Teacher Licensure

MA+ graduate Marcus Williams wears many hats: IT professional, education policy advocate and now teacher

Anonymous — Fri, 03 May 2024 22:22:42 +0000

MA+ graduate Marcus Williams wears many hats: IT professional, education policy advocate and now teacher Anonymous (not verified) Fri, 05/03/2024 - 16:22

After working for the 91�� Office of Information Technology for six years, Marcus Williams decided to switch careers and enroll in the one-year intensive MA+ Secondary Humanities Teacher Licensure program to become a teacher.

“As a teacher, Marcus is guided by unwavering commitments to justice and to organizing culturally responsive classrooms that honor youth voice,” said Assistant Professor Sara Staley, one of his award nominators. Staley nominated him for the Outstanding Secondary Humanities Master’s Plus Teacher Licensure Program Graduate award.

For his inquiry capstone project, he explored his and his students’ metacognition skills, asking his students to create literacy goals for themselves and guiding them through executive functioning strategies in order to create a safe and equitable learning environment. As a teacher, Williams believes in critical self-reflection and examining his own biases.

“Learning is vulnerability; teaching is vulnerability,” said Williams. “If I want my students to be open and honest then I must also be open and honest.”

Williams is also an advocate and believes in paying it forward for future student teachers like him. Earlier this spring, Williams testified at the Colorado State Capitol for a hearing for House Bill 24-1290, which discussed state appropriations for the Student Educator Stipend Program established in 2022 to reduce financial barriers for students completing their clinical practices. At the hearing, he testified on the impact of student stipends on his teaching career.

“Without this stipend, I would not be here in front of you today, but perhaps more importantly, without this stipend I would not be in the classroom,” said Williams.

“I am proud to be in a profession where I can serve the young people of my community, happy to wake up every morning knowing I have the opportunity to do this for the rest of my working life, and I am thankful to a state that has given me this chance.”

In the fall, Williams will teach personal finance, intro to business/marketing and creative writing at Niwot High School.

In his own words

Please tell us a bit about yourself

I received my English and economics degrees from Virginia Tech and an MFA in creative writing and now, an MA in Curriculum and Instruction from 91��. I have also worked for 91�� in the Office of Information Technology for the past six years. I've loved penguins ever since I saw them at the Boston Aquarium in second grade, and I hate onions. Most importantly, I own many, many hats.”

What is one of the most significant lessons from your time at 91�� that you’ll carry with you into the next chapter?

Learning is vulnerability; teaching is vulnerability. If I want my students to be open and honest then I must also be open and honest.”

What is your best piece of advice for incoming students?

The only life path is the one behind us.”

What are your next steps after graduation?

I will be teaching Personal Finance, Intro to Business/Marketing, and Creative Writing at Niwot High School.”

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Living the dream: Hasan Elsayed found his passion for teaching science and math

Anonymous — Fri, 03 May 2024 18:43:54 +0000

Living the dream: Hasan Elsayed found his passion for teaching science and math Anonymous (not verified) Fri, 05/03/2024 - 12:43

Born and raised in Aurora, Colorado, Hasan Elsayed had a love of math and science from an early age. Now as a math and science teacher, he gets to live his dream of empowering students to pursue their aspirations and achieve success.

Despite initially planning to pursue physics and graduate studies in high-energy physics, Elsayed’s experience as a Learning Assistant for physics courses at 91�� inspired him to pursue a career in education.

Co-developed by Education Professor Valerie Otero, the Learning Assistant program trains undergraduate students in pedagogical content and inclusive pedagogies, so that they are part of the instructional team—breaking down traditional power structures in higher education.

After two semesters as a Learning Assistant, Elsayed realized his passion for teaching, and he enrolled in the CU Teach Undergraduate Teacher Licensure program, where he has been selected as the program’s 2024 Outstanding Graduate.

“Hasan is a leader in the CU Teach licensure program, and he’s dedicated to teaching STEM for equity and justice,” said Will Lindsay, assistant teaching professor in STEM Education and one of Elsayed’s award nominators. “His caring temperament, kindness and dedication to building authentic relationships with students are uniquely suited to ensuring that all students identify themselves as knowers and doers of STEM.”

Lindsay also noted that Elsayed’s mentor teachers, peers and professional colleagues have praised his ability to plan and facilitate lessons that aligned with state academic standards, and their interactions with him have helped them grow as educators.

Following his student teaching at Centaurus High School in Lafayette, Elsayed was able to secure his first official teaching position at the same school, where he also coaches e-sports and boys’ volleyball. But first, he will celebrate his graduation from the 91�� School of Education with a month-long adventure in Iceland, Germany, Spain, and backpacking through the Dolomites Mountains in Italy.

In his words

Please tell us a bit about yourself

I was born and raised in Aurora Colorado, the youngest of five siblings. Growing up I always had a love for both math and science. Throughout my education I have come to really appreciate the feeling of struggling through a difficult problem and finally arriving at a solution. Only one thing makes that experience better through, and that is sharing it with another person. I originally planned to attend 91�� to get a degree in physics and set myself up to go to grad school for high energy physics. However, after spending two semesters as an Learning Assistant in the Physics department, I knew I had found my passion. I knew I wanted to go into education. After learning and growing in the School of Education, I landed a job at a great school at 91�� Valley School District, and I am now living my dream of supporting students to become empowered as individuals so that they can pursue their dreams and achieve their goals. I am extremely grateful to the School of Education and especially my peers and professors who taught me so much! Thank you!

What is one of the most significant lessons from your time at 91�� that you’ll carry with you into the next chapter of your life?

At 91�� I realized that when we are passionate about something in the way that I am passionate about education, the work that we put into our passions doesn't feel like work. Instead it feels like the right thing to be doing, and a useful expenditure of the limited time we have/share here together. Not only that but when our passions allow us to support others, then, I believe, we are engaging in truly rewarding and fulfilling work that makes a difference in our and others lives.

What does graduating from 91�� represent for you or your family/community?

Graduating from 91�� means a great deal to me and my family. My mother couldn't be more proud. I feel as though a major chapter in my life has come to a close, and it couldn't be a better end to that chapter. I know that I will take many of the lessons I learned at CU with me for the rest of my life. I also have lifelong friends and colleagues that I have made during my time here. Not only that but by pursuing my passion for education and becoming a classroom teacher, I also think that I have taught my family a lesson about truly considering what we value in life and what we want to spend our time doing.

What is your best piece of advice for incoming students?

Read the assigned literature, you will learn a great deal from the insight of great minds.

What are your next steps after graduation?

I have been lucky to land a great job at the school I student taught at, and I will be teaching both math and science next year! At my school I coach the e-sports team and the boys volleyball team, and I love doing both! This summer I plan to take a month-long trip to Europe visiting Iceland, Italy, Germany, Spain, and backpacking through the Dolomites!

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Soon-to-be social studies teacher Emma Hoeschler is ready to empower her students

Anonymous — Fri, 03 May 2024 17:04:33 +0000

Soon-to-be social studies teacher Emma Hoeschler is ready to empower her students Anonymous (not verified) Fri, 05/03/2024 - 11:04

From heliest memories, Emma Hoeschler knew she wanted to be a teacher.

“I've always been passionate about working with children, but it took me quite a while to decide what type of teacher I wanted to be,” she said.

Hoeschler's teaching focus only began to manifest itself after a pivotal U.S. government class in her senior year provided her with a firsthand experience of the connection that can exist between classroom content and her personal life.

“I was able to see the potential for social studies education to empower students to become leaders and changemakers in their communities,” she said.

Fulfilling her dreams of becoming an active changemaker in her community, Hoeschler was a founding member of the School of Education Student Government, creating learning opportunities in the School of Education community for students, staff and faculty.

Nominated to be the 2024 Outstanding Secondary Humanities Undergraduate Teacher Licensure Program Graduate, Hoeschler has gained much admiration from her mentors.

“She embodies the role of teacher leader,” said her nominators, Professor Wendy Glenn and PhD Candidate Chelsea Kent. “Emma centers equity and justice in her teaching, inviting students to examine how power and privilege have shaped and continue to shape our global society.”

Poised and ready to start her teaching career, Hoeschler will soon be teaching 7th and 8th grade social studies at Explore K-8 in Thornton, Colorado.

“I am excited to be taking on a classroom of my own and have the privilege to work with a new group of students,” she said “I cannot wait to see what the next chapter holds.”

In her own words

Please tell us a bit about yourself

I'm originally from Denver, Colorado. I've known since before I can remember that I wanted to be a teacher. I've always been passionate about working with children, but it took me quite a while to decide what type of teacher I wanted to be. In my senior year U.S. government class, my teacher tasked my class with finding a problem in our community and proposing a solution for it through the structures of local government. This lesson allowed me to experience firsthand the connection between my personal life and classroom content. I was able to see the potential for social studies education to empower students to become leaders and changemakers in their communities. All of my decisions following this experience have been made to fulfill my end goal of becoming a secondary social studies teacher. I chose to attend 91��'s Teaching Licensure program due to its focus on bridging the gap between school settings and local communities. When students are able to bring their experiences and passions in the classroom space, learning inherently becomes more student-driven and impactful. The past four years have enabled me to experience a variety of social studies classroom settings throughout 91�� and have solidified my love of teaching. I am currently finishing my student teaching experience at Casey Middle School in 91��, Colorado, and I cannot wait to see what the next chapter holds."

What is one of the most significant lessons from your time at 91�� that you’ll carry with you into the next chapter of your life?

One of the most significant lessons from my time at 91�� that I will carry with me into the next chapter of my life is that good things take time. Especially throughout college, it's easy to feel rushed and forced to move quickly to finish everything you can. I've learned that it's important to be intentional with my time and that it's okay to spend extra time to produce high quality work. It's hard not to compare yourself to others, but college is the best time to forge your own path and find what works for you. College is full of setbacks and achievements, so recognizing that each step of your journey will take however much time as it takes will give you the peace of mind and persistence to keep moving forward."

What does graduating from 91�� represent for you or your family/community?

Graduating from 91�� represents a long-held dream of becoming an active changemaker in my community. While I knew that I wanted to be a teacher for years before my senior year of high school, it was difficult for me to find a university setting that upheld my core values. The 91�� School of Education is different from any other secondary licensure program that I have come across. In this program, we go far beyond simply learning how to teach. CU teachers are poised to become real agents for progress in their schools, communities and the education system as a whole. The skills and knowledge that I have developed throughout my time at CU have prepared me to be a teacher who empowers her students to think critically about our world and work to advance our communities for the better."

What is your best piece of advice for incoming students?

Take time for yourself! Teachers are individuals who give everything they have for their students and their communities, but it's important to recognize that we can't bring our best selves to the table if we're not taking care of ourselves. Learning to balance work life and home life starts in college and developing the skills to draw boundaries is vital. I know I'm biased, but I argue that teaching is one of the most important roles that you can fill for your community. We need teachers who know how to intentionally take time for themselves so they can continue to love to show up for their students for years to come."

What are your next steps after graduation?

This fall, I have accepted a Social Studies Teaching position in Thornton, Colorado. I will be teaching 7th and 8th grade social studies at Explore PK-8. I am excited to be taking on a classroom of my own and have the privilege to work with a new group of students!"

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MA+ Graduate Taylor Renquist believes in student-centered teaching

Anonymous — Wed, 01 May 2024 20:38:17 +0000

MA+ Graduate Taylor Renquist believes in student-centered teaching Anonymous (not verified) Wed, 05/01/2024 - 14:38

Growing up with numerous teachers in her family, Taylor Renquist always knew she wanted to attend 91�� and become a teacher to make an impact on students. After double majoring in Spanish and Mathematics at 91��, she came back for a one-year intensive in the MA+ Mathematics Teacher Licensure program.

As part of the first cohort of the program, Renquist did her student teaching at Niwot High School and will continue this fall at the school as a mathematics teacher after graduation. She is the 2024 Outstanding STEM Education and CU Teach MA+ Teacher Licensure Program Graduate.

“In her student teaching placement at Niwot High School, Taylor has been very attentive to developing a student-centered approach in her teaching, with a focus on raising student voices and developing positive discourse practices within her classroom,” said Assistant Teaching Professor Ian Her Many Horses, one of her award nominators.

“We look forward to working with her as an educator in our community supporting students in ways that value their perspectives, ideas, and interests.”

In her own words

Please tell us a bit about yourself

I'm from Colorado—born and raised. I kind of always knew that I wanted to attend 91�� and be a teacher. Both of my parents graduated from CU. It is where they met and started dating. So, I grew up surrounded by all things CU. This included going to football games at Folsom, even when the football team was really bad. Thus, when I started looking at colleges, CU was at the top of my list. I completed my undergrad in mathematics and Spanish at CU and now I am in the MA+ program for secondary math education. My mom and many of my family members are teachers. I saw how they impacted students and wanted to do the same.”

What is one of the most significant lessons from your time at 91�� that you’ll carry with you into the next chapter?

Everything happens for a reason. My freshman year of undergrad, I lived in the dorms and got assigned a random roommate. We hit it off right away and got along really well, which was good because I started college in fall of 2020 and we were together 24/7 in a tiny dorm room. She ended up being my best friend and we still live together four years later. You have no idea who will come into your life or why.”

What is your best piece of advice for incoming students?

Your college experience may not be what you thought. I started college during Fall 2020, so the majority of my college experience was not normal. Even though my experience was very different than how I thought it would be, I do not have regrets because I learned a lot, met some new friends, and got involved in interesting clubs.

Another piece of advice, go to office hours and talk to your professors. I am convinced that that is the only reason I have a degree in mathematics.”

What are your next steps after graduation?

I already have a job to teach at Niwot High School next year. I will be teaching Algebra I, Geometry, and Algebra II Honors. I am very excited to have my own classroom (and my roommate is very excited to decorate it)!”

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Centering representation and social justice in her home community, meet Maymuna Jeylani

Anonymous — Thu, 27 Apr 2023 22:07:29 +0000

Centering representation and social justice in her home community, meet Maymuna Jeylani Anonymous (not verified) Thu, 04/27/2023 - 16:07

As a first-generation college student and Somali-American Muslim woman, Maymuna Jeylani set out to find a major and career path where she could focus on anti-racist, intersectional, impactful work.

Now the 2023 outstanding graduate of the Secondary Humanities Teacher Licensure Program, Jeylani plans to use her experiences as a Black woman to help understand and dismantle sexism, racism, classism, and homophobia in her classroom. With a position lined up for fall as a middle school English language arts teacher in Aurora, Colorado – returning to the community where she grew up – she looks forward to supporting students of any ethnicity, race, gender, sexuality, and ability so that they feel represented in their coursework

Jeylani was in 10^th grade when she encountered her first Black teacher, but she knows that’s too late. She hopes to help provide experiences and representation that her students need.

As a student and educator, Jeylani exemplifies the Secondary Humanities Teacher Licensure program commitments to teaching for equity and justice, her nominators and program faculty said.

“In the university classroom, her diligence, attention to detail, and high standards led to work that was thoughtful, thorough, and crafted with care,” they said. “The unit plan she generated in her Methods One course was simply outstanding. Growing from her interest in learning more about African American Vernacular English and her desire to question and address linguistic inequities in classroom spaces, she designed a series of lessons guided by thoughtful essential questions and defined by learning experiences that inform, challenge, and inspire students.”

In her student-teaching placement, Jeylani demonstrates an impressive capacity for designing and implementing high interest, culturally affirming lessons that encourage high school students to think critically and carefully.

Highly reflective, introspective, and self-aware, Jeylani creates classroom spaces where students see themselves in their learning – whether they are sharing personal narratives or engaging in discussions about identity and intersectionality. She holds critical insights around systems of schooling, how those systems impact her students, and how to ensure that her students feel seen and heard in their day-to-day schooling experiences.

In her own words:

Please tell us a bit about yourself

I am a first-generation college student and Somali-American Muslim woman from Aurora, CO. I struggled to find a major and potential career path at this predominantly white institution of 91��. My family had made it clear to me they wanted me to pursue STEM or a career path that makes money so I do not struggle financially like I did growing up. But, I found myself immersed in the teachings of Black Feminist scholars and their pedagogy. I was not interested in participating in capitalism. I knew my life’s work had to be social justice-oriented and to take part in dismantling white supremacy by doing alternative, anti-racist, intersectional, on-the-ground work. In my K-12 education, my most impactful teachers were my English teachers yet, I did not have my first Black teacher until 10th grade and the only other one in 12th. That is too late. I do not want students to see their first Black teacher in high school or college. Students' identities should be reflected in their teachers. My unique position as a Black woman allows me to understand sexism, racism, classism, and homophobia. I am very capable of relating to almost any student I come across and I realized that is what my previous teachers did. My commitment and interest in teaching stem from this deeply personal place. In this learning process right now, I’m dedicated to learning how to teach students of any ethnicity, race, gender, sexuality, ability, etc, and have those students feel represented in the images I show, the history I teach, and the writings I quote. I joined the Secondary Humanities Education Licensure Program to be mentored by Black teachers and one day teach Black students in my class."

What is one of the lessons from your time at 91�� that you’ll carry with you into the next chapter?

I joined Dr. Awon Atuire’s ETHN 3102 Pan-African Leadership and Cultural Studies with a 10-day Global Intensive in Accra and Cape Coast, Ghana in May 2022. This was one of the most transforming and culturally relevant experiences I have had in terms of social justice, my time at 91��, and in my life as a whole. Firstly, due to the study abroad costs, misconceptions, and ignorance of Africa at CU and in 91��, I was one of four students who had registered for the class. CU threatened to cancel the class due to low enrollment and my classmates and I took on the challenge of getting the class to ten students. We circulated flyers I designed, did social media outreach, did outreach within the university (advisors, departments, organizations/programs, professors, etc), and pushed the Ethnic Studies Department to give students scholarships and Study Abroad to cut down the expenses for a class full of students of color and first-generation students. During the semester, I read the Love for Liberation African Independence, Black Power, and a Diaspora Underground By Robin J. Hayes and watched documentaries like Eyes on the Prize - America's Civil Rights Movement, LUMUMBA, and more to learn more about social justice figures and the way issues have been tackled in Black communities in and out of the United States. This experience had personal diasporic meanings for me being Black and Somali. The class embarked on a literacy support praxis project where I communicated with the headmistress of Wesley Girls Junior Secondary School in Cape Coast, Ghana. Our focus was supporting young women’s literacy, the joy of reading, empowerment, health, and education through fundraising to buy books that portray Black, African, and Ghanaian main characters and stories that Black, African and Ghanaian authors wrote. I asked what the students wanted and did not push any agenda onto them. The girls already had an expansive literacy that we wanted to support. We raised over 2,000 USD through a GoFundMe as well as got donations from the Denver Public Library, and bought games, soccer balls, jump ropes, board games, etc. Additionally, we donated to build bookcases. We read with them, played games, played netball, went into their classrooms, sang songs, etc, and learned from the girls and community. Alongside achieving this goal on this Global Intensive, I was impacted by how much I learned at the Cape Coast and Elmina Slave Dungeons, markets, traditional food, African drumming and dancing lessons by a master drummer, cultural immersion, peer bonding, deep reflection, and more.”

What does graduating from 91�� represent for you and/or your community?

My decision to attend 91�� after high school was a decision foreshadowed by high anxiety and stress of leaving my lived reality of Blackness and Somali culture to drop into the white rich 91�� bubble. At CU, I have experienced micro and macro aggressions, tokenism, inappropriate assignments, and astounding white privilege. CU is not home or a place of refuge. Graduating from 91�� represents the way I stayed alive at CU by taking coursework and being in a community that represents myself and my lived experiences. My goal was to survive but instead I thrived. I received the college education my refugee parents who fled war-torn Somali, pushed for. My being at CU was an act of resistance. I hope my experiences and presence made room for the next students who look like me.”

What is your best piece of advice for incoming students?

It's okay to not know what you want to study or what career you want right away. I felt lost because I did not have an idea what I was going to do but it all works out! Do not be afraid to follow your passions or interests, even if people say you won't make money or look down on it. ”

What continues to drive your passion for your work after graduation?

Building meaningful relationships and being in community with Black people! striving for an equitable and radical future!”

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Meet Amalia Kamlet, an adventure-seeking science educator

Anonymous — Wed, 04 May 2022 17:02:16 +0000

Meet Amalia Kamlet, an adventure-seeking science educator Anonymous (not verified) Wed, 05/04/2022 - 11:02

Amalia Kamlet has always had a heart for adventure and science. Her adventures in teaching and in the outdoors as a student at 91�� are only the beginning as her love for adventure literally takes her around the world, starting with an opportunity as a STEM science teacher in Israel this fall.

Kamlet is an enthusiastic educator whose passion for teaching and science are unparalleled, leading to her selection as the 2022 Outstanding CU Teach Undergraduate Teacher Licensure Program Graduate.

She joined CU Teach with a mission to help middle school students explore their curiosity about the world through scientific inquiry and a STEM focus. She realized, through her experiences at 91�� that stereotypes played a large role in who was seen and saw themselves as a science learner. As an environmental science major, Kamlet recognizes the importance of a science identity for minoritized youth in order to grapple with today's environmental concerns.

I am so excited to give back to the community that educated me and continue to change the way students see themselves and their work."

Kamlet has strived, throughout her years studying to be an educator, to learn all she could from the people with whom she worked. Mentor teachers, university faculty, and fellow students would all say that they have benefitted from their experiences working with her, her CU Teach faculty nominators contend.

Her passion and compassion for working with all youth are also apparent in the classroom, and beyond. Kamlet has a contagious sense of humor, which she shares with students as she builds an affirming learning community that is committed to amplifying student voices advocating for their learning. Through her hard work and determination, she has many opportunities and paths from which to choose as she moves past graduation from 91��, and the CU Teach faculty are proud to welcome her as our colleague in the field of science education, celebrate the exceptional work she has contributed thus far to the profession of teaching, and follow along on her next adventures in Israel and beyond.

In her own words

Please tell us a bit about yourself

I was lucky enough to have an enriched education with dedicated and motivated teachers who supported me and my journey. I am so lucky and honored to be providing this to my future students.”

What is one of the lessons from your time at 91�� that you’ll carry with you into the next chapter?

91�� and specifically the school of education gave me my best friend. She motivates, challenges, and accepts. She makes me a better teacher everyday.”

What does graduating from 91�� represent for you and/or your community?

I am so excited to give back to the community that educated me and continue to change the way students see themselves and their work.”

What is your best piece of advice for incoming students?

Best advise I can give incoming students is to be open and adventurous to friends and educational experiences.”

What continues to drive your passion for your work after graduation?

My friends and family have continues my drive to work hard and my future students challenge me to design and create engaging curriculum.”

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Meet Alexis Harris, a lifelong learner with an infectious sense of curiosity

Anonymous — Mon, 02 May 2022 20:01:53 +0000

Meet Alexis Harris, a lifelong learner with an infectious sense of curiosity Anonymous (not verified) Mon, 05/02/2022 - 14:01

Alexis Harris embodies the School of Education and Humanities Teacher Licensure Program’s commitment to teaching for equity and justice.

Harris has been named the 2022 Outstanding Graduate in the Secondary Humanities Teacher Licensure Program for the ways she shows up, head and heart, each week and is always open to unlearning and engaging in critical self-reflection.

My mom likes to call me a "professional student," because I absolutely love learning and could be in the classroom forever if I had the opportunity (in a way, I do!). My passion will continue on because I have a drive for learning, but also because I have felt so fulfilled in my experience so far. Student teaching and the relationships that I formed with students keep me so so excited for the future."

Her faculty nominators contend she has consistently been a stellar student who shows up, and as a classroom educator, Harris is an impeccable planner, remaining mindful of her deeply felt equity aims in each and every learning experience she designs.

“Her lessons are creative, thoughtful, and grounded in student experiences, interests, and needs,” her nominators state. “Her impressive ability to foster opportunities to build relationships with students in the enactment of these lessons results in the creation of a classroom community in which students are both challenged and nurtured.

“Alexis has grown into a powerful educator, one who invites students to consider and critique dominant narratives designed to do harm and supports them in building alternatives designed to imagine a new, different, and more just world.”

Harris’ humility, passion, and unwavering commitment to young people make her an extraordinary educator and graduate with promising future.

In her own words

Please tell us a bit about yourself I'm from Colorado Springs, Colorado. I've wanted to be a teacher since I was in kindergarten! My kindergarten teacher was a huge role model for me and always went beyond the traditional responsibilities of a teacher. As I went through middle and high school, I started exploring what I wanted to do and drifted away from the idea of teaching. I explored anatomy in hopes of becoming a doctor and physics in hopes of becoming an engineer. In those classes, I never really found true passion or joy. But across all of the classes I explored, the one common thread that I found was that I loved getting to tutor other students. Seeing that lightbulb go off when I explain something will always be an awesome experience for me.”

What is one of the lessons from your time at 91�� that you’ll carry with you into the next chapter?

I have learned so much over the course of my four years at CU, but the biggest thing that I have learned is that learning never ends! My educational experience will not stop when I leave campus, and I want to keep the same sense of curiosity for the world that I have always had. There are always new ideas, perspectives, and lessons to learn, and I will always be searching those out. As my favorite quote form Bill Nye goes, "Everyone you will ever meet knows something that you don't". I want to maintain this in my classroom, and really just my life in general.”

What does graduating from 91�� represent for you and/or your community?

I am a first generation college student, so it really represents a really cool moment for us. For me, it both signals an end but also a new beginning. It is bittersweet, but I am excited for what's to come.”

What is your best piece of advice for incoming students?

Form relationships—with new friends, faculty members, professors, experts in the field. Those relationships are what keep you going when you hit hard times in this college experience. You will always have people in your corner, and it is important to rememeber we're not alone in this!”

What continues to drive your passion for your work after graduation?

My mom likes to call me a "professional student," because I absolutely love learning and could be in the classroom forever if I had the opportunity (in a way, I do!). My passion will continue on because I have a drive for learning, but also because I have felt so fulfilled in my experience so far. Student teaching and the relationships that I formed with students keep me so so excited for the future.”

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Meet Ellen Teags, returning to her "first love," teaching

Anonymous — Fri, 29 Apr 2022 23:02:33 +0000

Meet Ellen Teags, returning to her "first love," teaching Anonymous (not verified) Fri, 04/29/2022 - 17:02

Ellen Teags is a committed educator whose innovation around practices such as mindfulness and metacognition are leading the field.

After receiving a Bachelor of Science in Biology from Oregon State University, Teags various roles at small businesses — from shipping logistics to data analysis to marketing and technical writing — before deciding to return to her “first love” to become a teacher.

The students' curiosity, goofiness, individuality, passion, intelligence, diversity, challenges, and potential are all what drive me to show up every day and do good work."

She enrolled in the MA plus teacher licensure program in the School of Education with a desire to improve STEM education and work with youth. Teags excellence as a student and educator shines through in her interactions with students, peers, mentors, and instructors. She was a student teacher at Meadowlark Middle School and is working as a science teacher at Fairview High School while finishing her Master’s requirements.

Teags received the highest possible evaluations from her mentors and supervisors across three intensive practicum placements while obtaining licensure. She has been named the 2022 Outstanding STEM Education and CU Teach Master’s Plus Teacher Licensure Program Graduate by faculty, and they commend her organized, detail-oriented approach and how she is always striving for improvement. She is deeply committed to teaching STEM for equity and justice and helps her students see themselves as knowers and doers of science.

“Ellen’s drive and determination is balanced by her sharp wit and quick sense of humor, which, according to her mentors and colleagues, has endeared her to her students,” said her nominators. “We are excited to observe and support Ellen’s continued leadership in her classroom, community, and the teaching profession.”

In her own words

Please tell us a bit about yourself

Originally from California, I lived in Colorado when I was younger before moving to Oregon. I came back to Colorado for my freshman year of college, which I did at CSU, before moving back to Oregon. My original plan was to get an English and Education degree but, for a variety of reasons, I switched to science and put my dreams of teaching on hold. I completed my undergraduate degree in Biology at Oregon State in 2012, taught science in Uganda for 2 months, and struggled to find a sense of home working in Oregon. I moved back to Colorado in 2014 where I met my husband and started my career. I've held various roles at small businesses, doing everything from shipping logistics to data analysis to marketing and technical writing. Eventually I decided to return to my first love and pursue a career change to become a teacher. I wanted to have a sense of purpose, do something tangible, and work with kids. CU was close and highly ranked for its education program, so it was an obvious choice for me. After deferring my acceptance a year, I started my MA + during the height of the COVID pandemic in 2020. Although the pandemic was challenging, I'm so glad I deferred because it allowed me to meet my awesome cohort of fellow educators!”

What is one of the lessons from your time at 91�� that you’ll carry with you into the next chapter?

I have learned that I am incredibly resilient, highly capable, and equipped with everything I need to keep learning, growing, and becoming the best version of myself. CU gave me great pedagogical foundations, an amazing shift in perspective in terms of social justice work, and some of my best friends.”

What does graduating from 91�� represent for you and/or your community?

For me it's the culmination of a decade of getting to know myself and figuring out what I want my legacy to be and where I want to put my energy. Ten years ago I graduated with my bachelors and without a sense of purpose. Now, I graduate with my masters, a career I'm excited for, and a strong sense of direction and meaning. I'm also carrying on the legacy of my grandparents, aunts, uncles, and cousins by joining the teaching ranks.”

What is your best piece of advice for incoming students?

If you let this program, this work, and this time transform you, it will. Lay down your ego, start with humility, and embrace the process.”

What continues to drive your passion for your work after graduation?

The students. Their curiosity, goofiness, individuality, passion, intelligence, diversity, challenges, and potential are all what drive me to show up every day and do good work.”

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Meet Lauren Gaona, teacher and lifelong learner

Anonymous — Wed, 05 May 2021 23:46:28 +0000

Meet Lauren Gaona, teacher and lifelong learner Anonymous (not verified) Wed, 05/05/2021 - 17:46

Lauren Gaona’s students are often her best teachers. After teaching in Thailand, her Thai students taught her the true essence of being a teacher is about building trusting relationships and creating a space for everybody to bring their whole, authentic selves into the classroom.

As a teacher, it’s ok to admit what you do not know. I work to build organic relationships with students and make space for them to showcase their expertise in the classroom. This also helps position the classroom as a place where everybody has something to learn from one another.”

That experience also taught her that she wanted to enroll in graduate school to earn a master’s degree and teacher licensure. Gaona applied to the 91�� School of Education because the school’s values mirrored hers.

“I chose to attend 91�� for my master’s because the School of Education’s strong commitment to equity, diversity and inclusivity in education aligned with my own vision for what teaching and learning should be,” she said. “I learned here that the pursuit of teaching for equity and social justice will require an enduring open-mindedness throughout my career. I am grateful to my professors in CU Teach for supporting me as a lifelong learner.”

Gaona’s mentor teachers recognized her for her commitments to promoting social justice and remaining inspired and engaged, despite constant change and the challenges of teaching both hybrid and virtually during an unusual school year that was disrupted by a global pandemic.

“My student teaching semester was an experience I’ll never forget,” she said “In the face of immense adversity during online learning and throughout the pandemic, my students taught me the true meaning of resilience and determination."

“Despite being physically separated online, we built relationships and created a sense of classroom community that reframed my view of what is possible with online education.”

Through it all, Gaona prioritized her students and recognized their unique potential. At the beginning of the semester, she wrote and mailed notes home to parents about the amazing things their children were doing in her classroom, a practice she continued throughout the semester. She also recognized it was OK to be herself and approach teaching and learning with humility.

“As a teacher, it’s ok to admit what you do not know,” she said. “I work to build organic relationships with students and make space for them to showcase their expertise in the classroom. This also helps position the classroom as a place where everybody has something to learn from one another.”

Throughout her time in the classroom — whether it be a 91�� or in a K-12 school or an international locale — she realized that students and communities have many unique things to teach teachers.

“Working with young people is what drives my passion for teaching — building relationships, learning from them, helping them grow, and providing a context where curiosity can flourish,” she said. “I am so excited to get to know my students and to work with them to create a science learning community that is accessible, relevant, and inclusive for all people.

“Part of my vision is to broaden what counts as participation in science, so that all students feel they belong as powerful doers of science — inside and outside of the classroom.”

One of Lauren’s greatest lessons:

My student teaching semester was an experience I’ll never forget. In the face of immense adversity during online learning and throughout the pandemic, my students taught me the true meaning of resilience and determination. Despite being physically separated online, we built relationships and created a sense of classroom community that reframed my view of what is possible with online education. My mentor teacher, Kristin McLaurin, exemplified what it means to learn about and support the unique needs of each individual student — she is the kind of mentor I hope to be for my own students in the future."

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Meet Ally Collard, a passion advocate for students and scientific exploration

Anonymous — Fri, 08 May 2020 19:02:22 +0000

Meet Ally Collard, a passion advocate for students and scientific exploration Anonymous (not verified) Fri, 05/08/2020 - 13:02

From a young age, Alexandra Collard knew she wanted to teach. She loved learning and found math and science fascinating in the ways that they explain how the world works.

The Colorado native grew up skiing and hiking in the Colorado mountains, and 91��'s beautiful Flatirons and active community were an initial lure for her undergraduate studies. Nowadays, she has been just as active on campus as she has been in Colorado's backcountry. Collard is graduating with a double major in chemistry and mathematics and teacher licensure in secondary science. She has become a strong instructor and researcher, in part, thanks to her campus roles as a Learning Assistant supporting faculty teaching and students enrolled in General Chemistry 2 and a Noyce Scholar.

Her mentor teachers have all commented on her enthusiasm, deep understanding of content, and her dedication to students, equity, and justice. Collard has said that her goal is “to provide a safe, supportive, and engaging classroom where all students feel valued and supported in using scientific knowledge to be critical consumers in society.”

Collard is grateful that education has opened doors for her, and she is ready to pay it forward as the School of Education and CU Teach outstanding graduate in STEM education and in her future classroom.

"I am passionate about education as a way to effect positive change in our community and our world and as a way to support all of our students," said Collard, the School of Education and CU Teach outstanding graduate in STEM education. "I believe that every student deserves to feel valued, and being a math and science teacher gives me the chance to help students see their potential as scientists, engineers, and mathematicians."

Get to know Outstanding Graduate Ally Collard:

What is one of the greatest experiences or lessons from your time at 91�� that you’ll carry with you into the next chapter of your life?

During my time at CU, I learned to appreciate challenges, as they present opportunities for growth. I learned that pushing myself out of my comfort zone taught me new things, made me a stronger person, and left me with something to be proud of. I also made some amazing friends at CU that have helped me to grow, learn, and become the person that I am today, and I am eternally grateful for them!

What is your best piece of advice for incoming students?

Keep an open mind. College is the time to figure out more of who you are, what drives you, and what you are interested in. It is a time to make lifelong friends, learn new skills, take chances, and grow as a person. Take advantage of everything that CU has to offer, from clubs and programs, to hiking at Chautauqua, to meeting new people.

What does graduating from college represent for you?

Graduating from college, for me, represents the transition from the learner to the teacher, from young adult to adult, and from the time to focus on learning for myself to the time to focus on applying my knowledge to help others. It represents a new phase in my life that comes with new responsibilities but also new opportunities to grow, to learn in a different way, and to reach the goals that I’ve been dreaming about since I was a child.

What continues to drive your passion for your work after graduation?

After graduation, I will be teaching high school chemistry. This has been a dream of mine since I can remember, and the fact that I finally made it is both exhilarating and terrifying. What will continue to drive me is the desire to help my students become successful learners, critical consumers in society, and critical thinkers. My students will be my ultimate motivation to keep learning about how to be the best teacher and to continue to learn about science and math in order to better my lessons and find meaningful real-world applications for my students.

From a young age, Alexandra Collard knew she wanted to teach. She loved learning and found math and science fascinating in the ways that they explain how the world works. Collard is the 2020 School of Education and CU Teach outstanding graduate in STEM education.

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