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Welcome Sierra Fisher

11 September 2019 |

     As part of our expansion in services, we are excited to welcome Sierra Fisher to our team. Sierra joins us as a professional with a wide range of experience in working with children and families. She has spent time as a Teaching Assistant, a Behavior Intervention Specialist, and most recently a Consultant for Education Services providing coaching and leadership development with staff in Rochester area charter schools.  

     Sierra describes her past experiences as working with children with the highest levels of need, and her deep empathy and compassion for these young people has committed her to a career in supporting students and the adults who work with them. We see so much unique experience in Sierra’s past that ties directly to our mission of intentional whole child development.

     She reflects that “it’s a mindset shift, having worked in self-contained classrooms. I understand the importance of teaching social and emotional skills.… I can’t help but wonder what can be done differently before our students require the highest level of support. Once we’re there, I feel like we’re just playing catch up.” 

Working with young people is also an education in itself, and Sierra has substantial experience working with diverse populations in our area. Her first-hand familiarity with teaching social and emotional skills makes her a valuable asset to our training and coaching work. “I’ve had to model it; I’ve had to practice what I preach. Conversationally naming my emotions like ‘woo, I’m feeling a little overwhelmed right now, I’m just going to take a moment to breathe and then I’ll come back feeling better’ – it’s impactful, the kids really respect it.”

     Finally, it is Sierra’s empathy and devotion to understanding and supporting families that makes her such an asset to our work. In her experience, looping families in to the process of what goes on in schools and other care environments can be challenging, but deeply rewarding. She explains that “Parents are the experts on their children” and that, too often, “we don’t ask what has worked and what hasn’t. Especially the older kids – ask the families ‘what has worked up to now?’”

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