Rachel Armock, Language Arts
Rachel Armock
Position: Language Arts
Employer: Ombudsman Charter East
Teaching Certificate 2010
Degrees: B.A., English 2009
Location: Phoenix, AZ
– School website
What makes your position unique? Did you need any additional training for this position? I received an Arizona Teaching Certificate for my position. I specialize in working with students who are at risk of dropping out of high school. This includes behavioral issues, students identified as dropouts, students with poor academic standing, students with adult responsibilities and adjudicated youth.
What unique approaches do you have to incorporating technology or other educational resources into the classroom? When I arrived at Ombudsman in 2011, we had very limited classroom materials, technology and resources. Along with other like-minded faculty members, I helped write and adopt an entirely new language arts curriculum to align to the Common Core state standards, include more culturally relevant and sensitive texts and provide project-based learning opportunities. In the last few years, I pushed to gain one-to-one computing, full Microsoft integration and more streamlined assessments. Last year, I introduced a plan for all staff to become Microsoft Innovative Education Experts (MIEEs) and we became the first Microsoft Showcase School in the Phoenix area with all staff MIEE certified.
What inspired you to pursue a career in education? During the Teacher Preparation Program, I had an opportunity to intern at a variety of schools prior to my year-long teaching internship. I saw vast differences among the resources, programs and atmosphere in inner-city schools versus the suburban districts. But I also noticed something in common: When a student dropped out, I never saw them again. Did they transfer to another school eventually? Did they drop altogether? Did they have a family or child to care for? The schools I worked in didn’t really pay attention to those students after they left, but I wondered…
According to the National Center for Education Statistics, in 2016 there were 2.3 million 16- to 24-year-olds who were not enrolled in high school or had not earned a high school diploma. Despite being one of the most educated countries in the world, students are still slipping through the cracks, and I have dedicated my career to focus on those students who are most at risk.
What advice do you have for Spartans interested in becoming a teacher? You can know everything there is to know about a subject or topic, plan a perfectly detailed lesson and provide the most welcoming atmosphere for students. But it will not be successful if you don’t make a personal connection with each student, strive to understand his or her background and culture and connect education to his or her real world experience. If you build a relationship and trust first, the learning will follow.
Andrea Brook, STEM Instruction
Andrea Brook
Position: STEM Instruction
Employer: Lake Orion Community Schools
Teaching Certificate 1998
Degrees: B.S., 1997 Biology/Chemistry and M.A. 2000 Curriculum and Teaching
Location: Lake Orion, MI
– Follow Andrea on Twitter
What makes your position unique?
Lake Orion Community Schools is the first and only school district in Oakland County, MI to invest in STEM Instructional Coaches at the elementary level. As a STEM Coach, I work with K-5 teachers and students specifically on science teaching and learning. STEM Coaches lead lesson planning, instruction and lesson reflection sessions. Developing science-specific professional development is also a key part of this extremely rewarding position.
Share about your teaching style or philosophy.
As a science instructor who uses Modeling Instruction, I embrace discourse, Socratic questioning and consensus building. In my work with teachers, I have found communication and relationship building are key. My own practice has elevated as a result of working with the many outstanding teachers I’ve had the privilege of partnering with at LOCS.
What inspired you to pursue a career in education?
Initially, education was my “fall back”, in case medical school didn’t work out. I declared my major as Biology-Secondary Education, and took TE 150. One of the instructors introduced us to “instructional conversations” as a type of pedagogy, and included an article from a leading researcher. After reading one of my papers, my instructor encouraged me to contact the researcher (Claude Goldenberg, then at UCLA), which resulted in an invitation to work as part of the data collection team in LA Unified Schools. Looking back, I find this to be such a poignant experience. First, because my instructor took such an interest in me and encouraged me to pursue an opportunity. Secondly, because this was the first moment that I was introduced to conversations as a type of pedagogy. Ironically, this is a cornerstone of Modeling Instruction, the main method of instruction I embrace today. I can honestly say that I don’t know that I would’ve pursued teaching if it had not been for TE 150 and the instructor who taught the class.
What advice do you have for Spartans interested in becoming a teacher?
We are at a critical moment in the field of education. Especially for students who are in STEM-related fields, the lure to pursue a career outside of education is strong. What surprised me most about teaching is how intellectually demanding and stimulating teaching can be. I am someone who is intellectually curious, and I have found teaching to be incredibly fulfilling. Teaching is an art and a science; it is both creative and analytical, intuitive and meticulously crafted. Teaching is a fantastic career choice. We need more strong teachers.
Bernard Charles, Social Studies
Bernard Charles
Position: Social Studies
Employer: Renaissance High School
Teaching Certificate 2013
Specialization: Urban Educators Cohort Program
Degrees: B.A., Interdisciplinary Studies in Social Science – Public Policy 2012 and M.A, Teaching & Curriculum 2017
Location: Detroit, MI
– Alumni voice: Teach, even when they say “don’t”
– Learn about the Urban Educators Cohort Program
– M.A. in Teaching & Curriculum
Why I teach:
Making a difference to the present and future is critical in creating the world that I want to live in. Everyone tries to break the world down into green and white, I am no exception. However, my green and white has nothing to do with dollar signs. It has everything to do with being well-equipped to transform the world in which I exist even after I leave it. The Spartan Green and White is the most valuable to me and I teach because I have been entrusted with empowering the future and I do not take such a responsibility lightly. I teach because education chose [me] and I enjoy it being a part of such an exclusive club of brilliant individuals.
Adam Clements, Fourth Grade
Adam Clements
Position: Fourth Grade
Employer: Hiawatha Elementary School
Teaching Certificate 2013
Specialization: Urban Educators Cohort Program
Degrees: B.A., Education 2012 and M.A., Teaching & Curriculum 2017
Location: Okemos, MI
– Learn about the Urban Educators Cohort Program
– M.A. in Teaching & Curriculum
What is one of your favorite teaching moments?
I love getting to bring the 4th graders of Hiawatha Elementary to the MSU Children’s Garden each year! They get to learn about plants, our environment and what going GREEN is really all about!
Lisa Drew, Third Grade
Lisa Drew
Position: Third Grade
Employer: Pine Knob Elementary School
Teaching Certificate 1996
Location: Clarkston, MI
Why do you still connect with MSU today through an intern?
My principal asked me to mentor student teachers from various universities in the area. After years of mentoring a few student teachers, I realized how fortunate I was to have the experiences I did as an undergraduate at Michigan State University, as well as through the yearlong internship. I felt prepared and confident when I entered my own classroom in the fall, and I really wanted to share this unique experience with an intern from MSU. I wanted to continue being a part of the program by giving back. I wanted to inspire future teachers, and I wanted them to feel the same way I did when I entered my first round of interviews: I was prepared, I was ready to make a difference in my own classroom, and I was excited to begin a profession I always felt I was meant to do. Here I am, six years later, mentoring my sixth intern from MSU. (Pictured with Lisa Drew, left, is Spartan intern Brooke Battiata.) I am proud of the young women and men who enter the classroom as eager students and leave as inspired teachers. They are prepared. They are ready to make a difference. They are excited to embark on the most challenging and rewarding profession as an educator.
Devin Evans, Language Arts
Devin Evans
Position: Language Arts
Employer: Noble Network of Charter Schools
Teacher Certification 2013
Location: Chicago, IL
– LinkedIn
– Twitter
– Blog: “Teachers: It isn’t Enough Just to be Black”
What makes your position unique?
In my role as a tenth grade English language arts instructor and tenth grade team lead, I teach a unique and creative English Language Arts Course titled “Literacy in the Community.” This course covers topics that affect Chicago’s most oppressed communities and examines literature and supplemental text and other resources that push students to social activism. My school (Butler College Prep High School) has a motto focused on shaping leaders of the future in social justice and the arts. My course, a sophomore course, is designed to train up the next generation fo social justice leaders.
I use a teaching style used by Dr. Christopher Edmin called “Pentecostal Pedagogy” where I use strong voice, call and response, storytelling and high-level thinking questions to engage students with the content on a skill-based and emotional level. Students are taken on a journey and adventure through the text we read that will move them to empathy (which is possible, in my view), which is the highest form of teaching language arts literature pedagoge and can move all students to reflection, knowledge and action.
What inspired you to pursue studies in education?
My inspiration comes from the purpose and destiny God has chosen for me to walk down. Since I was a small child, I knew I wanted to be a teacher. From teaching teddy bears on the steps of my mother’s two-family flat growing up, to now having taught five cohorts of students (totaling over 450 students), I knew this was the profession for me. Lastly, this work is for the future. It’s for teaching students the human and English language arts skills to create and elevate the human race. For that mission is the highest form of social justice: humanity wins.
Do you have advice for people who want to become teachers?
Be patient in developing your craft. It won’t be until your fourth or fifth year before you hit the zone called “mastery.” You will get there in patience, and in learning from mistakes each year. So, like all professions, it takes time to build the necessary skills to master the job. Teaching is no different. Don’t let the politics, the attacks on teaching, stop you. Work is being done to elevate the profession. If you want to be a part of making history every day, become a teacher.
Learn more about Devin:
– Co-founded The Black Male Educator Alliance of Illinois (Chicago-based professional organization designed to recruit, retain and develop Black male teachers)
– Former Teach Plus Illinois policy fellow
– Frequent blogger, Education Post
Michael Fair, Second Grade
Michael Fair
Position: Second Grade
Employer: Midland Public Schools
Teaching Certificate 2018
Location: Midland, MI
– Instagram: @superfairteacher
What did you learn about teaching from MSU?
MSU has given me the best experience any university could have given me. My professors, colleagues and mentors have all shaped and molded me into the teacher I always wanted to be. I didn’t want to be good or great: I wanted to be SUPER. I took it upon myself to create not only a motto and theme, but an entire classroom culture that encompasses the true meaning of superheroes. Every child needs a superhero to look up to.
Throughout the year, I will guide my second grade students to become their own superheroes and take ownership of their learning and self worth. Having my last name being Fair, I had to get creative with the motto:
Be Super. Be Fair. Be You.
D’Angelo Farmer, Seventh Grade
D’Angelo
Position: Seventh Grade
Employer: Henry Ford Academy Middle School
Teaching Certificate 2012
Specialization: Urban Educators Cohort Program
Degrees: B.A., Education 2011 and M.A., Teaching & Curriculum 2016
Location: Detroit, MI
– Learn about the Urban Educators Cohort Program
– M.A. in Teaching & Curriculum
How did the Urban Educators Cohort Program (UECP) help prepare you to become a teacher?
There are many pathways to become a teacher in our generation. Young minds that attend MSU aren’t looking for any alternative path. They have a calling … a preordained destiny to impact the minds and lives of the future. When my peers and I entered the #1 ranked College of Education at Michigan State University, we knew that our futures would be forever entangled with making an impact in the field of education.
Being a part of the Urban Educators Cohort Program (UECP) at MSU has given us the will to not only teach youth in urban environments, but change the way that youth are taught in urban environments. Many members of UECP realized that once they became teachers, we had a more powerful duty. It’s up to us to make education in America more equitable for our students. While maintaining equal learning standards, we fight every day to make our classrooms and our schools equitable learning environments for members of our community. As this has been a calling for us all, the flame was always lit. The work and studies I did at MSU helped me use my voice to keep the flame burning and ignite it for others.
Isaac Frank, High School Mathematics
Isaac Frank
Position: High School Mathematics Teacher
Employer: Ferndale Area Public Schools
Teaching Certificate 2015
Degrees: B.A., Mathematics 2014 and M.A, Teaching & Curriculum 2018
Location: Ferndale, MI
– TodayPGH Profile
Who inspired you to become a teacher?
My teachers throughout middle and high school were some of my biggest inspirations for becoming a teacher. While I had a lot of good teachers, Mr. Datillo (7th grade social studies), Mr. Stefan and Mr. Baldanzi (high school band), and Mrs. Volpe (11-12th grade calculus) stuck out as prime examples of teachers that inspired me to become a teacher myself. They made their subjects come alive in amazing ways, and I’m sure it’s no coincidence that history/social studies, music and math are three of my favorite things now.
Another inspiration in my journey to becoming an educator were my experiences teaching marching band camps while in college. These were my first real teaching experiences, and from the first moment of teaching, it felt and I knew that my plan of becoming a teacher was right.
Why are you in the field of education?
In a sentence, the difference I get to make in my students’ lives. What I get to do for my students, the way I help them think logically and mathematically and find success with math, and the way I can be a source of support and kindness when they really need it are all super important for their futures. The fact that I get to make those differences for my students day in and day out keeps me going on the toughest teaching days.
What injustices or inequalities do you see within the walls of your own school? What changes can you make to shift the field toward equity and justice?
I teach in a predominantly Black school, so I see (or hear) first-hand many of the injustices and inequalities my students experience in their daily lives. I have overheard my students telling each other stories about being profiles in their lives (at stores, in public, etc.) and in interactions with police. These are the same stories that we hear way too often in public discourse, and they are even more heartbreaking when they’re your own students. In addition to what my students experience in their everyday lives, my students often have not had success in their previous schools, nor have they had teachers that have fought for them. This is very different from what I experienced in my own high school. I had many teachers that fought for my education and that have made a huge difference in my successes since then. I recognize this privilege. Because of this, I strive to meet my students where they’re at and treat each of them as equitably as possible and, most importantly, treat them as people. Many times, I am among the first to treat them with this kind of care and respect, and it’s a good step towards raising them up toward injustice. All students should be treated with respect and love.
One day, what do you hope for?
I hope for a world where we all care for each other, regardless of what we look like, where we come from, who we love, what we believe in or any of the other things that currently divide us.
Rachelle Galang, Technology Integration
Rachelle Galang
Position: Technology Integration
Employer: Oakland Schools
Teaching Certificate 2013
Degrees: B.A., Elementary Education 2012 and M.A, Educational Technology 2015
Location: Rochester Hills, MI
– Personal Website
– “Why I Teach” feature – MSU Today 2018
– M.A. in Educational Technology
How did MSU help you in your career?
Michigan State University helped shape me into the educator I am today. Every Spartan has a saga, and I’m always happy to share mine with anyone who asks. MSU has led me down a path, allowing me to experience incredible places and people. That one-of-a-kind learning journey has left me with many stories to tellāand many more to come.
What do you do in your role as a technology integration specialist in Oakland Schools?
My role is to support educators with using technology in teaching and learning. I work with them to leverage technology in an intentional, purposeful and meaningful way that supports K-12 curricular learning. With that being said, that covers a variety of topics, subjects and technologies. I also work in partnership with West Bloomfield School District.
Learn more about Rachelle:
– Spartan Marching Band alumna
– Raspberry Pi Certified Educator
– Google Certified Educator
– Apple Teacher (2016)
Cheryl Graff, Special Education
Cheryl Graff
Position: Special Education Teacher/Diverse Learner Teacher
Employer: Chicago Public Schools
Teaching Certificate 2016
Degrees: B.A., Special Education 2015; M.A., Special Education and Graduate Certificate Educational Technology 2018
Location: Chicago, IL
– M.A. in Special Education
Did you need any additional training or endorsements for your position?
I transferred my Michigan credentials to the state of Illinois. Additionally, I need to obtain the LBS1 license and pass the EDTPA exam in order to teach Special Education in Illinois.
Can you describe your job and its responsibilities?
Currently, I am a ninth grade special education teacher at a public arts high school in Chicago. I co-teach with four academic teachers on a daily basis in order to ensure all students are included in the instruction. My students come to school not only to learn academics but practice their art form.
What is your teaching style?
My teaching philosophy is to make instruction culturally relevant and applicable to my students’ lives. When I teach, I get to know my students’ interests and integrate these into my lessons. Currently, I am a Microsoft Innovative Education Expert and in the process of becoming an ISTE Certified Educator. I have been implementing a variety of technology tools into my classroom to teach students 21st-century skills such as the 4C’s: Collaboration, Communication, Critical Thinking and Creativity and to bring the curriculum to life so students can learn life skills they will need once they exit the K-12 education system.
What inspired you to pursue teaching?
I knew I wanted to pursue a career education ever since I was a student. At a young age, I was diagnosed with a Learning Disability. Throughout my K-12 education, I had teachers that struggled to deliver instruction to me based on my learning needs. In order to learn the curriculum, I had to develop strategies on my own. It was not until high school when I was fortunate enough to take classes in our pre-school lab. I recall I was assigned to work with a child who had difficulty reading, writing and speaking. It was then I realized that I should become a teacher because I personally understand how academics can be challenging to learn and what we can do to make instruction accessible for all learners.
What advice do you have for future Spartan educators?
If you are interested in becoming a teacher, I would highly recommend observing many different classrooms, such as general education, arts/STEM, special education. It is important to be sure you make time to observe different roles such as administrator, technology director, teacher and paraprofessional. I would also encourage MSU students to explore classrooms of different grade levels such as elementary, middle school and high school. Lastly, Spartans might find it beneficial to gain teaching experience in different areas and contexts such as urban, suburban, rural, charter schools and public schools. All of these strategies will help you hone in on the short and long term goals you have as you pursue a career in the field of education.
Elizabeth Gutowski, First Grade
Elizabeth Gutowski
Position: First Grade
Employer: Vienna Elementary School
Teaching Certificate 2013
Degrees: B.A., Elementary Education 2012 and M.A, Teaching & Curriculum 2016
Location: Vienna, VA
– M.A. in Teaching & Curriculum
What are your goals as a teacher?
One of my goals is to help children learn to self-regulate. As a first grade teacher, I see many students with a wide variety of emotions, big reactions to emotions, and sometimes, an inability to identify or manage them. I try to teach students how to notice their emotions and independently take action to manage tough ones. We spend time talking about what being sad, angry or frustrated feels like. Then, I teach students strategies they can use almost anywhere or anytime to calm down. We practice things like taking a break, taking deep breaths, rubbing their arms and legs or practicing a quick yoga pose or stretch. There is also a break area in my room where students can go to self-regulate. This little place in my classroom is a safe place to have any emotion, and it helps children learn to identify emotions and recover from them. At MSU, I had the opportunity to work in Dr. Claire Vallottonās Insights Into Infantsā Internal Worlds Lab in the Department of Human Development & Family Studies and during this experience, I learned how very, very young children can begin to self-regulate, particularly through hand gestures and baby signs. As I began teaching and saw many students having difficulty coping with strong emotions, I thought that if infants and toddlers can use strategies to self-regulate, surely I can teach first graders some strategies too!
Another one of my goals is to give back to the teaching profession through mentoring beginning teachers. I am the Lead Mentor at my school and I work to support novice teachers as they begin their careers and also to support mentors of novice teachers in providing support to new teachers. At MSU, I learned the importance of collaboration and about the responsibility of educators to support each other and the teaching profession.
Ben Hartnell, History
Ben Hartnell
Position: History
Employer: Westerville North High School
Teacher Certification 2001
Location: Westerville, OH
– “The Bearded Teacher Who Ran for President” – New Educator 2017
– “Why I Teach” feature – MSU Today 2018
– Instagram: @hartnelluniversity
Teaching philosophy:
Ohio teacher Ben Hartnell is serious about helping students learn the facts about historical eventsāand have fun while doing it. He wears a costume almost every day, stages elaborate re-enactments and, in 2016, literally ran for president as a write-in candidate. The goal? To show students that everyone, not just the major political parties, can make an impact.
What advice do you have for teachers?
I try to show my students that everything is a very powerful story, and that their story in high school creates one big fabric that is the American story.
Teachers need to be seen. By this, I don’t mean you have to go full-feathered boa like I do; rather, you need to be seen outside the classroom. Because I attend all sorts of school functions, students often ask me to help promote their events. I’m always happy to oblige because it shows them I’m interested in what they like to do and can use my position as a fairly ‘over-the-top’ teacher to ramp up support. From spirit weeks to anything that promotes the school, I do my best to support my students.
Learn more about Ben:
– Master Teacher, Ohio Department of Education (2013)
– Distinguished Secondary Teacher Award, Northwestern University (2016)
Teryn Henderson, Spanish
Teryn Henderson
Position: Spanish
Employer: Holt High School
Teacher Certification 2018
Specialization: Global Educators Cohort Program
Location: Holt, MI
– Learn about the Global Educators Cohort Program
Why did you become a teacher?
I became a teacher because the teachers I had in my schooling experience were some of the biggest influences on my life in so many ways. I remember being a student and working in certain classes and thought about how this made me think about the world outside the four walls of the classroom. When I realized that, I thought about how cool it would be to do the same for other students in the future.
How do teachers make a difference in the lives of others?
I believe that MSU teachers make a difference in the lives of others by going into classrooms all around the world, knowing that we have been well-prepared to not only guide student learning, but also recognize how much we as teachers can learn from our students.
We make a difference by valuing students for who they are, not what they know.
We recognize that even as young teachers, like myself, the classroom and the world are different from when we were sitting in these seats and know that now, more than ever, we have the responsibility to educate students beyond the content. We need to take our content and disciplines and help students see where our content takes place in the real world.
Danielle Hook, Learning & Development
Danielle Hook
Position: Learning & Development
Employer: MSU Infrastructure and Planning Facilities
Teacher Certification 2013
Degrees: M.A., Higher, Adult and Lifelong Education 2017, Certificate in Teaching and Learning in Postsecondary Education
Location: East Lansing, MI
What makes your position unique?
In my role as a learning development specialist, I get to apply theories of learning and different teaching techniques to the development of individuals, teams and the organization. I work at the intersection of business and education. To help the organization reach our strategic goals and develop a workforce that is best suited to serve the needs of the university, I lead the design and implementation of our learning and development strategy. This means I design trainings sessions, facilitate work sessions, assess learning needs and manage organizational projects. I also teach Clifton Strengths for staff at the university, with the goal of empowering everyone to understand their unique talents in a way that helps them live their most fulfilled life.
What inspired you to pursue studies in education, and how do you use what you learned today?
Supporting and encouraging others to reach their fullest potential is my life’s passion. I fundamentally believe in the power of learning to transform lives and am honored to be a facilitator and guide in the learning journeys of others. In my career, I believe in the human development of employees at MSU in addition to the development of their skills, knowledge and processes. We are beginning the implementation of a mobile learning strategy, as our workforce was recently equipped with mobile devices as a tool for transforming our business.
What advice do you have for Spartans interested in becoming a teacher?
Figure out what you want to teach and pursue it. Not ever teaching role aligns with the traditional narrative of what we consider to be a teacher. That doesn’t mean the opportunities don’t exist; education is increasingly needed in every industry.
Danielle Lavalais, Fifth Grade/Reading
Danielle Lavalais
Position: Fifth Grade/Reading
Employer: Copeland Elementary School
Teaching Certificate 2017
Specialization: Urban Educators Cohort Program
Location: Houston, TX
– Learn about the Urban Educators Cohort Program
How do you use your studies from MSU in your teaching today?
I read because reading powerful literature has changed my life. The most life-changing literature was my MSU TE 250 coursepack. These studies truly shaped the lens in which I see the world. I was forever changed!
The readings included a wealth of knowledge and data on discrepancies in the American experience, depending on race, socio-economic status and other factors. It truly opened my eyes to the vastly different experiences children walk into our classrooms with. It framed my thinking to be aware of my own biases, and to fight to give each child equal access to success while I have them as students.
Brooke Larm, Farm- & Nature-Based Education
Brooke Larm
Position: Farm- & Nature-Based Education
Employer: MSU Extension & Bloomfield Hills Schools
Teaching Certificate 2004
Degrees: B.A., Elementary Education 2003; M.A., Curriculum and Teaching, anticipated in 2020
Location: Novi & Bloomfield Hills, MI
– Connect on LinkedIn
– Larm’s website & portfolio
– Larm is part of the College of Education Alumni Board; meet more board members
– M.A. in Teaching & Curriculum
What makes your position unique?
Much of my teaching focuses on early childhood education in farm-based learning environments, yet I frequently work with all ages. Thus, the outdoor environment is my classroom and food and our natural resources are the focus of our curriculum. We engage learners in authentic experiences, from tapping sugar maple trees to harvesting asparagus. Through such experiences, learners engage in a number of disciplines and utilize diverse sets of skills.
What is your teaching style or philosophy?
Community and relationships are at the heart of the programs I lead and teach. A strong community enables us all to be more willing to take risks and accept new challenges, stretching us to grow and learn both individually and collectively in ways we never imagined. We write a blog to support learning connections between the farm and home environments and other technology and educational resources in the form of tools (e.g., trowels, fruit pickers, knives) and natural resources (e.g., animal fibers, sticks, plant parts).
What inspired you to pursue a career in teaching?
I love learning and want to share the joy I find in it with others. I also discovered inquiry as an approach to teaching and learning during my internship year (thank you, MSU Associate Professor. Amy Parks!), which forever altered my mindset. Inquiry leads to empowerment, driving engagement and leading to transformation and innovation within learning communities. My learners are often told, “Never stop asking big questions!”
Do you have any advice for Spartans who are interested in becoming a teacher?
I truly believe great teaching is not only a science, but also an art. The science part of it requires a fair amount of practice, while the artistic part requires creativity, innovation, imagination. Don’t be afraid to take risks in order to discover your artistic side when it comes to teaching.
Curtis Lewis, Curriculum, Instruction & Culture
Curtis Lewis
Position: Curriculum, Instruction & Culture
Employer: Detroit 90/90
Teaching Certificate 2001
Degrees: B.A., Elementary Education 2000; M.A., Curriculum and Teaching 2003 and Ph.D., Curriculum, Teaching and Educational Policy 2011
Location: Detroit, MI
– M.A. in Teaching & Curriculum
– Ph.D. in Curriculum, Instruction and Teacher Education
Explanation of work:
Curtis Lewis has always been willing to build change from the ground up. In Detroit, he was the founding principal of a successful elementary school and now overseas teaching across the city’s largest nonprofit network of charters. Along the way, he’s also been building up a statewide network of educators with more potential to transform learning experiences: black male educators. Now he serves as the Executive Director of Curriculum, Instruction & Culture.
In his own words:
Your zip code shouldn’t determine the level of education you receive. I want to transform schools so that all students have equitable learning experiences. I want them to feel they have the resources, but also the mindset and the confidence to improve society.
Learn about Curtis:
– Founder and chairman of the board, Black Male Educators Alliance of Michigan
– Founding principal, Henry Ford Academy: Elementary School
– Turnaround principal, Henry Ford Academy: School for Creative Studies
– 2013 cohort member: “The Michigan Chronicle” 40 under 40 rising leaders in Detroit
– Former teacher and student support specialist, Lansing School District
Lakeya Omogun, Literacy & Literacy Student
Lakeya Omogun
Position: Literacy & Literacy Student
Employer: University of Texas, Austin
Teaching Certificate 2010
Location: Austin, TX
– Preparation. Growth. Integrity.” – New Educator 2013
Explanation of work:
Former elementary teacher Lakeya Omogun is supporting the next generation of learners in a new way: academia. Her experience as classroom teacher of (first-generation) immigrant students in New York City shaped her research interests, and she now examines black immigrant youth identities in literacy spaces, and preservice teachers of color and their sociocultural approaches to literacy instruction.
In her own words:
Upon my graduation with a doctoral degree in 2021, I plan to pursue a tenure-track position at a university. Because itās equally important for me to stay connected to schools and communities, Iād also like to explore future consultation and workshop opportunities that center on sociocultural approaches to literacy instruction.
Learn about Lakeya:
– Instructor, University of Texas, Austin
– Former field supervisor for preservice teachers, Austin Independent School District
Jenna Pratt, English
Jenna Pratt
Position: English
Employer: Everett Public Schools
Teaching Certificate 2017
Location: Mill Creek, WA
– Today is a Strange Day” – Huffington Post
When did you know you wanted to be a teacher?
I knew I wanted to be a teacher from an early age. My grandma would babysit me when I was younger, and I used to make fake seating charts and play school with her. It wasn’t until my senior year of high school that I began to realize this career path was possible. As I continued to study education and my love for English in college, I realized how important teaching is not only to a community, but to society as well. I wanted to be able to work closely with future doctors, writers, FBI agents and so on. I wanted to share my love of reading and writing with my students. Day in and day out, they are the reasons I love my job so muchābecause I can visually see the fruits of my labor. It’s such a gratifying, humbling, wonderful experience being an educator.
What is one of your favorite lesson plans?
During the first few days of school in my 7th grade class, I have students create a six-word story to describe themselves to me, and then we come back to them at the end of the year. I love this because it reminds me that these are the kids I am teaching and learning alongside this year.
Kaylie Quimby, Special Education
Kaylie Quimby
Position: Special Education
Employer: Union Ridge School District
Teaching Certificate 2017
Location: Chicago, IL
Why did you become a teacher?
The main reason I became a teacher was to make a difference in the lives of those that need the most help and guidance. As a special education teacher, I am able to be a positive presence in the lives of students who struggle academically and socially. I am able to be their advocate and voice in and out of the classroom. I personally know what it’s like to have a family member with a disability, and I use this empathy to connect with parents and work patiently with students. I get to celebrate milestones as each child reaches their goals. I absolutely love my job! This is definitely my calling in life. Every day, I get to wake up and say: I am a special education teacher. My dream has come true, thanks to Michigan State University’s College of Education. Go Green, Go White, Go Forth!
Kevin Tobe, Mathematics
Kevin Tobe
Position: Mathematics
Employer: Haslett Public Schools
Teacher Certification 1998
Degrees: B.A., Mathematics (Secondary Education) 1997; M.A., Curriculum and Teaching 2001
Location: Haslett, MI
– “Why I Teach” feature – MSU Today 2018
– MSU grad receives national Milken Educator Award – College of Education 2015
– M.A. in Teaching & Curriculum
– Tobe is part of the College of Education Alumni Board; meet more board members
Explanation of work:
Kevin Tobe is an educator, advisor, mentor and volunteer who is known for his dedication to inspiring students in math and in life. With leadership positions at his high school and alma mater, and with state- and national-level recognition, Tobeās teaching focuses on fostering student creativity, curiosity and confidence.
What inspires you as a teacher?
The innovative thinking of my students is inspiring and brings out the best in me as a teacher. It is amazing to watch a student find their voice and realize the power of their words, their thoughts, and their ability to problem-solve.
Learn more about Kevin:
– Milken Educator of the Year (2015)
– Member of inaugural Michigan Teacher Leadership Advisory Council for the State Department of Education (2017)
Member, College of Education Alumni Board (2017 – present)
Member, Bond Committee, Haslett High School
Member, Leadership Team, Haslett High School
Head Coach, Girls Track, Haslett High School
Math Department Chair, Haslett High School
Angela Totten, K-5 STEAM
Angela Totten
Position: K-5 STEAM
Employer: Hudsonville Public Schools
Teacher Certification 2001
Degrees: B.A., Education 2002; M.A. Teaching and Curriculum 2010
Location: Hudsonville, MI
– Professional Website
Explanation of work:
I am very fortunate to teach K-5 STEAM (science, technology, engineering, arts and mathematics) to every student in my elementary school as part of a specials rotation. I get to lay the foundation in kindergarten and am able to build on it each year through fifth grade.
What is your inspiration for becoming a teacher?
My inspiration for being a STEAM teacher comes from a passion for keeping students engaged in learning through meaningful activities. A student shouldnāt have to ask āwhy are we learning this?ā, they should be able to see how the material they are learning applies to the real world. As a result of this passion, I have had the privilege of starting a STEAM program in two different districts. When starting the STEAM program in my current district, we didnāt just want a science curriculum that we would call STEAM, we truly wanted to have science, technology, engineering, art and math authentically represented in real-world situations for students in every class; from kindergarten through fifth grade. We found a curriculum that provided our district with an inquiry-based approach. I cover multiple units that allow the students to use STEAM skills to start with a problem, complete hands-on activities to build knowledge, solve the problem and complete a final project. Every lesson is done in cooperative groups of four to six students. Team building skills and promoting a growth mindset are a part of every lesson I teach.
What advice do you have for future Spartans?
The College of Education at Michigan State is one of the best in the country for a reason. They make sure you are prepared by maximizing the time you spend in a variety of classrooms throughout your education courses. The full-year internship provides more than just experiences in teaching curriculum; you get to help set up the classroom, take an active role in establishing rules and procedures, sit in on parent/teacher conferences, and participate in the professional development they offer. You are truly prepared for your first year as a teacher. Go Green! Go White!
Special Accolade:
– Air Zoo Science Innovation Hall of Fame – Educator Excellence Award (2019)
Kate Watson, Social Studies
Kate Watson
Position: Social Studies
Employer: South Iredell High School
Teacher Certification 2014
Location: Statesville, NC
Why did you become a teacher?
I got into teaching for the students, because a fun and engaging classroom can be a great place to provide emotional support and expand student knowledge and collaboration. I became a teacher for the students, and I hope to help them find moments of support, understanding and comfort.
Can you describe a lesson plan?
I decided it was best to ask the students about an experience they have had with a teacher that they appreciate, and/or a class that inspired them. Some of their responses are in the picture provided.
Wang Wei, English
Position: English Teacher
Employer: Houhai English
Teacher Certification 2017
Degrees: B.A., Elementary Education 2016
Location: Beijing, China
What makes your position unique?
I work with a group of talented teachers to bring the American classroom to Chinese ESL students. We work closely with National Geographic in the localization of the National Geographic REACH and Wonderful World curriculum. Our mission is to challenge the hegemonic learning-for-testing stereotypes and equip ESL learners with critical thinking skills, creativity, communication skills, collaboration skills, and character.
Did you need any additional training for this position?
Emergency First Aid/CPR (Level C), Mental Health First Aid, SafeTALK, Applied Suicide Intervention Skills Training and High Five: Principles of Healthy Child Development
What is your teaching style or philosophy?
“Teach students as if they are your own children.” I believe teaching is beyond knowledge transmission. Teaching is about building an authentic relationship with every student in the classroom. Knowing students’ interests, learning styles, strengths & weaknesses, dreams about the future helped me to craft individual learning plans for every student.
Be their mentor to guide students on the pivotal journey of their lives. Be their friend to accompany students through the ups and downs. Be their champion to encourage students every step of the way. Be their teacher to inspire students to become the best that they can possibly be.
What inspired you to pursue a career in education?
My study abroad experience at Michigan State University turned my life around. My elementary teacher told me that I was not as smart as other students. My middle school teacher suggested that I should drop out of school. My high school teacher advised that I was not “college material.” The day I received admission from Michigan State University, I proved them wrong. I always wondered what my life would be if my teachers said something different. Students deserve better than that. I want to do it better. I want to do it right. I want to be a better teacher.
What advice do you have for Spartans interested in becoming a teacher?
Always remember why you want to become a teacher. Always.
You are going to make mistakes, a lot of mistakes. Learn from them.
When you signed up to become a teacher, you always want to go above and beyond to help students whenever you can. Take care of yourself so you can better support your students. #AvoidBurnout
Melinda White, STEM Curriculum
Melinda White
Position: STEM Curriculum
Employer: Maui Economic Development Board STEMworks Program
Teacher Certification 2007
Degrees: B.A., Special Education 2006; M.A., Teaching and Curriculum 2014
Location: Kihei, HI
– M.A. in Teaching & Curriculum
How did your graduate studies with the Master of Arts in Teaching and Curriculum (MATC) program help you in your career as a STEM Curriculum Developer?
Every MATC course was relevant to digital and experiential learning, and supportive of ideas that continue to push traditional structures of education. Earning my masterās degree enabled a role on the MEDB STEMworksā¢ team where every day I have opportunities to bridge the school experience with “science and industry.” For the past three years, Iāve been working with schools statewide, listening to teachers, managing STEM programs and writing standards aligned STEM curriculum. My perspective on education has grown so much since I began my masterās courses. I believe curriculum should be community connected and place based. I believe it is an interplay of form and function that helps provide equitable access to the progression of knowledge for all learners. I hope that my curriculum can become a shared experience that celebrates diversity, honors cultural relevance and gives students a voice because I believe that curriculum can advance knowledge and transform lives.
Dan Wolford, Academic Engagement
Dan Wolford
Position: Academic Engagement
Employer: Martin Luther King Jr. Senior High School
Teacher Certification 2015
Location: Detroit, MI
What did you learn from your studies at MSU that help you in your role as Assistant Director of Academic Engagement?:
MSU teachers showed me how I can use my gifts and passions to connect with students. I learned how to develop trust with students and use their cultural skills to build content knowledge in my role. Mentors like Erik Skogsberg have continued to be an influence in my pedagogy and practice. In addition, after earning my Master of Arts in Teaching and Curriculum at MSU in 2018, I know I have a strong network of people I can reach out to and lean on for support. Go Green!
Ben Woodcock, English
Ben Woodcock
Position: English
Employer: Okemos High School
Teaching Certificate 2015
Location: Okemos, MI
– Professional Website
Why did you choose to become a teacher?
I became a teacher because I always enjoyed helping others learn new skills and information. I also liked the idea of educating communities. Growing up, my dream jobs ranged from being a DNR officer to band director … to English teacher!
I chose English as a major because of my lifelong passions of reading, writing and public speaking. Both the education and English programs at Michigan State University valued my previous experiences and allowed me to explore new opportunities, flourish with like-minded individuals and be challenged along the way with a strong support system of mentors, professors and instructors. These resources are still present as I work on a master’s degree from the College of Education.
How do you grow as an educator?
I am constantly looking for opportunities to grow professionally. I attend workshops, present at conferences across the state and country about what my students and I are doing in the classroom and maintain a strong presence in online platforms to always be thinking about the profession and how I can be better for my students.