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Ashley Mae Bernardo
[…]in 2018, Ashley worked as a loans administrative coordinator at Pacific Coast Bankers Bank before becoming an English teacher at SMK Tanah Merah in Kedah, Malaysia, on a grant from the Fulbright Program. In addition to teaching English under this program, she led after-school programs, including video-making projects, guitar lessons, dance club, and hiking trips. She was given an additional grant to stay on as a program coordinator in 2020. Following this experience, she worked as an SAT writing instructor for the Elite Educational Institute, a high school advisor with College Possible Philadelphia through Americorps, and a virtual English teacher […]
Barriers and Blessings
[…]the class for the second time and dreading every moment of it. There was simply no way I felt comfortable sharing this raw part of me with them, especially as the class ring leaders and I were already on delicate footing. My pre-calculus class, on the other hand, was filled with model students who were eager to learn and emotionally aware of themselves and the people around them. I would have been willing to be transparent with them, but students talk and it would eventually get to my algebra students. I took the safe route of silence and secrecy. As the […]
KD Davenport
[…]IB) for eight years at Central High School in Philadelphia, and served as IB Diploma Coordinator for two years. KD was fortunate enough to be awarded a Knowles Science Teaching Fellowship in 2009 and achieved National Board Certification in secondary science teaching in 2013. KD is the co-author of two articles for the American Biology Teacher with Knowles Senior Fellows Kirstin Milks and Rebecca Van Tassell. KD Davenport now oversees science curriculum, professional development, and community partnerships in the School District of Philadelphia as a K-12 Science Curriculum Specialist. Academic Background University of Pennsylvania (Master of Science in Secondary Education) Swarthmore College […]
I’m Tired.
[…]for them. They wanted me to provide safety. I wonder how many of them knew we were both looking for the same thing. Take a second and position yourself as a Black educator watching your students process the: Fear of staring at a gun in their face at school Uncertainty in not knowing what’s happening Stress of leaving school hours late when they have to pick up a sibling Cold freezing raindrops on their skin Anxiety of not knowing how they’ll get home or even inside their house. Imagine yourself feeling it alongside them because you know them. Because parts […]
Zoe Li
[…]challenge. This knowledge led to high school chemistry being relatively easy for me. I started asking questions that went deeper than learning the content. How are these seemingly different topics related? What was the purpose of each lab? Are there exceptions that break the rules, and why? Questions are infectious. In fact, I am still asking these questions, and enjoy engaging my students through the questions they naturally have about the world around them.” Professional Experience During her undergraduate studies, Zoe worked as a teaching assistant within the mathematics and nanoengineering departments of her university. Additionally, she served as an […]
Gray
[…]science. In this role, they created a qPCR primer that could detect E. coli. Gray also worked as a community volunteer tutor for Schools of Hope—a unique collaboration of the Madison Metropolitan School District, United Way of Dane County, and local area non-profit agencies designed to increase the academic performance of students of color and those from low-income families. During the 2014–2015 academic year, they began teaching full time. Hobbies Gray enjoys reading, watching television, traveling, whitewater kayaking and hip hop dancing. Academic Background University of Wisconsin-Madison (Certification in Secondary Science) St. Norbert College (Bachelor of Science in […]
Teachers’ Lounge: Teach Away Your Student Loans
[…]the end of your five years (or each year if we are talking about Perkins), you apply for “loan forgiveness” (or “cancellation” if we are talking about Perkins). I found this term objectionable because I had done nothing wrong. But so it goes. This paperwork is even more fun, because you have to get signatures from the principals at every school you taught at in those five years. Not the principal you had, the current principal. For me, this meant introducing myself to someone who had never met me and asking her to sign paperwork saying that I worked at […]
Leadership as Stance: Leading from Inside the Classroom
[…]by promoting feelings of confidence, providing perspective on a problem and making them more comfortable in their community. One teacher commented, “By supporting my emotional development as a teacher, my colleagues push me to stay in the profession and become a better teacher.” Kind supportive statements affirmed the importance of teachers’ work and their ability to do it. Examples like this speak to the importance of collegial support for teachers’ emotional well-being, and its relationship to teacher retention. What prompted the change in teachers’ practices? Once I identified that these informal interactions between teachers led to changes in teachers’ thinking […]
Dawson Lang
[…]data, measured the brightness of stars, and developed tests for tidal disruption events. He worked for California Polytechnic State University in San Luis Obispo from 2020–2021 as a STAR Teacher-Research Fellow in the Cosmic Evolution Project, which used Net Logo to investigate the universe’s evolutionary history. He also worked as a research intern for the Lawrence Livermore National Laboratory during the summer of 2021, developing and evaluating physics experiments using microelectromechanical sensor sets in phones. He has spent the last four years working as an education research assistant for the Colorado School of Mines, where he evaluates students’ experiences with […]
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