[…]by it. The one I have settled on is designed to adjust to my own unique needs, with suggestions for books and learning activities at various learning levels that I can choose to incorporate or not, and it is historical in nature—that is, the study of history forms the backbone of the year’s study, with other subjects being integrated into that framework, similar to a unit-study model. For example, when we did a unit on ancient Egypt last year in first grade, we read Egyptian myths for literature (and later compared them with the myths of other cultures we were […]
[…]the narratives surrounding individuals’ identities and definitions of success in mathematics.” Professional Experience Before beginning her teaching career, Michelle tutored students in lower-division mathematics college courses for two years and served as an undergraduate mathematics teaching assistant for one year at the University of Oregon. Michelle also co-authored a paper for the Journal of Urban Mathematics Education with Dr. Jennifer Ruef, University of Oregon, titled, Student or Teacher? A Look at How Students Facilitate Public Sensemaking During Collaborative Groupwork. Academic Background Stanford University (Master of Arts in Education) University of Oregon (Bachelor of Science in […]
[…]working with students to develop the conceptual understanding and key mathematical skills needed for future success.” Professional Experience Before beginning his teaching career, Christopher worked as an intern in the Rhode Island Department of Education in the office of Educator Excellence. His work focused around teacher certification, including supporting the ways the state reviews and supports teacher preparation programs. He also worked as an educational research assistant on projects related to teacher coaching, classroom interruptions, and teacher strikes. Christopher held many positions as an undergraduate student. For four years, he worked as an in-class high school tutor, and for several […]
[…]the issues. I decided to change course and try teaching strategies with which I was a bit more comfortable. I wasn’t ready to completely abandon the hope that all students were capable of thinking critically and discussing challenging problems with one another, but clearly what I had going on wasn’t working. I needed to see PBL in action. Around that time, our cohort was planning our fall meeting in Phoenix—home to 2012 Fellows Mary Chin and Ian Caldwell’s school, Arete Preparatory Academy, which uses Exeter’s problem-based curriculum. Mary and Ian had invited all Fellows interested to come to their school—this […]
[…]the medical school presented Dr. Viner with a lifetime Achievement Award for Humanism in Medicine “for a lifetime of exemplary humanistic patient care and dedication to medical […]
[…]professional development experiences happen at the expense of the teacher, or aren’t in a comfortable setting, or aren’t really beneficial to a teacher’s professional development. As a Knowles Fellow, I’ve been reminded that teachers are professionals. We are worth the time and money. Through Knowles, I have participated in professional development in comfort (physically and financially), and in turn, I have been pushed to think outside of my comfort zone (educationally). I have learned that teachers can truly thrive together when they are shown that their profession is valued. -Kellie Stilson, 2016 Teaching Fellow The first few years of […]
[…]“long-distance” learning. The adaptations vary from teacher to professor—some feel more comfortable with technology and adapt to change easily. Other instructors might face challenges that are out of their control, such as lack of technological resources, and must work with what they have or is available to them. I call it “long-distance” learning because it is reciprocal: teachers learn as we go and some of our students teach us valuable technology tips! I remember my last day of in-person instruction like it was yesterday; Friday March 13, 2020! COVID-19 closures hit us by surprise and we had to adapt to […]
[…]found that the most common words teachers chose to describe their jobs were “exhausting,” “stressful,” “frustrating” and “overwhelming” (Heart Research Associates, et al. 2022). Lessons Learned When “exhausting,” “stressful,” “frustrating” and “overwhelming” are the top four words used to describe the working conditions of our profession, it is the sign of a crisis. In that same survey, 58% reported low satisfaction with their workload and 47% reported low satisfaction with their work-life balance (Heart Research Associates, et al. 2022). While I am only a single data point, I would not be surprised to learn that many of these teachers feel […]
[…]a better educator but a better person. After finding teaching, all the pieces just fell into place for me.” Casey’s Story Teaching Discipline Biology Why Biology “I love learning about life and how complex and weird different life forms are! Biology allows me to ask questions about what I see in the world around me and test answers and solutions to these questions. The subject is easy to connect to the real world, showing students that we engage in science all throughout our lives. Additionally, biology incorporates many aspects of other science fields and can be applied to many situations— […]
[…]seemed to hold all the answers to how life works. I remember learning how beta-carotene reacts to form vitamin A and thinking this was just the coolest. These exciting, interesting facts led me to pursue chemistry as a major in college. Then I enrolled in a physical science education teacher preparation program and found that physics presented many unique opportunities to teach about the process of science. This led to me being passionate about teaching both physical science subjects in a way that students can construct and test their own ideas.” Professional Experience While at Rutgers University, Emily worked as […]
