20 Years

Supporting Teacher Leadership: Yesterday, Today and Tomorrow

2019 Annual Report
C. Harry Knowles Headshot

In Memory

C. Harry Knowles 1928–2020

Mr. C. Harry Knowles was a prolific inventor, a successful entrepreneur and a philanthropist. He founded Metrologic Instruments in 1968 and led the company to become a global leader in the data capture industry over the next 40 years. While at the helm of Metrologic, Mr. Knowles struggled to find employees who possessed a deep and broad understanding of fundamental mathematics and scientific principles. This realization drove Mr. Knowles to commit his life to improving science and mathematics education in the United States, namely through the co-founding of the Janet H. and C. Harry Knowles Foundation in 1999. His financial support provided for the establishment of the Knowles Teaching Fellows Program, a program that has supported more than 400 early-career, high school mathematics and science teachers in their efforts to improve mathematics and science education for tens of thousands of students. We are immensely grateful for all that Mr. Knowles has done and honored to serve his legacy. He will be sorely missed, but his vision, passion and indomitable spirit will live on through the Knowles Teacher Initiative and the many lives he has touched.

Nicole M. Gillespie
But this year, in reflecting on the past 20 years I find myself almost overwhelmed with gratitude and admiration for the people who have made this all possible, especially Harry Knowles. I am simultaneously humbled and honored to lead this organization, excited by the challenges that lie ahead and awed by our potential to meet them.
From the Desk of Nicole M. Gillespie, President and CEO

March 2020

Dear Friends of Knowles,

Each year, writing this letter fills me with gratitude and brings me great joy. This year, as we celebrate our 20th anniversary, that gratitude and joy is tempered with sorrow as I reflect on the loss of our beloved founder, C. Harry Knowles, who passed away on January 7, 2020.  

For the past 20 years, our organization has grown and changed, but we have never wavered from Harry’s original commitment to improving mathematics and science education through great teachers. This organization is Harry’s legacy, and all of us—staff, trustees and Fellows—have the honor of keeping that legacy alive.

So our annual report this year is special: instead of providing you with highlights from the past year, we are proudly showcasing our evolution and accomplishments over the last 20 years. The Fellows’ stories we’ve included in this annual report were chosen to help illustrate—from a teacher’s perspective—who we are, how far we’ve come and the impact we’ve had on mathematics and science education in the United States.  

Thanks to the vision and generosity of our founders, the Knowles Teacher Initiative has been able to innovate and improve programs to support teacher leadership for two full decades without diverting resources to fundraising. During this past fiscal year, we received a generous multi-year pledge and intent to give from Knowles co-founder and trustee Mr. C. Harry Knowles and Knowles trustee Dr. Lucy Balian Rorke-Adams. Their continued generosity will provide further stability for the organization and opportunities to sustain our efforts to transform mathematics and science education well into the future and we are deeply and profoundly grateful for their support. And finally, we raised an additional $19,000 from over 70 donors, including 100% of our staff, to support even more teachers through the Knowles Academy.

Most years when I write this letter, I use it as an opportunity to reflect on how what we’ve accomplished over the 12 months of our fiscal year, and the challenges facing us as we move forward. But this year, in reflecting on the past 20 years I find myself almost overwhelmed with gratitude and admiration for the people who have made this all possible, especially Harry Knowles. I am simultaneously humbled and honored to lead this organization, excited by the challenges that lie ahead and awed by our potential to meet them. And, as always, I am profoundly fortunate and grateful for this opportunity to serve the amazing educators in our community.

OUR STORY
1999

Janet H. and C. Harry Knowles established the Knowles Science Teaching Foundation (KSTF) in 1999 to bring about a greater understanding of science and mathematics in the United States through improved teaching and learning.

2002

KSTF awarded its first Teaching Fellowships to four physics teachers in 2002.

2005

KSTF added a mathematics strand to the Fellowship in 2005.

2007

The first cohort of KSTF Fellows completed the full five-year program in 2007.

2008

KSTF added a biological sciences strand to the Teaching Fellowship in 2008, awarding fellowships to nine biology teachers.

2011

KSTF commits to a formal Senior Fellows Program to build on and leverage the leadership capacity and national network that is developed through the Teaching Fellows Program to improve math and science education in the U.S.

2014

In fall 2014, KSTF published the inaugural issue of its journal—Kaleidoscope: Educator Voices and Perspectives. Edited by Knowles Senior Fellows, Kaleidoscope shares stories from teachers about teaching, leading and learning.

2016

In 2016, KSTF created a Seed Grant Program for Senior Fellows with funding from Janet Knowles and awarded six grants worth $49,519 dollars.

2017

KSTF changed its name to the Knowles Teacher Initiative.

2018

The Knowles Teacher Initiative launched the Knowles Academy, a Senior Fellows Program, that offers state-of-the-art professional development experiences for teachers.

2019

The Knowles Teacher Initiative celebrated 20 years of supporting mathematics and science teachers

Key Program Initiatives
Over the last 20 years, several key initiatives helped to define our Teaching and Senior Fellow Programs. See how these initiatives impacted our Fellows and their teaching practice. 
Using the 5 Practices to Improve Math Teaching

In year two of the Knowles Teaching Fellowship, Fellows are introduced to the disciplinary practices described in the 5 Practices for Orchestrating Productive Mathematics Discussions (2011). The use of these practices supports Knowles Fellows in establishing inquiry-oriented classrooms that engage students in authentic mathematics in ways that are aligned with the changing landscape of education in the U.S.

Knowles Fellow Emma Vierheller, 2012 Cohort, has been using the 5 Practices in her classroom for the last five years. She attributes the shift in focus in her classroom to building community instead of accuracy and speed to her use of the 5 Practices. Additionally, it has shifted her students’ thinking about what it means to do math and to do it well. Armed with the confidence of being supported by a community, her students have become more willing to try intimidating tasks. Knowing that her students can receive direct instruction from a number of different sources, Emma is grateful for how the 5 Practices have helped her to internatilize her role as a mathematical guide to her students.

Fellows at Knowles Teacher Initiative conducting science experiment
Using Complex Instruction in Our Classrooms and Beyond

After being introduced to Complex Instruction, a teaching strategy that promotes equitable classroom culture, in year three of the Fellowship, Knowles Fellows Camden Hanzlick-Burton and Laura Wang (2012 Cohort)—along with Bernice O’Brien (2013 Cohort) and Lauren Kline (2014 Cohort)—were excited about what they learned and wanted to implement this strategy in their classrooms. As they worked towards implementation, they noticed that additional courses and supports existed only in mathematics. Camden, Laura, Bernice and Lauren recognized a need for science teachers across the country to utilize teaching strategies that equitably address all students’ access to learning opportunities. To address this issue, the group successfully applied for a Seed Project Grant from Knowles to extend this work into science, creating a community of educators interested in enacting the practices of Complex Instruction through the development of a Knowles Academy course. Over the next year, the group met three times in person to plan their course. In summer 2018, they facilitated their first course in Moorestown, New Jersey. They have since offered it in 2019 and are slated to offer it in 2020.

Teaching fellows at Knowles Teacher Initiative laughing while looking at computers together
Improving Teaching Practice and Student Learning through Practitioner Inquiry

In an effort to strengthen the teaching profession, Knowles launched the Practitioner Inquiry for the Next Generation (PING) program in summer 2011. Conceived as a two-year program, PING ran for three years, with 10 Knowles Fellows who were selected as participants. Over the duration of the program, Knowles Fellows conducted systematic inquiry into their teaching practice, grounded in the ideas developed by Marilyn Cochran-Smith and Susan Lytle in their book Inquiry as Stance (2009). In year one, PING participants focused on forming questions about their practice and exploring the range of types of evidence they could examine related to their questions, with an emphasis on close observation and field notes/journaling of observations. In year two, they conducted deeper explorations of their ever-evolving inquiry questions and gathered various forms of peer review of evidence. In the final year of the program, participants identified a portion of their inquiry to share with a broader audience and began drafting articles and/or presentations. By summer 2014, Fellows shared their learnings in the form of four conference presentations and two published journal articles. Additionally, PING deepened the organization’s belief in the value of teacher-generated knowledge, leading to the addition of inquiry as a key thread of the Knowles Teaching Fellows Program and the idea to create a journal to share teacher knowledge.

Knowles Fellow London Jenks, 2009 Cohort, described how being a PING participant profoundly impacted his thinking and classroom practice in an article, “A False Sense of Student Success,” that was published in the Spring 2016 issue of Kaleidoscope. For his PING inquiry work, London closely observed a school-based intervention (“study tables”) designed to help students improve their grades. Through an ongoing cycle of data collection and reflection, London learned that the policy hurt, rather than helped, some students who became trapped in a downward spiral of forced confinement. London realized that study tables, and other situations that deprived students of their autonomy and voice, were issues of social justice, something he previously thought was not relevant to his school or classroom practice. Since then, London has been continuously looking for ways to build more opportunities for student autonomy and choice into his classroom environment.

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Teaching Fellow at Knowles Teacher Initiative looking over work with students in classroom
Sharing Teacher Knowledge Through Storytelling

In 2014, Knowles published the inaugural issue of its new journal—Kaleidoscope: Educator Voices and Perspectives. Kaleidoscope is a Senior Fellow-led initiative that explores knowledge from, for, and about teaching, from the point of view of current and former secondary science and mathematics teachers. Kaleidoscope provides readers and writers a public space for discourse and dialogue about the knowledge and expertise of teachers and the complexity of the teaching profession. Now in its sixth year of operation, the journal has published 70 teacher-written articles. In addition to publishing the journal, the Kaleidoscope editorial board has organized other efforts to foster a spirit of storytelling at Knowles, including several forums at the annual Knowles Summer Conference. Additionally, the Kaleidoscope editorial board facilitates an annual writing retreat that provides teachers with the opportunity to explore their practice through writing. Initially funded by a Knowles Seed Project Grant, writing retreat participants work throughout the year in small collaborative groups to learn about the writing process and their own identities and practices as teachers. Since 2016, 35 teachers have participated in the writing retreat.

Knowles Fellow and PING participant Rebecca Van Tassell, 2009 Cohort, believes in the importance of sharing teacher-generated knowledge. An article written by Rebecca, “The Trouble with Top-Down,” was published in Educational Leadership in May 2014. The article shares her experience with starting an observation club at her school—her PING inquiry topic—and how it changed when it became an administration-mandated initiative. Her participation in PING crystalized the importance of elevating teachers’ voices and positioning teachers as knowledge generators in education through storytelling and led to her involvement with Kaleidoscope. Rebecca went on to write another article, “Leadership as Stance: Leading from Inside the Classroom,” that was published in the Fall/Winter 2017 issue of Kaleidoscope. As co-editor-in-chief of Kaleidoscope, she supports teacher storytelling on a number of different platforms.

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Teaching fellow at Knowles Teacher Initiative solving a problem together
Using Practitioner Inquiry to Generate Knowledge for Teaching

Practitioner inquiry is one of two key leadership development threads that is woven through all five years of the Knowles Teaching Fellowship. Through the use of practitioner inquiry, Knowles Fellows generate invaluable knowledge as they systematically examine their teaching practice. In the fifth year of the Fellowship, Fellows select a topic for a year-long inquiry project that they share with other members of the Knowles community upon completion.

Knowles Fellow Rosemary Wulf, 2014 Cohort, chose to explore co-teaching at her school as the topic for her inquiry project for the 2018–2019 school year. She began the year with the idea of starting an observation club, and invited others to observe her classroom, but found her peers generally weren’t interested. Her inquiry group encouraged her to dig deeper and interview her colleagues about their co-teaching experiences. Rosemary began to reframe the co-teaching issue as a system that wasn’t functioning properly and began to explore the possibility of creating a peer coaching group.. Rosemary and a colleague collaborated to request a grant from Knowles for five teachers to attend Implementing Teacher Coaching to Improve Classroom Practice and Student Learning, a Knowles Academy course, during summer 2019. They also secured funds from their principal to host collaborative colleague lunches twice per semester. The teachers who attended the Knowles Academy course took on leading weekly professional development meetings and are running coaching cycles with small groups of teachers.

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Teaching fellows from Knowles Teacher Initiative giving speech
Using Peer Coaching to Improve Teaching Practice

Introduced in 2014, the Knowles Coaching Institute was designed to increase the use of peer coaching among Fellows and in broader educational contexts, and enhance the climate of shared and reflective professional practice in the community. Through the Coaching Institute, Knowles Senior Fellows support other Fellows who have been selected to present their learnings at the annual Knowles Summer Conference. Since its inception, 50 Senior Fellows have been trained as peer coaches in four Coaching Institutes. After the first two years of the institute, participants expressed a desire for longer-term partnerships in coaching, allowing for multiple cycles of coaching to occur. To meet this need, returning coaches developed a Coaching Partnership Program that partners Teaching Fellows with Senior Fellow coaches for one school year. During the year, the pair will go through at least two cycles of planning, observation, and reflection. Since its launch in 2016, 19 coaches have supported 20 teachers. Additionally, in summer 2019, a Knowles Academy course, Implementing Teacher Coaching to Improve Classroom Practice and Student Learning, was piloted. Taught by two Senior Fellows, the course was attended by 13 teachers, including 10 who are new members of the Knowles community.

Using the coaching skills he gained from participation in the Coaching Institute, Knowles Fellow Scott Murphy, 2008 Cohort, started a peer coaching program at his school. Funded by a Seed Project Grant from Knowles, Scott and a planning partner trained nine colleagues on cognitive coaching. The participants engaged in four cycles of coaching with two partners, with 100% of the teachers rating the feedback received from peer observations to be valuable. Scott also served as a facilitator for the Knowles Academy pilot course on coaching and for a workshop on cognitive coaching for mentors of students and professional peers at the University of Michigan Chemistry Department, a service of the Knowles Academy.

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Students at Knowles Teacher Initiative conducting science experiment
Using Engineering Design to Improve Mathematics & Science Teaching

In July 2013, Knowles launched a task force to explore the integration of engineering design into high school mathematics and science courses, as proposed by the Next Generation Science Standards. Seeing a need for engineering resources generated by teachers who are still in the classroom, 19 Senior Fellows attended the task force kick off meeting. Over the next two years, the task force drafted multiple tools for teaching, including a framework for engineering design and a rubric to assess project design and student work. Additionally, they piloted professional development strategies with school and district colleagues. Seeking to expand their impact on science and mathematics education beyond the Knowles community, the group set out to design, pilot, and begin sharing a set of engineering resources for teachers at local and national teacher conferences and in publication. During fiscal year 2016, Knowles Senior Fellows facilitated two professional development sessions for teachers that leveraged materials that were developed by the group.

During the 2016–2017 school year, Fairfax (VA) County Public Schools contracted Knowles to help support the launch of their Global STEM Challenges Program. Before completing her dissertation on engineering in science, Knowles Fellow Katey Shirey, 2006 Cohort, used engineering design in her physics classroom at Washington Liberty High School in Arlington, Virginia. Five Knowles Senior Fellows, including Katey, helped co-write curriculum with district staff for the program’s ninth-grade integrated STEM course. Through summer professional development, monthly virtual meetings, team planning meetings and quarterly site visits, Katey coached three Fairfax County STEM teachers as they taught the curriculum to 90 students. In the following four years, Katey was instrumental in developing two more years of curriculum for the Global STEM Challenges Program and is still engaged in supporting Fairfax district staff in teaching the curriculum, as well as helping them to develop in-house professional development with the supported STEM teachers serving as local leaders.

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Teaching fellows and students at Knowles Teacher Initiative conducting science experiment in classroom
Leveraging Teacher Networks to Increase the Number of Successful High School Math and Science Learners

In July 2015, Knowles launched Project ASCENT (Achieving STEM Course Effectiveness through Networked Teachers). Through Project ASCENT, Knowles brought teachers’ considerable professional knowledge and skills to bear on a problem that has broad and deep consequences for the nation—too few students are successful science, technology, engineering and mathematics learners at the high school level. Five self-organized teams composed of more than 25 teachers and others connected to secondary mathematics and science education leveraged improvement science to work toward the network’s goal of increasing the number of high school students experiencing high-quality STEM education. With teams made up of Knowles Fellows and colleagues, Project ASCENT was the first Knowles initiative to include non-Fellow participants. While the program concluded in 2018, it reinforced the importance of collaboration in bringing about meaningful and lasting change in classrooms and in schools. It also led to the decision to allow Fellows to utilize Knowles professional development grant funds to bring colleagues to training, thereby increasing the impact of the organization on the broader teaching profession. 

As a member of the Project ASCENT planning committee, Knowles Fellow Heather Haines, 2008 Cohort, attended a workshop on improvement science hosted by the Carnegie Foundation for the Advancement of Teaching in summer 2014. Using improvement science, Heather set out to see how she could improve her students’ literacy skills in order to increase their Advanced Placement (AP) Chemistry test scores. To strengthen their literacy skills, Heather asked her students to read a 300-word passage and answer a set of questions twice per week for 10 weeks. Each week, she and members of her team analyzed her students’ work and tested ways to scaffold the process of writing claims, evidence, and reasoning (CER). The AP Chemistry test scores of the students in this class were significantly higher than those of students she taught in previous years. Heather’s students also made gains with respect to increased confidence and their ability to interpret cross-unit problems and articulate evidence-based arguments. Her team adapted her process to identify and track progress on issues in their own classrooms, meeting virtually each week for four years, adapting the work to also suit the needs of an English language learner physics class and an AP Computer Science Principles class.

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Teaching fellows at Knowles Teacher Initiative laughing while showing work
Supporting Colleagues in Their Efforts to Obtain National Board Certification

At Knowles, all Fellows are eligible to receive funding to support their efforts to achieve National Board certification, an advanced teaching credential that demonstrates proven impact on student learning and achievement. Administered by the National Board of Professional Teaching Standards, National Board Certification involves completion of a rigorous, performance-based, peer-review process. The certification process requires candidates to submit a portfolio that contains evidence of differentiation in instruction, student engagement, and their ability to act as an effective and reflective practitioner. Additionally, content knowledge must be demonstrated through completion of a computer-based assessment. In addition to financial assistance and writing support, Knowles provides funding for a support group for Fellows.

After achieving certification in 2009, Knowles Senior Fellow and Trustee Heather Buskirk, 2004 Cohort, became a NBPTS-trained Candidate Support Provider and developed a program for Fellows to receive mentoring in one-on-one and small group formats. The support group facilitator experiences a strengthening of their teaching practice as they provide support and guidance for other teachers who are seeking certification. Knowles Fellow Alison Espinosa, 2006 Cohort, participated in the Knowles National Board support group under the leadership of Heather. Alison achieved National Board certification in 2012 and went on to lead the Knowles support group after Heather. Over three years, Alison supported 15 Knowles Fellows, eight of whom have achieved National Board certification. To date, 43 Knowles Fellows are certified, and three have renewed their certification after ten years.

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Our Programs

Knowles Teaching Fellows Program

The Knowles Teaching Fellowship is an intensive and cohesive, five-year program that supports early-career, high school mathematics and science teachers in their efforts to develop teaching expertise and lead from the classroom. In fiscal year 2019, Knowles supported 196 Teaching Fellows in 43 states, plus the District of Columbia.

Over the last 20 years, Knowles has supported more than 400 Fellows, who have taught math and science to more than 250,000 students. On an annual basis, 97.5% of our Teaching Fellows remain in the profession and are highly rated—9 in 10 school leaders rated their Knowles Fellow in the top 25% of new classroom teachers and professional colleagues.

Fellow at Knowles Teacher Initiative conducting science experiment
2019 Cohort of Knowles Teaching Fellows
The 2019 Cohort of Knowles Teaching Fellows is composed of 37 exceptional early-career, high school biology, chemistry, physics and mathematics teachers. Their Fellowships began on June 1, 2019 and will continue through the summer of 2024. Read more about our newest Fellows.
Hannah Aguirre
Hannah Aguirre
Mathematics Teacher STEM Academy of Hollywood Los Angeles, California

Supported the implementation of an entrepreneurship education program in Nicaragua as a Peace Corps volunteer

Olivia Bean
Olivia Bean
Chemistry Teacher Portland High School Portland, Maine

Served as a mentor to high school girls during her time at Bowdoin College

Julianne Bonnell
Julianne Bonnell
BIOLOGY TEACHER

Analyzed acoustic data for sperm whale clicks in the western North Atlantic to help monitor their abundance and distribution as a summer intern at the Acoustics Research Group at the Northeast Fisheries Science Center in Woods Hole, Massachusetts

Arlene Casey
Arlene Casey
Math Teacher The Masters School Dobbs Ferry, New York

Taught at two summer programs—Brown Summer High School and Johns Hopkins Center for Talented Youth

Emily Chittick
Emily Chittick
Chemistry Teacher Carmen High School of Science and Technology, Southeast Campus Milwaukee, Wisconsin

Created and ran school programming for field trips and public education events as a science educator at the Grand Rapids Public Museum

Deliris Diaz
Deliris Diaz
Physics Teacher East Side High School Newark, New Jersey

Studied the effects of chemotherapy on the stability of microtubules as an undergraduate researcher

Matthew Dudak
Matthew Dudak
Physics Teacher Wheaton Warrenville South High School Wheaton, Illinois

Worked as a camp counselor and physics teaching assistant at Stanford University’s Pre-Collegiate Summer Institutes

Tracy Edwards
Tracy Edwards
Chemistry Teacher Hillsboro High School Nashville, Tennessee

Worked in education informally for three years at the Morehead Planetarium and Science Center in Chapel Hill, North Carolina, before transitioning to a teaching as a professio

Diane Escolero
Diane Escolero
Mathematics Teacher Dr. Maya Angelou Community Senior High School Los Angeles, California

Tutored and mentored students from diverse socioeconomic backgrounds through her work with AmeriCorp as an undergraduate student

Jason Garver
Jason Garver
Physics Teacher Harding High School St. Paul, Minnesota

Imaging of Cosmic Extragalactic Polarization) array experiment, which measures the cosmic microwave background (the first light produced in the universe) to look for gravitational waves

Jeske Glenn
Jeske Glenn
Mathematics Teacher Fremont High School Sunnyvale, California

Worked as a middle school math instructor for Math Circle, an organization that introduces difficult math problems in fields of combinatorics, graph theory, set theory, and algebra to young students who have a heightened interest in math

Sarah Groenwald
Sarah Groenwald
Biology and Environmental Science Teacher Chinle High School Chinle, Arizona

Started a bicycling program that picked up unsold produce from farms and food co-ops, and donated it to food banks and other nonprofits

Carl Haislett
Carl Haislett
Mathematics Teacher Woodside High School Woodside, California

Taught mathematics in Lesotho as a Peace Corps volunteer

Jim Han
Jim Han
Chemistry Teacher Bonsall High School Bonsall, California

Optimized and assessed the potential of different antibodies for new enzyme-linked immunosorbent assays as a research associate at Astute Medical

Luis Hernandez
Luis Hernandez
Physics Teacher Franklin High School Stockton, California

Helped design train suspension control systems as an intern at Kawasaki Heavy Industries in Akashi, Japan

Lisa Kehe
Lisa Kehe
Mathematics Teacher White Bear Lake Area High School White Bear Lake, Minnesota

Designed and team taught a math enrichment course as a participant in the Teaching Experience for Undergraduates program at Brown University

Melissa Kovar
Melissa Kovar
Physics Teacher Phillip and Sala Burton High School San Francisco, California

Studied protein fibrils using a Quantum Cascade Laser in a biophysics lab at Boston University for two years

Daniel Levinson
Daniel Levinson
Mathematics Teacher Mercer County Technical Schools Trenton, New Jersey

Worked as an instructor at Mathnasium for three years

Sean Li
Sean Li
Chemistry Teacher Kennedy High School Richmond, California

Analyzed samples using a mass spectrometer while working in an optometry research lab

Adrian Lizardo
Adrian Lizardo
Biology Teacher South East High School South Gate, California

Conducted research on the butterfly speciation/abundance with respect to gaps in the canopy in the Dja Rainforest in Cameroon, Africa

Kevin Lowe
Kevin Lowe
Biology Teacher Longmont High School Longmont, Colorado

Worked as an after school science educator for the East Bay Asian Youth Center through Americorp for one year

Will Luong
Will Luong
Biology Teacher White Hill Middle School Fairfax, California

Tutored middle school students in mathematics for two years

Isabella Marill
Isabella Marill
Biology and Environmental Science Teacher New West Charter High School Los Angeles, California

Taught marine science at the Catalina Island Marine Institute’s outdoor science camp for three years

Ryan Morra
Ryan Morra
Biology Teacher Harwood Union High School South Duxbury, Vermont

Co-taught and designed courses in riparian ecology, geology, astronomy, food systems, comparative ecology, the physics of mountain biking as a Public Allies Science Teaching Fellow at Eagle Rock School & Professional Development Center in Estes Park, Colorado

Samantha O'Connor
Samantha O'Connor
Chemistry Teacher East Nashville Magnet High School Nashville, Tennessee

Studied the effects of the American diet on breast cancer metastatic levels at the University of Illinois Champaign-Urbana for four years

Maggie Radack
Maggie Radack
Chemistry and Physical Science Teacher Northern High School Durham, North Carolina

Analyzed the toxins in algae in a marine science lab at the University of North Carolina–Wilmington

Justin Ragland
Justin Ragland
Physics Teacher Patrick F. Taylor Science & Technology Academy Avondale, Louisiana

Facilitated a planetarium experience for K–12 students across the state of Mississippi, and developed and led professional development for K–12 teachers as a portable planetarium facilitator at the University of Mississippi’s Center for Mathematics and Science Education

Syeda Raza
Syeda Raza
Biology Teacher Glenbard East High School Lombard, Illinois

Published several articles focused on identity and undocumented immigrant students while working as a research assistant for the Development of Immigrant Youth in Action Lab at the University of Illinois at Chicago

Zoe Rothenberger
Zoe Rothenberger
Mathematics Teacher Meridian World School Round Rock, Texas

Interned at a law office during college, as she was deciding between social justice work and teaching

Ali Sayed
Ali Sayed
Biology Teacher Niles West High School Skokie, Illinois

Tutored students who were struggling in their science classes and served as an instructional assistant within science classrooms as a science paraprofessional

Bradley Smith
Bradley Smith
Mathematics Teacher Grosse Pointe North High School Grosse Pointe Woods, Michigan

Led students to use statistics to analyze New York City’s stop-and-frisk policy as a teaching fellow at Breakthrough Collaborative Greater Philadelphia

Rachel Thorson
Rachel Thorson
Chemistry Teacher Ripon High School Ripon, Wisconsin

Co-wrote two articles that were published in the European Journal of Organic Chemistry

Katie Torkelson-Regan
Katie Torkelson-Regan
Biology Teacher Washtenaw Technical Middle College Ann Arbor, Michigan

Taught English at Lycée Gaspard Monge, a high school near Paris, France for one year

Luis Vidalon-Suzuki
Luis Vidalon-Suzuki
Mathematics Teacher John O'Connell High School San Francisco, California

Worked as a supplemental instruction leader in multivariable calculus at the University of Southern California for two years

John Walker
John Walker
Mathematics and Engineering Teacher Dr. Maya Angelou Community High School South Los Angeles, California

Worked as a field engineer for Hensel Phelps in Washington, D.C. before transitioning to the field of education

Amy Wang
Amy Wang
Biology Teacher Leadership Public Schools—Hayward Hayward, California

Taught weekly lessons on the environment to elementary school students as a Sprout Up instructor

Charlie Yang
Charlie Yang
Physics Teacher San Francisco International High School San Francisco, California

Worked as a health disparities and anatomy counselor for the Stanford Medical Youth Science Program

Knowles Senior Fellows Program

After completing the fifth year, Teaching Fellows become Senior Fellows who have the opportunity to receive support from Knowles for leadership efforts. In fiscal year 2019, the Knowles community included 217 Senior Fellows. The program provides support that leverages and amplifies the investment Knowles makes in its Teaching Fellows in a number of ways. For example, Senior Fellows are eligible to receive grants from Knowles for Seed Projects, and participate in the Knowles Coaching Network and the Knowles journal—Kaleidoscope: Educator Voices and Perspective.

Teaching fellows at Knowles Teacher Initiative conducting a science experiment

Knowles Academy

Fiscal year 2019 marked the second summer of the Knowles Academy, a Senior Fellows Program. Through the Academy, we provide leadership opportunities for Senior Fellows. All Academy courses are designed and facilitated by experienced teachers who understand the complexities of teaching in today’s world. Courses include one semester or year of mentoring to assist teachers as they work to successfully implement what they’ve learned in their own classrooms. Participation in the Knowles Academy also gives teachers access to a national network of educators who share resources and ideas, and support each other to continually improve their teaching practice. In fiscal year 2019, we held the following Academy courses, which were attended by 67 teachers. The courses were facilitated and/or coached by 12 Senior Fellows.

  • Using Effective Group Work to Maximize Learning for All Students
  • Engaging Math and Science Students in Engineering Design
  • Designing Instructional Tasks to Increase Student Engagement and Learning in Science
  • Designing Instructional Tasks to Increase Student Engagement and Learning in Math
  • Physics for the Next Generation: The Patterns Approach

“The Patterns course has given me so many ideas for bringing more real-world connections into my classroom. The teachers were so knowledgeable; it’s so rare to find professional development specific to physics teachers. I love any opportunity to make my students feel they have ownership over a course whose reputation for difficulty precedes it, and the patterns approach does this without any loss of complexity or rigor. Thank you for offering it!”

Lee Burwasser, Knowles Academy participant, Physics Teacher The Academy at Palumbo, Philadelphia, Pennsylvania
DONOR ACKNOWLEDGMENT

Thank You to All of Our 2018–2019 Donors

Janet H and C. Harry Knowles posing for picture smiling

We are profoundly grateful for the very generous multi-year pledge and intent to give from Knowles Trustees Dr. Lucy Balian Rorke-Adams and the late Mr. C. Harry Knowles. Their continued generosity will provide stability for the organization and for our efforts to transform mathematics and science education for many years to come.
In November 2018, Knowles launched its second annual giving campaign. We are thankful for the 60 donors who gave more than $12,000. Contributions were used to provide funding for teachers to attend Knowles Academy courses. We are truly grateful for the generosity of all donors who gave during fiscal year 2019.

“I’m truly grateful for the scholarship I received to attend a Knowles Academy course. The course acted as a catalyst to jump-start my teaching; I left feeling energized to design new, more cognitively demanding math tasks that will engage my students in deeper learning.”
Vandita Desai
Math Teacher and Knowles Academy Participant
Creative Arts Morgan Village Academy
Camden, New Jersey

Adrian Cheng

Amy Gheysens

Anna Monteiro

Ashley Carlino

Ayanna Perry

Bei Saville

Ben Graves

Bernice O’Brien

Bradford Hill

Cathy Cohn

Celeste Szewczyk

Charley Sabatier

Cheryl Brown

Chris Lipski

Christine Kamin

Christopher  Anderson

Daniel Edelson

Dina Portnoy

Ebony Freeman

Ed Viner

Emily Kennedy

Felicia Schwenk

George Wohlreich

Harry Knowles and Lucy Balian Rorke-Adams

Heather Buskirk

Heather Hotchkiss

Helen Snodgrass

Ian Caldwell

Janet Carlson

Janet Knowles

Jeff Rozelle

Jennifer Mossgrove

Jill Marsteller

Jim Clark

Joe Cossette

Josh Thurbee

Joyce Lin

Judy Austermiller and Warren Betty

Karen Sass

Kate Elizabeth

Kate Heider

Katey Shirey

Kevin Henson

Kim Masloski

Kimberly Conner

Kirstin Milks

Laura Darnall

Lawrence Tint

Linda Abrams

Lynne Schill

Marcia Szewczyk

Margaret Edmunds

Mark Olson

Mary Chin

Mason Rocca

Meghan Scattaregia

Melanie Villanueva

Melissa Kagle

Michael C. Wittmann

Michele Cheyne

Nancy Pienta

Nicole Dowd

Nicole Gillespie

Patty Morehouse

Paul Kuerbis

Rebecca Bradshaw

Richard & Jodie Galosy

Robert F. Morris, Jr.

Roseanne Rostock

Sarah Hawthorne

Sarah Ingraham

Sarah Spector

Scott Murphy

Sharon J

Stephanie Holm

Susan Pienta

Tiffany Rozelle

William Gillespie

William Rulon-Miller

Board Of Trustees

Knowles Board of Trustees: Fiscal Year 2019

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Heather Buskirk

Instructional Methods Advisor, K12
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Nicole M. Gillespie

Executive Director & CEO, Knowles Teacher Initiative
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Janet H. Knowles

Retired, former Vice President of Administration and Treasurer, Metrologic Instruments; Founder and Secretary, Knowles Teacher Initiative Board of Trustees
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Paul Kuerbis

Retired, former Professor of Education, Colorado College
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Robert F. Morris Jr.

Retired, former Vice President and Senior Portfolio Manager, Merrill Lynch
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Lucy Balian Rorke-Adams
Retired, former Senior Pathologist, Children’s Hospital of Philadelphia and Clinical Professor of Pathology and Laboratory Medicine at the Perelman School of Medicine at the University of Pennsylvania
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Bei Saville
Chief Investment Officer for Endowments and Foundations, Northern Trust
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Lawrence Tint
Chairman, Quantal International; Managing Director, Strategy Capital; Chairman; Knowles Teacher Initiative Board of Trustees
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Edward D. Viner
Senior Vice President for Institutional Advancement and Senior Advisor to the Dean, Cooper Medical School of Rowan University
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Michael C. Wittmann
Professor of Physics and Education, University of Maine
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George M. Wohlreich
President and Chief Executive Officer of the College of Physicians of Philadelphia; Clinical Professor of Psychiatry (Adjunct) at the Temple University and the University of Pennsylvania Schools of Medicine
Transforming Mathematics and Science Education

The Knowles Team

The Knowles Teacher Initiative is committed to improving mathematics and science education in the United States by supporting teachers as the primary agents of educational improvement. Our efforts to create an educational system that is led by teachers who are equipped to solve difficult problems and respond to local challenges in order to serve all of our nation’s students is supported by a well trained staff with more than 100 years of teaching experience. As a testament to their commitment, our dedicated staff donated nearly $6,000 to provide funding for teachers to attend Knowles Academy courses during in fiscal year 2019.

Heba Adbo
Heba Adbo
Program Officer, Teacher Development
Linda Abrams
Linda Abrams
Program Officer, Teacher Development
Rebecca Bradshaw
Rebecca Bradshaw
Accounting and Marketing Manager
Cheryl Brown
Cheryl Brown
Office Coordinator
Michele Cheyne
Michele Cheyne
Senior Program Officer, Teacher Development
Ebony Freeman
Ebony Freeman
Marketing and Communications Manager
Jodie Galosy
Jodie Galosy
Research Project Manager
Amy Gheysens
Amy Gheysens
Controller
Nicole Gillespie
Nicole Gillespie
President and CEO
Stephanie Holm
Stephanie Holm
Vice President, Operations & Treasurer
Sarah Ingraham
Sarah Ingraham
User-Experience Designer
Melissa Kagle
Melissa Kagle
Senior Research Associate
Joyce Lin
Joyce Lin
Senior Program Officer, Teacher Development
Kim Masloski
Kim Masloski
Program Officer, Teacher Development
Anna Monteiro
Anna Monteiro
Program Officer, Teacher Development
Jennifer Mossgrove
Jennifer Mossgrove
Director, Teaching Fellows Program
Ayanna Perry
Ayanna Perry
Associate Director, Teaching Fellows Program
Roseanne Rostock
Roseanne Rostock
Associate Director, Teaching Fellows Program
Jeff Rozelle
Jeff Rozelle
Vice President, Programs
Meghan Scattaregia
Meghan Scattaregia
Program Coordinator
Laura Shafer
Laura Shafer
Program Officer, Teacher Development
Katey Shirey
Katey Shirey
Knowles Academy Program Officer
Joshuah Thurbee
Joshuah Thurbee
Program Officer, Teacher Development
Heba Adbo
Heba Adbo
Program Officer, Teacher Development
Linda Abrams
Linda Abrams
Program Officer, Teacher Development
Rebecca Bradshaw
Rebecca Bradshaw
Accounting and Marketing Manager
Cheryl Brown
Cheryl Brown
Office Coordinator
Michele Cheyne
Michele Cheyne
Senior Program Officer, Teacher Development
Ebony Freeman
Ebony Freeman
Marketing and Communications Manager
Jodie Galosy
Jodie Galosy
Research Project Manager
Amy Gheysens
Amy Gheysens
Controller
Nicole Gillespie
Nicole Gillespie
President and CEO
Stephanie Holm
Stephanie Holm
Vice President, Operations & Treasurer
Sarah Ingraham
Sarah Ingraham
User-Experience Designer
Melissa Kagle
Melissa Kagle
Senior Research Associate
Joyce Lin
Joyce Lin
Senior Program Officer, Teacher Development
Kim Masloski
Kim Masloski
Program Officer, Teacher Development
Anna Monteiro
Anna Monteiro
Program Officer, Teacher Development
Jennifer Mossgrove
Jennifer Mossgrove
Director, Teaching Fellows Program
Ayanna Perry
Ayanna Perry
Associate Director, Teaching Fellows Program
Roseanne Rostock
Roseanne Rostock
Associate Director, Teaching Fellows Program
Jeff Rozelle
Jeff Rozelle
Vice President, Programs
Meghan Scattaregia
Meghan Scattaregia
Program Coordinator
Laura Shafer
Laura Shafer
Program Officer, Teacher Development
Katey Shirey
Katey Shirey
Knowles Academy Program Officer
Joshuah Thurbee
Joshuah Thurbee
Program Officer, Teacher Development
Heba Adbo
Heba Adbo
Program Officer, Teacher Development
Linda Abrams
Linda Abrams
Program Officer, Teacher Development
Rebecca Bradshaw
Rebecca Bradshaw
Accounting and Marketing Manager
Cheryl Brown
Cheryl Brown
Office Coordinator
Michele Cheyne
Michele Cheyne
Senior Program Officer, Teacher Development
Ebony Freeman
Ebony Freeman
Marketing and Communications Manager
Jodie Galosy
Jodie Galosy
Research Project Manager
Amy Gheysens
Amy Gheysens
Controller
Nicole Gillespie
Nicole Gillespie
President and CEO
Stephanie Holm
Stephanie Holm
Vice President, Operations & Treasurer
Sarah Ingraham
Sarah Ingraham
User-Experience Designer
Melissa Kagle
Melissa Kagle
Senior Research Associate
Joyce Lin
Joyce Lin
Senior Program Officer, Teacher Development
Kim Masloski
Kim Masloski
Program Officer, Teacher Development
Anna Monteiro
Anna Monteiro
Program Officer, Teacher Development
Jennifer Mossgrove
Jennifer Mossgrove
Director, Teaching Fellows Program
Ayanna Perry
Ayanna Perry
Associate Director, Teaching Fellows Program
Roseanne Rostock
Roseanne Rostock
Associate Director, Teaching Fellows Program
Jeff Rozelle
Jeff Rozelle
Vice President, Programs
Meghan Scattaregia
Meghan Scattaregia
Program Coordinator
Laura Shafer
Laura Shafer
Program Officer, Teacher Development
Katey Shirey
Katey Shirey
Knowles Academy Program Officer
Joshuah Thurbee
Joshuah Thurbee
Program Officer, Teacher Development
Knowles Teacher Initiative
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1000 North Church Street, Moorestown, NJ 08057
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856.608.0001
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www.knowlesteachers.orG
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info@knowlesteachers.org
Copyright Knowles Teacher Initiative 2017. Web Design by Push10.
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Senior Fellows are eligible to receive grants from Knowles for Seed Projects—initiatives that are designed to improve education beyond a Senior Fellow’s own classroom, including initiatives that enhance STEM teaching and learning in high schools, build a network of teachers engaged in exploring new ideas, and provide leadership for schools or districts. 

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Since 2016, nearly $130,000 in Seed Grants have been awarded to fund a wide variety of initiatives, including the formation of a school-based support group for teachers interested in pursuing National Board Certification, the establishment of a school-based peer coaching community, and the development of a writing retreat for teachers interested in storytelling.