Eastmont Junior High English teachers Heidi Barnes and John Bush collaborate during planning time to design a student-choice research project.
Eastmont’s strong culture of teamwork helps ensure students get the same high-quality learning no matter which classroom they’re in. That commitment drives the 9th Grade English Professional Learning Community (PLC) at Eastmont Junior High, a two-teacher team made up of John Bush and Heidi Barnes. Now in their third year working together, they design experiences that support all students while still allowing each teacher to bring their strengths to the work.
This winter, students read Unbroken, the nonfiction book that follows the life of Louis Zamperini, an Olympic athlete, WWII bombardier, and survivor of a Japanese POW camp. They then prepared for a research project tied to its themes. Together, Bush and Barnes taught students how to move from surface-level curiosity to meaningful research questions. Instead of asking, “Who was Jesse Owens?” students pushed themselves toward deeper thinking such as, “Why does PTSD happen and how does it affect someone throughout life?” Once they learned how to develop a strong research question, each student selected a topic that genuinely interested them.
During planning time, Bush and Barnes created model questions, clarified expectations, and reviewed students’ “research proposal exit tickets”. This helped them gauge readiness, answer student questions, and plan support. Barnes explained, “This PLC time is important because it informs instruction and helps us see what students are missing and how to bridge the gap.” Bush added that working together “helps us reach a variety of different learning styles…we each have different expertise.”
Student choice is central to the project. This is the second year 9th graders have completed it, and each student selects a format (e.g. poster, slideshow, essay, video, etc.) that matches their strengths or interests. Some students choose topics connected to personal experiences, including one whose family member has lived with PTSD. Others use artistic talents, like illustrating Allied and Axis flags to support their research. Bush explained, “We talk a lot about their goals in life and what [they’re] already good at to guide which project to choose.”
Students described the project as a chance to express themselves. 9th grader Princess Burnett, who created a mock podcast with her partner, Ellie Flores, said, “I wanted to be more creative. I wanted to go all out.” Their plan was to interview each other in a conversation-style episode that brings their research questions to life.
The project reflects this grade level’s commitment to UDL (Universal Design for Learning), giving students multiple ways to both access content and show what they know. Barnes noted, “We use UDL in everything. We focus on why we are learning a topic and how that affects your life.” Because Bush and Barnes collaborate closely, students across both classrooms experience clear expectations, consistent support, and the confidence that comes from having meaningful choices.
In the end, this partnership between teachers and the voice given to their students makes this project more than an assignment: it’s a learning experience that builds academic skills, independence, and pride.
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