[…]helping others learn new skills and her first teaching experiences came through sports. After working for several years in science research, she realized that she enjoyed teaching others about her work more than doing the research herself. “I became a teacher because I love to be with kids. I want to be a positive role model and promote the value of education.” Janae’s teaching career began at a small private school before making the switch to public education. She serves on the school and district Math Leadership Teams and has helped create her school’s curriculum documents and assessment system. Janae […]
[…]get them to think like mathematicians. In 2009, Jim went back to his engineering roots by becoming the lead teacher at the new Engineering Academy at his school. In 2010, he assumed leadership of the district wide math teachers’ Professional Learning […]
[…]Senior Fellows Program, and the Knowles Academy, Jeff led efforts to expand Knowles’ impact through the launch of free and discounted online and in-person professional development offerings for teachers and customized professional development offerings for schools and districts. While in the role, he also increased the breadth and depth of opportunities available for Senior Fellows to grow their leadership capacity. Jeff was appointed President and CEO in January 2022. He began his career in the Cincinnati Public School District, where he taught science for nine years. While working with student teachers from local universities and leading district-wide professional development, he developed […]
[…]and in-service high school mathematics teachers. Her work with teachers was the catalyst for her dissertation work studying math teachers’ classroom practice, where one of the outcomes was a description of seven features that define equitable classroom spaces. These features served as the foundation for an article that she wrote. She has presented at regional and national conferences and has authored blogs and articles, and co-authored a book about mathematics teaching. Ayanna is especially interested in supporting teachers to teach students who have been historically excluded in science and mathematics. She continues to focus on this topic as an area of […]
[…]her skills to Knowles. She supports the goals of the organization by defining high standards for functionality for online environments and developing a seamless, consistently branded experience across multiple touch points. Sarah is also responsible for designing branded templates for all creative deliverables, including email communications, brochures and presentations. Sarah currently resides in Sandown, NH. In her free time, she enjoys snowboarding, cooking and crafting. Email: […]
[…]with increasing Knowles’ impact, through the execution of fundraising and development efforts. Before transitioning to the non-profit sector, Stephanie was employed at Metrologic Instruments, Inc. for seven years, working in various marketing and administrative positions. Following Honeywell’s acquisition of Metrologic Instruments in 2008, Stephanie held two key positions within the Scanning & Mobility division which helped to prepare her for her current position. As the director of North American channel marketing and the director of global marketing communications for Honeywell Scanning & Mobility (HSM), Stephanie managed the following functions: channel programs, new product introduction, public relations, training, brand management, events, […]
[…]In 2006, Holly earned an MT in secondary science education from the University of Virginia. “Once I finally combined my education with community service involvement, I had something I was really passionate about.” While in graduate school, Holly worked for America Reads and Upward Bound. Many of the students Holly teaches don’t have a strong voice at home to encourage success in education. “If I can make a difference in even one student’s life, then I feel I’ll be successful.” Holly’s innovative approach to teaching has already resulted in an impressive accomplishment: in 2008, 92% of her students passed the […]
[…]described a scenario in which a number of herdsmen graze their cattle on a public pasture, or “commons.” The pasture, while limited, is plentiful enough to sustain a certain number of cattle indefinitely. However, a rational herdsman will realize that by adding an extra cow to his herd, he will gain all profit from the additional sale, while the harm caused by the additional cow’s grazing is shared equally among all the herdsmen. The herdsman sees an incentive to continue adding cattle to his herd; the other herdsmen reach the same conclusion. Quickly the cattle population increases beyond the capacity […]
[…]hand was always raised high above her head. “Ms. Markiewicz, can you explain that again?”; “Ms. Markiewicz, did you know…”; “Ms. Markiewicz, have you heard the pun about…”; “Ms. Markiewicz, I don’t understand…”; “Ms. Markiewicz, wait till you hear what Tim said about…”; “Ms. Markiewicz, I wonder why…”. Elizabeth was a dominant voice in class, seemingly incessantly asking about a topic her classmates had just discussed and summarized. Every whole class conversation—opener question, brainstorming session, summarizing discussion, etc.—I knew I would see her hand raised high in the air. Elizabeth had something to ask or say, frequently whittling away at 5 […]
[…]the design process. By the time they left, the members of Team Blend had stepped far out of their comfort zones, immersed themselves in a different culture, faced challenges they never expected, learned an extraordinary amount about the power of collaborative engineering between groups, and built two functional, human-powered blenders. EVOLUTION OF TEAM BLEND In the years which followed the overall process stayed roughly the same, even though the focus of the engineering project changed annually. Each year, starting in October or November, the team engaged in a seven-month engineering process while simultaneously raising funds to make sure all participants […]
