cultural competence. Many of my students see themselves in me. I meet the scholars where they are and make content relevant to them. Take Romeo and Juliet, for example: my students may not immediately relate to life in 16th-century Italy, but they sure can relate to love and rivalries.
Q: Do you have any achievement results you can share?
Yes! Following the implementation of our newly piloted intervention program, 80% of scholars on my caseload displayed significant growth from their ANET 1 to ANET 2 scores. I am excited to see how much growth our students make on DC CAPE results this spring.
Q: What made you want to become a teacher?
Growing up in Detroit, I didn’t have to put forth much effort to get decent grades. But something happened my senior year that put me on a path to becoming a teacher. My Detroit public school received an award for being in the top 100 public schools in terms of achievement in the state of Michigan. Being top 100 didn’t seem particularly impressive until I realized my school was the only top 100 school in the City of Detroit! I was shocked. My school didn’t have basic resources. Students often had to sit on desks because there weren’t enough chairs, textbooks were falling apart, and bathrooms were in disrepair. From this experience, I became awakened to the reality of how desperate the conditions must be in Detroit for public schools to not rank in the top 100. And I wanted to do something to address this inequality.
Q: Was there one moment when you knew for sure this was your destiny?
My first experience teaching K-12 students was during my junior year in college at Howard University. After only a few weeks, I realized I could see myself as a teacher. At the time, I was considering some other careers in public service. But I realized if kids can’t read, they would fall short of achieving their potential. I decided to become a literary specialist.
Q: You recently graduated from Howard University with a Master’s degree in EducationalLeadership and Policy Studies. How has this degree influenced the way you approach teaching?
My teaching has certainly been enhanced as a result of my Master’s program at Howard University. Since my first classroom experience 8 years ago, I have always leaned into the principles of servant leadership, but I now think more about the waysin which I can revise policies and build systems that are able to serve scholars best, as opposed to just my own individual practices.
Q: What have you learned so far at DPA that you expect to take with you on your leadership journey?
Special circumstances require special solutions. In the face of seemingly insurmountable challenges, there is always a world of possibilities. We just have to be willing to be creative, open to growth, and focused on expansion opportunities for all.
Learn more about Digital Pioneers Academy or join our team.
Back in 2022, Tiffany Fleming was a satisfied parent. Her two children – Makell (4th grade) and Deliah (5th grade) – attended Rocketship Public Schools. They enjoyed school, had lots of friends, and were making academic gains.
There was one problem – Rocketship only went to 5th grade. She needed to find a middle school for Deliah and Makell.
Tiffany had heard of Digital Pioneers Academy. She lives in the neighborhood so the school is an easy walk from her house. But aside from the location, she knew nothing about it. Tiffany attended an open house, where she got to tour the building, meet the teachers, and ask questions of the leadership. What sold her on the school was learning about DPA’s mission and its focus on technology.
Tiffany was thrilled that DPA has robotics, computer science, and a rich array of other extracurricular activities. Even as an elementary student, her son Makell was already thinking about a career in technology.
Transitions are difficult for young people, but it helped that nearly a dozen of her daughter Deliah’s friends from Rocketship, including her best friend, also went to DPA. Deliah is now thriving at the school, and last year she was selected as Scholar of the Year for her 6th grade class.
Tiffany attributes her children’s success at DPA to the relationships teachers form with students and families. They are always available. Parents can call them with a question, day or night, and they get back to the parent and work with them to solve any problems.
“Today’s going to be a great day.”
“We’re not going to let anything get in our way today.”
Ms. Hudzick’s pep talks help Deliah start the day strong and stay motivated.
Makell is an honor roll student, and he also adores his teachers, especially Ms. Martino. When Teacher Appreciation Week came around a few weeks ago, both Makell and Deliah chose to give their teachers a rose and a card.
As Tiffany reflects on her experiences at Rocketship and DPA, she realizes the schools have a lot in common. Both schools have teachers who are a hundred percent committed to ensuring students are excited to learn and encouraged to reach their full potential.
Learn more about Digital Pioneers Academy or apply now.
Here at DPA, a public middle and high school in Southeast DC, the founding team is always challenging each other to think bolder and bigger. One question we’ve been asking is “What would it really take to meet the social and emotional needs of all of our students and staff?”
While I started as a founding teacher, today I am the High School Social Worker and Wellness Coordinator, which means I’m responsible for DPA’s overall approach to mental health.
Our founder, Mashea Ashton, has made improving mental health a priority and empowers me to lead. Her overall direction has been “You have the training. You got this. Do what you need to do.”
And so I have.
Here are 5 initiatives we have undertaken to improve mental health:
“If the adults are okay, the kids will be okay.”
The stressors of teaching are self-evident, but what’s less obvious is that so much of student behavior feeds off the energy of adults. Simply put, investing in the emotional well-being of our teachers is an indirect investment in the health of our students. That’s why we have created a work culture that celebrates self-care and normalizes the use of mental health services, including therapy.
All of our teachers have free access to therapy, and it’s not uncommon for our teachers to talk about visiting a therapist with the same level of openness as they would about going to the gym or seeing a doctor for a check-up. It’s just part of their self-care routine.
Offering psychosocial groups at school
Psychosocial groups are small group sessions where we bring together students with similar concerns in a supportive environment to develop skills in areas such as managing emotions, coping with grief, and building healthy relationships. The groups are facilitated by trained and licensed mental health clinicians and typically meet weekly for 6-8 weeks.
At DPA, we partner with an outside agency, the WISE Center, that provides counselors to lead groups. In addition, we have built a wonderful relationship with OpenSeat, a platform that provides virtual wellness coaching in individual sessions, as well as in small group sessions. We’ve also been fortunate to continue our partnership with Paving the Way for a second year in a row. Across both our middle school and high school campuses, a total of seven groups have been implemented this year as a result of targeted efforts to increase this capacity.
Expanding access to after-school activities and programs
We host Parent Cafes, which are monthly meetings dedicated to creating safe spaces for our DPA families and community partners to discuss curated topics such as emotional well-being, raising a family, and advocating for support. At a recent meeting, parents reflected on their childhoods growing up in DC, where they spent their teenage afternoons constantly busy, hanging out in rec centers or boys and girls clubs. The overwhelming consensus was that when young people are busy, they are less likely to get into trouble.
Students feel a sense of belonging at school. They crave just being around their peers in a safe space that is not an academic setting.
To give students more after-school opportunities, we decided to build out our sports offerings-including a football program.
Teaching social-emotional learning
At DPA, all students take a weekly Social-Emotional Learning (SEL) course. It’s a real class with a real grade that students take seriously. A major part of my job is preparing the weekly lessons. I design the content based on issues our mental health team observes happening around the school. For example, if students are confiding in us about a lot of relationship drama, I might teach a lesson on healthy relationships.
As DPA evolves from a start-up to a mature organization, I’m pleased to share that we will transition to a new curriculum called Character Strong next school year.
Bringing compassion to daily interactions
Many of our kids are hurting, and that’s why it’s our job as adults to always be supportive. None of the ideas above work if there isn’t trust between the child and the adult. Each interaction we as adults have with students matters deeply.
Throughout an 8-hour school day, educators have so many opportunities to build trust. The foundation of that trust is demonstrating that you care about them.
Which brings me to my last big idea. It’s a resource that is free.
More hugs. You can never give enough hugs.
We recently sat down to talk to DPA chemistry teacher Grace Kato. A self-described “introvert”, she talks about how DPA helped her grow as a teacher and as a person, her belief in the power of kindness, and her love of video games, water use, and avocado toast. The conversation has been edited for clarity.
Q: What is your superpower as a teacher?
Kindness. It’s just who I am, and how I always want to be. You never know what a scholar is going through. I try not to yell. I don’t want a student to ever feel unsafe in my classroom. I want them to relax, to feel comfortable making mistakes, and to just be themselves. It takes them a minute. They are sometimes confused. They’re like “Oh, she’s not mad I dropped the beaker?” Instead, I’m like “No, just clean it up and get right back to work.”
Q: What makes DPA special?
The level of support here is a lot better than in all the other schools where I’ve ever taught. What really makes a school run is the adults and the adult culture. If I have questions, they answer them. If I need support, I get it. The team is organized, which means simple but important things like access to supplies are never an issue. I’m treated like a person.
Q: If you weren’t a teacher, what would you be?
I would be working at a wastewater treatment plant. When I was in the 11th grade, we took a trip to a wastewater treatment plant and a landfill, and it was so cool. We take for granted our access to clean water. Ever since that field trip, I’ve had a passion for water use.
Q: I hear you love video games. What are your favorites?
I tend to play RPGs and turn-based games. I have three older brothers. They played a lot of video games so I grew up watching them play. It’s a great way to connect with people. I’ve made friends online via gaming. There’s a sense of accomplishment when you beat a level along with friends. Right now I’m playing Final Fantasy 14, which all my students know because I have a poster in my classroom.
Q: How does the leadership team support you as a teacher?
I’ve developed skills this year that I wish I had when I started teaching nearly 10 years ago. The leadership team always gives the “why” and the evidence behind all decisions. Mashea and the other admins go to other campuses, see what is working, and bring back ideas to us.
Q: What’s your ideal Sunday morning?
Sleep in, have a hot cup of coffee, walk my dog (a German Shepard Lab mix named Autumn Jane), and then have brunch with a friend. Like a true millennial, I love avocado toast.
Q: What has helped you grow as a teacher?
What has helped me most is the actual practice. I’m introverted and shy. One of our school mottos is “we don’t practice on the kids.” So practicing with other teachers is extremely helpful for me. I’m strong on the content but often need help with delivery.
My previous teaching experience shook me, and honestly, I wasn’t sure I was going to come back to the profession. DPA has built that confidence back up. I’ve grown not just as a teacher but as a person.
Q: How have you grown as a person?
As someone who is an introvert, the practice of KLR – Known, Loved, and Respected – has helped me grow my empathy. I’ve seen how that has spilled over into my personal life.
Q: Where do you see yourself in 5 years?
I’d like to still be in DC and still be teaching. I really enjoy working with young people and I love science. I’d like to pursue a masters while I’m teaching so that I have a deeper knowledge of my content. I want people to see me and know “she has the credentials, she’s got this.”
MIDDLE SCHOOL
mainoffice@digitalpioneersacademy.org
908 Wahler Pl SE
Washington, DC 20032
(202) 670-7862
HIGH SCHOOL
mainoffice@digitalpioneersacademy.org
709 12th Street SE
Washington, DC 20003
(202) 677-3522
