[…]for myself and for the success of my students. The opportunity to collaborate with a community of forward thinking, passionate educators is a constant reminder of why I got into teaching in the first place.” Jordan’s Story Jordan Pasqualin’s career as a practicing engineer was well underway when the teaching bug bit. Early successes in high school science and math had led him to the University of Michigan where he completed a BSE in electrical engineering and a MSE in mechanical engineering. He went on to work for two years as a vice president of engineering research at Industrial Optical […]
[…]as a teacher. While writing and reflecting upon Jaz, I wrestled with contrasting feelings of comfort and desperation. I remembered that a relationship is a two-way street; it cannot be built unless both parties are willing to invest. I was comforted by this at first because it reminded me that I was not solely responsible for building our relationship; Jaz had not been invested in our relationship, just in soccer. But it did not resolve the sinking feeling of why I could not connect with him and get him to care a little more. I had a wise teacher once […]
[…]in making things safe for students in so many ways. We at Kaleidoscope are deeply grateful to our community for writing and sharing your stories, as well as for reading and listening to the stories of others. Through our work, we have learned, without question, that stories are how we show up for each other. They’re how we celebrate, interrogate and honor the strengths, identities and experiences of our world’s beautiful plurality. They’re how we hold each other accountable. And they’re how we learn, together, to build opportunities that dismantle systems of oppression. Our nation’s systems of schooling have a […]
[…]to find new ways of helping students learn and grow.” Emilie enjoys spending her free time hiking, biking or skiing with her husband and two […]
[…]are part of how my students and I work together and how we talk together, and how I can be there for them.” Content warning: This story contains themes of childhood trauma and mental illness. Download Article Download Audio Transcript Kirstin Milks, a Knowles Senior Fellow and an editor-in-chief of Kaleidoscope, learns with and from AP Biology and Earth/space students at Bloomington High School South in Bloomington, Indiana. She’d like to thank the participants of the Beyond Words workshop at the 2018 Knowles Teacher Initiative Summer Meeting, the staff of Kaleidoscope, and her family for helping her learn to tell […]
[…]up, I experienced many “traditional” classrooms. My teachers priorized lectures and testing. Fortunately, chemistry came very easily to me. It made a lot of sense and sparked my genuine curiosity. I want to bring that joy and curiosity to my students so that they can apply that curiosity and interest to their goals and endeavors. Professional Experience While in her undergraduate program, Aiying had the opportunity to gain many different experiences in and outside the classroom. Aiying worked as a reading tutor at the McEnroe Reading & Language Arts Clinic at UC Santa Barbara, where she assisted elementary school students […]
[…]discuss topics that are meaningful to students—ones that allow them to share their experiences.” Professional Experience Before entering the field of education, Ashlyn worked in law and Geographic Information Systems research. She began pursuing a career in education in 2016, when she applied to Urban Teachers. In her first role, she taught test preparation in Korea, where she gained a greater understanding of the difference that culture makes in terms of the value placed on education. During and following her time spent with Urban Teachers, she worked as an assistant teacher, substitute teacher, and a kindergarten teacher. Last year, Ashlyn […]
[…]ESL certification student teaching internship at Glencliff High School in Nashville, working with newcomer students, and was a summer teaching fellow at Breakthrough Collaborative in Philadelphia, teaching seventh-grade science. Outside a classroom role, Miles has also spent the last two years as a Research Assistant for Project TAU on two analysis teams. His team investigated and wrote about how teachers can use different strategies to disrupt inequitable authority dynamics during mathematics group work. Miles will start his first year teaching ninth grade Algebra at Paul Public Charter School in Washington, D.C., in the 2024-2025 school year. Hobbies Miles loves to […]
Katie’s Story Katie Carmer (formerly Buetow) taught at Arete for three years before completing a master’s degree in education policy, organization, and leadership studies at Stanford University and returning to serve as Academic Dean and teach 11th grade Humane Letters. She helped to found Orchestra Club and Socius Club and has been a mentor advisor for four years. In her free time, she enjoys playing music, hiking, and hanging out with her husband and cat. Reach Katie at […]
