Top Teachers

Annual awards honor math, science teachers at city high schools

A science teacher helping students study the East River, a mathematician teaching immigrants in the South Bronx and a teacher who raised test scores despite students being displaced by Hurricane Sandy were among seven city educators honored Wednesday.

The sixth-annual Sloan Awards recipients, who have been teaching math or science in city high schools for at least five years, were chosen by a panel of scientists, mathematicians and educators. The Fund for the City of New York and the Alfred P. Sloan Foundation gave the winners an individual prize of $5,000 and $2,500 for their school’s math or science department.

Here are this year’s recipients, along with a highlight about each that we pulled from longer biographies compiled by the Sloan Awards:

Aristides Uy

Aristides Julmarx Galdones Uy

School: International Community High School (ICHS), Bronx
Subjects: Algebra, Pre-Calculus, Geometry
Why his school thinks he’s great: A skilled mathematician originally from the Philippines, Uy could have taught at a specialized school but he chose the South Bronx high school to have a greater impact on students who are all recent immigrants.

 

Jennifer Cordi

Jennifer Cordi, PhD

School: Bard High School Early College, Manhattan
Subjects: College-Level Biology, Evolutionary Biology, Living Environment, Chemistry, Botany
Why her school thinks she’s great: Cordi creates field projects for her students to teach them the scientific method. Her students are studying the East River ecosystem by collecting samples of plants and insects, analyzing DNA and making observations.

 

Kerri Naples

Kerri J. Naples

School: The Scholars’ Academy, Queens
Subject: Algebra II/Trigonometry
Why her school thinks she’s great: Naples’ students achieved some of the highest state exam scores in the school’s history despite many students losing their homes during Hurricane Sandy and the school having to relocate to East New York.

 

Lauren Brady

Lauren Brady

School: Park East High School, Manhattan
Subjects: Integrated Algebra, AIS Instruction for Integrated Algebra, College Statistics
Why her school thinks she’s great: Brady’s “approach to teaching helped transform the school” from being monitored for producing low state exam scores to seeing 98 percent of freshman pass the Algebra Regents exam last year.

 

Malcolm Hill

Malcolm Hill

School: The Brooklyn Latin School
Subjects: IB Biology Higher Level, IB Biology Higher Level Lab
Why his school thinks he’s great: Hill designed the school’s biology curriculum to meet the requirements of the International Baccalaureate degree program. By the time students are seniors, they independently create and run their own experiments.

 

Megan Berdugo

Megan Driscoll Berdugo

School: Brooklyn International High School
Subjects: Algebra, Geometry, College-Level Calculus
Why her school thinks she’s great: Berdugo creates personalized lesson plans for each of her students at the Brooklyn school that is made up of students who speak 35 different languages and have a wide range of educational backgrounds.

 

Theresa Kutza

Theresa Dunlap Kutza

School: New Dorp High School, Staten Island
Subjects: Anatomy & Physiology, Neuroscience, Living Environment, Medical Issues
Why her school thinks she’s great: Kutza is well-known for her enthusiasm for science and innovative student projects, including overseeing oysters in Great Kills Harbor, observing thoracic surgery and studying the collapse of honey bee colonies in hives.

call out

Our readers had a lot to say in 2017. Make your voice heard in 2018.

PHOTO: Chris Hill/Whitney Achievement School
Teacher Carl Schneider walks children home in 2015 as part of the after-school walking program at Whitney Achievement Elementary School in Memphis. This photograph went viral and inspired a First Person reflection from Schneider in 2017.

Last year, some of our most popular pieces came from readers who told their stories in a series that we call First Person.

For instance, Carl Schneider wrote about the 2015 viral photograph that showed him walking his students home from school in a low-income neighborhood of Memphis. His perspective on what got lost in the shuffle continues to draw thousands of readers.

First Person is also a platform to influence policy. Recent high school graduate Anisah Karim described the pressure she felt to apply to 100 colleges in the quest for millions of dollars in scholarships. Because of her piece, the school board in Memphis is reviewing the so-called “million-dollar scholar” culture at some high schools.

Do you have a story to tell or a point to make? In 2018, we want to give an even greater voice to students, parents, teachers, administrators, advocates and others who are trying to improve public education in Tennessee. We’re looking for essays of 500 to 750 words grounded in personal experience.

Whether your piece is finished or you just have an idea to discuss, drop a line to Community Editor Caroline Bauman at cbauman@chalkbeat.org.

But first, check out these top First Person pieces from Tennesseans in 2017:

My high school told me to apply to 100 colleges — and I almost lost myself in the process

“A counselor never tried to determine what the absolute best school for me would be. I wasted a lot of time, money and resources trying to figure that out. And I almost lost myself in the process.” —Anisah Karim     

Why I’m not anxious about where my kids go to school — but do worry about the segregation that surrounds us

“In fact, it will be a good thing for my boys to learn alongside children who are different from them in many ways — that is one advantage they will have that I did not, attending parochial schools in a lily-white suburb.” —Mary Jo Cramb

I covered Tennessee’s ed beat for Chalkbeat. Here’s what I learned.

“Apathy is often cited as a major problem facing education. That’s not the case in Tennessee.” —Grace Tatter

I went viral for walking my students home from school in Memphis. Here’s what got lost in the shuffle.

“When #blacklivesmatter is a controversial statement; when our black male students have a one in three chance of facing jail time; when kids in Memphis raised in the bottom fifth of the socioeconomic bracket have a 2.6 percent chance of climbing to the top fifth — our walking students home does not fix that, either.” —Carl Schneider

I think traditional public schools are the backbone of democracy. My child attends a charter school. Let’s talk.

“It was a complicated choice to make. The dialogue around school choice in Nashville, though, doesn’t often include much nuance — or many voices of parents like me.” —Aidan Hoyal

I grew up near Charlottesville and got a misleading education about Civil War history. Students deserve better.

“In my classroom discussions, the impetus for the Civil War was resigned to a debate over the balance of power between federal and state governments. Slavery was taught as a footnote to the cause of the war.” —Laura Faith Kebede

Weekend Reads

Need classroom decor inspiration? These educators have got you covered.

This school year, students will spend about 1,000 hours in school —making their classrooms a huge part of their learning experience.

We’re recognizing educators who’ve poured on the pizazz to make students feel welcome. From a 9th-grade “forensics lab” decked out in caution tape to a classroom stage complete with lights to get first graders pumped about public speaking, these crafty teachers have gone above and beyond to create great spaces.

Got a classroom of your own to show off? Know someone that should be on this list? Let us know!

Jaclyn Flores, First Grade Dual Language, Rochester, New York
“Having a classroom that is bright, cheerful, organized and inviting allows my students to feel pride in their classroom as well as feel welcome. My students look forward to standing on the stage to share or sitting on special chairs to dive into their learning. This space is a safe place for my students and we take pride in what it has become.”

Jasmine, Pre-K, Las Vegas, Nevada
“My classroom environment helps my students because providing calming colors and a home-like space makes them feel more comfortable in the classroom and ready to learn as first-time students!”

 

Oneika Osborne, 10th Grade Reading, Miami Southridge Senior High School, Miami, Florida
“My classroom environment invites all of my students to constantly be in a state of celebration and self-empowerment at all points of the learning process. With inspirational quotes, culturally relevant images, and an explosion of color, my classroom sets the tone for the day every single day as soon as we walk in. It is one of optimism, power, and of course glitter.”

Kristen Poindexter, Kindergarten, Spring Mill Elementary School, Indianapolis, Indiana
“I try very hard to make my classroom a place where memorable experiences happen. I use songs, finger plays, movement, and interactive activities to help cement concepts in their minds. It makes my teacher heart so happy when past students walk by my classroom and start their sentence with, “Remember when we…?”. We recently transformed our classroom into a Mad Science Lab where we investigated more about our 5 Senses.”

 

Brittany, 9th Grade Biology, Dallas, Texas
“I love my classroom environment because I teach Biology, it’s easy to relate every topic back to Forensics and real-life investigations! Mystery always gets the students going!”

 

Ms. Heaton, First Grade, Westampton, New Jersey
“As an educator, it is my goal to create a classroom environment that is positive and welcoming for students. I wanted to create a learning environment where students feel comfortable and in return stimulates student learning. A classroom is a second home for students so I wanted to ensure that the space was bright, friendly, and organized for the students to be able to use each and every day.”

D’Essence Grant, 8th Grade ELA, KIPP Houston, Houston, Texas
“Intentionally decorating my classroom was my first act of showing my students I care about them. I pride myself on building relationships with my students and them knowing I care about them inside and outside of the classroom. Taking the time to make the classroom meaningful and creative as well building a safe place for our community helps establish an effective classroom setting.”

 

Jayme Wiertzema, Elementary Art, Worthington, Minnesota
“I’m looking forward to having a CLASSROOM this year. The past two years I have taught from a cart and this year my amazing school district allowed me to have a classroom in our school that is busting at the seams! I’m so excited to use my classroom environment to inspire creativity in my students, get to know them and learn from their amazing imaginations in art class!”

 

Melissa Vecchio, 4th Grade, Queens, New York
“Since so much of a student’s time is spent inside their classroom, the environment should be neat, organized, easy to move around in but most of all positive. I love to use a theme to reinforce great behavior. I always give the students a choice in helping to design bulletin boards and desk arrangements. When they are involved they take pride in the classroom, and enjoy being there.”