By Briana Clarke, 2016 Knowles Fellow, Knowles Teacher Initiative

Originally published in the Fall 2020 Issue of Kaleidoscope: Educators’ Voices and Perspectives by the Knowles Teacher Initiative

Realizing a long-term goal of publishing a science curriculum.

It is so easy to be inspired-and just as easy to be detoured by life. This is why it has taken me over two years to complete and publish a physics curriculum. Two years has also given me enough time to reflect on why the road to publishing is less travelled.

Purpose

Write a great lab.
Write a second great lab.
Write 10 great labs.
Get a thought to share with a larger…


By Percy Canales, Knowles Teacher Initiative and Katey Shirey, Knowles Senior Fellow, Knowles Teacher Initiative

Teaching integrated STEM is itself a transformative professional development experience that helps teachers learn and leverage practices to expose student thinking.

Introduction

Having taught math for nine years, I (Percy) needed to find more in-depth and individualized professional development and decided to embark on a full-time master’s degree in mathematics education program. I wanted to know everything there was to know about student mathematical thinking, and it was eye-opening to realize that there was such a huge world of mathematics education research that I had never heard about that was helpful for my practice.

Upon graduating, I hoped to build bridges between my math teacher colleagues…


By Kit Golan, Knowles Senior Fellow, Knowles Teacher Initiative

Originally published in the Fall 2020 Issue of Kaleidoscope: Educators’ Voices and Perspectives by the Knowles Teacher Initiative

What do I do with my realization that I have been oblivious to, ignorant of, and complicit in racism?

I’m a transgender man who transitioned back in college; as a visibly transgender man at that time, I had to constantly defend my claim to manhood. It felt like the only way I could do that was to conform to very expectation society placed on me as a man. By the end of college I was burnt-out on defending my identity and reaching for alternatives. …


By Heidi Park, Knowles Senior Fellow, Knowles Teacher Initiative

Originally published in the Fall 2020 Issue of Kaleidoscope: Educators’ Voices and Perspectives by the Knowles Teacher Initiative

Going on strike as a Chicago teacher.

I appreciated Matthew Sakow’s (2019) candid reflections on his attitude towards strikes and unions in his piece “ From ‘Strikes to ‘Collective Action’: Reflections on a Changing Mindset.” I didn’t start out as anti-union, but for most of my life I’ve felt ambivalent towards unions in general. Although I was student teaching during the 2012 Chicago Teachers’ Strike (the first one since 1987), I have to confess I didn’t pay that much attention…


By Somaly Prak-Martins, Knowles Teacher Initiative

Originally published in the Fall 2020 Issue of Kaleidoscope: Educators’ Voices and Perspectives by the Knowles Teacher Initiative

What is the impact of a system that constantly steals conflict? And why should systems of accountability reconsider this approach?

As a person who has been in multiple roles in education (i.e., learner*, parent, teacher, administrator, district administrator, and now school designer), I have experienced, observed, and felt frustrated with the negative impact of the traditional, punitive accountability system.

When I was in kindergarten, I asked my teacher if I could use the restroom. I wasn’t fluent in English, because it was my second language. I don’t remember how assertive I was, but I remember the…


By Shira Helft, Knowles Senior Fellow, Knowles Teacher Initiative

Originally published in the Fall 2020 Issue of Kaleidoscope: Educators’ Voices and Perspectives by the Knowles Teacher Initiative

“I’m good at math. You can ask Ms. Helft.”

If you’ve met me at a conference, or on the Internet, or maybe even in passing on the street, I have probably talked your ear off about story tables. Why do I love story tables so much?

One part has to do with learning the language of algebra. I believe that fluency with algebraic symbols is one key to the “math clubhouse;” it separates those people who perceive they “can do math” from…


By Kristin Germinario Mongelli — Knowles Senior Fellow

Originally published by the Knowles Teacher Initiative

The opinions expressed in this piece are solely my own, based on my own science and health background and experiences as a classroom teacher and instructional coach, and do not express the views or opinions of my school district or the Knowles Teacher Initiative. However, I do hope my words resonate with you by providing an educator’s perspective. I do not claim to have the same experience as every educator, but believe my thoughts will be shared by many educators.

Part 3: Pedagogical (Classroom Instruction)…


By Kristin Germinario Mongelli — Knowles Senior Fellow

Originally published by the Knowles Teacher Initiative

The opinions expressed in this piece are solely my own, based on my own science and health background and experiences as a classroom teacher and instructional coach, and do not express the views or opinions of my school district or the Knowles Teacher Initiative. However, I do hope my words resonate with you by providing an educator’s perspective. I do not claim to have the same experience as every educator, but believe my thoughts will be shared by many educators.

Part 2: My Public Health…


By Kristin Germinario Mongelli — Knowles Senior Fellow

Originally published by the Knowles Teacher Initiative

In the first of this three-part blog post by Knowles Senior Fellow Kristin Germinario Mongelli, she shares her background and her stance on reopening schools during the COVID-19 pandemic.

The opinions expressed in this piece are solely my own, based on my own science and health background and experiences as a classroom teacher and instructional coach, and do not express the views or opinions of my school district or the Knowles Teacher Initiative. However, I do hope my words resonate with you by providing an…


By Lindsey Quinlisk, Knowles Senior Fellow, Knowles Teacher Initiative

Originally published in the Spring 2015 Issue of Kaleidoscope: Educators’ Voices and Perspectives by the Knowles Teacher Initiative

I spent ten months in the rural village of Lyapona in Tanzania, East Africa and wanted to share my experience but will do it from a student’s perspective.

Introduction

I spent ten months in the rural village of Lyapona in Tanzania, East Africa. I was teaching English and mathematics to Forms one, two and three (9th, 10th and 11th grade). I wanted to share my experience but have decided to do it from a student’s perspective. As teachers, we can get so focused on curriculum, assessment, and policy that it is easy to forget to see things from a student’s eyes, whether…

Knowles Teacher Initiative

The Knowles Teacher Initiative supports the efforts of high school mathematics and science teachers to improve education in their classrooms and beyond​.

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