Erica Archambault

Terryville High School, Burlington, CT

Erica Archambault was born in Bogota, Colombia where she subsequently was adopted by a loving family. Erica spent her childhood in Connecticut, pursuing singing and science at the state and national level. She graduated from Harvard University in 2010, where she was an active participant in the Harvard Pre-med Society, Radcliffe Choral Society, and founding member of the Harvard College Undergraduate Research Association. Erica attended medical school for three years and then decided to change paths and follow her true passion: education. Erica has worked in both rural and urban school districts and is currently pursuing her Masters of Curriculum and Instruction through the University of Saint Joseph while teaching science full time at Terryville High School in Plymouth, CT.

Erica started her own business, EdgeU, which is centered on the college admissions process, education, and readiness for life after high school.

Erica is married to her wonderful husband, Craig, and has an amazing golden retriever Lucy. Both Erica and Craig are thrilled to be expecting their first child in March.

Personal Statement: If I lead by example and create a positive and safe environment for my students, sensitive to their circumstances and walks of life yet rigorous of mind, then my students will be self-motivating, happy, and challenged advocates that will exceed their full potential. It is my hope that my students will be adequately pushed to their intellectual limitations. By taking an active role in the Next Generation Science Standards implementation, I can help mold responsible Biologists of the future.

David Mangus

Brockton High School, Paxton, MA

Over the past several years, I have worked to develop a four-year non-vocational biotechnology pathway at Brockton High School in Brockton, Massachusetts. In actuality, this is a modern biology curriculum presented through an engineering lens. Over the course of their study, my students learn about topics like synthetic biology, biomimicry, and bioethics and perform inquiry-based experiments. My goal is that they will graduate scientifically literate, understand the limitations of experiments, and be able to analyze data so that they are can think critically about the world around them and improve their global citizenship regardless of what they do in life.

I received my Ph.D. in Molecular, Cellular and Developmental Biology from Indiana University and was first a postdoctoral fellow and then a research assistant professor at The University of Massachusetts Medical School before starting my teaching career.

Peter McLean

St. Andrew’s School, Middletown, DE

A native of Charlottesville, Va., and a graduate of Lane High School, Peter has experienced many different types of “living” classrooms. After earning his bachelor’s degree in environmental science from UVA, Peter spent three years teaching biology and history at Virginia Episcopal School in Lynchburg. Peter came to St. Andrew’s after finishing his doctorate at the University of Tennessee.

During the spring, Peter leads groups of St. Andrew’s students on hiking trips in the Appalachian Mountains, and his students continue major long-term ecological and biodiversity studies of Noxontown Pond and other local environments. He helps coordinate the environmental stewards and the School’s sustainability efforts. Given his passion for the natural world and his efforts working with others to better appreciate and protect it, he recently was selected as Delaware’s Outstanding Life Science Teacher.

Peter and his wife, Carol Ann Pala, enjoy biking, photography, gardening, reading and beekeeping. They live in one of the School’s farmhouses, one with geothermal heating and cooling, with their two children, Peter and Elsa, their cat, Monty, and their golden retriever, Bella.

Personal Statement: My strengths and weaknesses as a teacher point to a work in progress; I continue to be so challenged by my students, the subject matter, by colleagues. My strengths include persistence, curiosity, patience, wisdom, empathy, and perspective. My challenges include sustaining the positive qualities while delivering with energy and a sense of play. Although an impossibility for me, I fear boredom for my students. There is so much to explore, to notice, to better appreciate, whether humans or the many species that comprise the natural world which supports us. May I help others slow down, become more aware and better appreciate; the world needs nothing less.

Reena Ninan

Kingsway Regional High School, Mickleton, NJ

I am honored to be the 2018 Outstanding Biology Teacher for New Jersey. I have been teaching for 18 years. I currently teach at Kingsway Regional High School and have taught prior at Teaneck High School. I have taught a wide range of courses including Honors and Academic Biology, Marine Biology, Zoology, Survey of Biology and Animal Science. The latter two are close to my heart as I authored those courses and have been blessed to have students who share my passion for science. These courses have allowed me to connect my students to careers paths and partnerships that have allowed them to take the learning outside the classroom. My students connect with me and the subject by experiencing what they are learning.

Outside the classroom, I am the advisor for the World Wildlife Fund and have advised Robotics club, Culture club & Cancer Awareness club in the past. I always loved science as it always searches for answers. This scientific journey allowed me to obtain a Bachelors in Science & Masters in Science as well as a Masters in Arts in teaching. I will continue to strive to provide an interactive, exciting environment for students to explore, experiment, discover and find their own answers.

Personal Motto: To provide an interactive, exciting environment for students to explore, experiment, discover and find their own answers.

Samuel Washington

Woodlands High School, Hartsdale, NY

This is a very exciting time to be, not only a biology teacher, but a science teacher. Now, more than ever, there is a need for our students and citizens to be scientifically literate. I feel that my role as a biology teacher is to “stand in the gap,” bridging the understanding between scientific fact and “sense-making.” For most of my career, I have taught in underrepresented schools. I have always wanted students to be exposed to quality STEM education and skill development regardless of their culture, background, or economic status.

I have taught different levels of Biology, Anatomy and Physiology, Environmental Science, and much more in the past 25 years. My community activities include church, clubs, mentoring, coaching, and talking to youth about life, sports, and Star Wars!!! I love bowling competitively and for fun. I live in Greenburgh NY with my wife and my three sons.

Personal Statement: We live in an important time as biological advances are moving ever so rapidly. Things we thought of as only being in the movies are now in our headlines and back in the movies again. Things like stem cells, synthetic biology, robotic limbs being controlled by the brain, super bugs, climate change and CRISPR have been in the news, on the silver screen, and are changing our day to day lives. Some students had said to me how after taking my class they went back to see movies like Jurassic World, Contagion, and Rampage and were excited, not just for the action scenes and the all-star cast, but they actually understood the story line and the science plot, which made them “understand” the movie, which made them “get” the message. That moment, made me feel good, as a teacher. I stand in the Gap. I want my students to be confident and believe they can learn science and math, create new jobs, and become anything they choose. As an African- American male, I feel that I have more of a duty to my students in the community where I teach because they don’t see themselves in these roles of life too often. When Black Panther came out, the community loved the action, the drama, the relevance, and the idea of people of color having scientific knowledge that propelled them to the forefront of society. The problem is that this is a superhero movie. The mind of an impressionable student can go from “oh that’s cool, to, oh well it’s only a movie, mere fantasy...we can’t do that. This is why I push. I don’t want to just give student test answers, no, I want them to learn how to learn, how to think, how to become problem solvers. With these skills, my students will become productive citizens even if they don’t have a STEM career. I want to give them hope. They can and will make a difference. That is my role, I stand in the gap.

Kelley Bethoney

Episcopal Academy, Wynnewood, PA

No biography available

Linda Correll

Kettle Run High School, Warrenton, VA

I am a Virginia Tech graduate who is proud to teach Biology and AP Biology for Fauquier County Public Schools. This school year is my 12th year teaching and my 3rd year at Kettle Run High School. I'm a bit of a reptile/amphibian enthusiast and genetics nerd, and I love interacting with scientists on Twitter and sharing the awesomeness of biology with everyone from preschoolers to adults.

My biggest sources of support have been my family (especially my very understanding husband who puts up with my schedule and crazy ideas), my friends, my principal and science supervisor, and my wonderful county where I'm always encouraged to be creative and try new things.

Personal Statement: No matter which course I'm teaching or where I'm teaching it, my core philosophy is to keep my content fresh, relevant, and engaging for my students. Hands-on activities, interactive demonstrations, hand-made models, storytelling, up-to-date discoveries, online videos, analogies, silly songs, and crazy dances ‚ all of these keep kids interested and transform even the most complex and least engaging areas of a curriculum into something engaging, relatable, and much easier to learn. Everything in my classroom from the leopard geckos to the foam chromosomes to the stuffed microbes is a tool for engagement. I continue to grow and prune my portfolio of ideas each and every time I teach a course, and I can't just settle on doing the same old thing!

Pamela Phelps

Oswego High School, Oswego, IL

After graduating from Yorkville High School, I earned a B.S. in Biology and an M.A. in Secondary Teaching from Aurora University. I also enjoyed several classes at Waubonsee Community College. I completed my M.S. in Biology at Northern Illinois University and recently earned National Board Certification. I enjoy learning! I am fortunate to have had many excellent teachers and mentors during my education and throughout my career at Oswego High School.

I began my teaching career at Oswego High School in 1997 and I have been a proud Panther ever since. Striving to integrate standards, incorporate new topics, and update classroom activities, I have attended over 40 days of professional development, from professional lectures to week-long summer workshops. I am grateful to my district for supporting my growth as an educator and grateful to the many families who have allowed me to be a part of their children’s lives.

Personal Statement: My goal is to help students become independent thinkers and lifelong learners. I share my love of science with them and hope that they wonder about the world around them. I aim to give students the power to think critically and trust in themselves. I am thrilled to be in a profession where I can fulfill my love of learning and pass it on to others.

Kirstin Milks

Bloomington High School South, Bloomington, IN

I learn with AP Biology and Earth/space science students at Bloomington High School South in Bloomington, Indiana. I'm a National Board Certified Teacher and a Senior Fellow at the Knowles Teaching Initiative, where I'm the editor-in-chief for outreach of the journal Kaleidoscope: Educator Voices and Perspectives. In my spare time, I love to read, bake vegan cookies, and hang out with my spouse and our two young children.

Personal Statement: I'm committed to engaging students in authentic scientific practices, collaborating with students and community members to learn together in inclusive environments, and supporting and making public the work of teachers. I love teaching biology because the living world holds stories that intersect with students' lives and interests in so many ways!

Alison Maes

Ferndale High School, Ferndale, MI

I earned a B.S. in biology from the University of Michigan and a M. A. in secondary science education at Wayne State University. I have taught at Ferndale High School my entire career and been recognized twice as the teacher of the year in the school district. I have written biology curriculum for multiple county initiatives and for the State of Michigan as well as having been published in The Science Teacher. I have facilitated NGSS professional development both within my district and for other local districts and I act as a Biology Modeling facilitator in the state of Michigan.

At Ferndale High School, in addition to being the Science Instructional Lead Teacher, I created the Secondary Honors Program, founded the Science and Engineering Hall of Fame and I chaperone customized, annual STEM trips taking students to premier science destinations such as the redwood forest in California, CERN in Switzerland, the Mütter Museum in Philadelphia and the Musee de Arts et Metiers in Paris.

Personal Statement: As a biology teacher, my goal is to stimulate a student’s curiosity about nature, help cultivate their becoming lifelong learners and to develop their understanding of how life works both for personal knowledge and for the growing necessity of scientifically literate citizens. To do this I employ a student-centered approach where students learn from experiences and from each other as they answer their questions about the living world.

Kevin English

Perrysburg High School, Perrysburg, OH

I have earned my Bachelor’s Degree (1994) and my Master’s Degree (2002) through Bowling Green State University. I was hired as a science teacher for Perrysburg Exempted Village Schools in 1995 and have been employed there since. I was hired in to teach Microbiology and Biology. In 2000, I wrote curriculum to start an Ecology course which I began teaching the following year. During that time, I helped design and develop a wetlands area on our school campus to serve as an outdoor learning lab for all life science classes. As a result, I was awarded the High School Eco-Educator Award through Lourdes University. In 2008, I started AP Biology at our school for the first time. In 2006, I was awarded the Outstanding Educator Award for our school district, and in 2013 I was nominated for the BCSN Teacher of the Year Award. The last 4 summers have involved creating a digital Biology textbook through a state of Ohio grant.

I began my affiliation with NABT by attending the annual conference in Cleveland (2014). Since then I have attended the 2015 and 2017 conferences. I started a local Professional Learning Community (PLC) for area AP Biology teachers. During one of the meetings, it was suggested by a colleague that I run for the Regional Coordinator, a position I began in 2017.

Personal Statement: Providing my students with opportunities to think like scientists is very important to me. In science, like real life, you have to be a problem solver, a thinker, and an analyzer. You also have to be able to collaborate with others whether you agree or disagree. Students need to be curious and need to question phenomena. These are skills I promote every year with my students. It is my hope by the time they graduate they will be educated and scientifically literate members of society.

Stacey Strandberg

Divine Savior Holy Angels High School, Milwaukee, WI

My primary function as a high school biology teacher at Divine Savior Holy Angels High School involves leading students to become excited by science and to become curious about material that they think they already know. I teach Accelerated Biology, AP Biology, mentor a SMART (students modeling a research topic) team and take students to Hawaii every other year for 80 hours of marine science curriculum. My job becomes most gratifying and even exciting as I watch my students share in my passion for learning.

I have also volunteered my time with WSST (Wisconsin Society of Science Teacher) since 2014 after participating in Science Futures. I participate in the AP Biology read every other year (when I’m not taking students to Hawaii). I have also received an Outstanding High School Science Teacher Award for the SIGMA XI Marquette University Chapter.

Personal Statement: I want to be the teacher that allowed students to think outside of the box, the teacher that celebrated her students for not having the answer but instead wanting to go and find the answers to questions they did not even know they had.

Jesica Rhodes

Santa Fe Trail High School, Baldwin City, KS

No biographical information available.

Chuck McWilliams

Maplewood Richmond Heights High School, St. Louis, MO

have spent the past 24 years as a teacher-leader in the Maplewood Richmond Heights School District, where I have taught Biology, AP Biology, Anatomy & Physiology, and other courses. I also serve as the Co-Director of the M.S. in Biology for Science Teachers Program through the Institute for School Partnership at Washington University in St. Louis. I have also served as a lab manager for the WUSTL Clover Project, which provides high school students with an opportunity to participate in real scientific research through the lab of Dr. Kenneth Olsen.

I hold a B.A. in Biology Education from the University of Northern Iowa, an M.A. in Secondary Education from UMSL, an M.S. in Biology from Washington University in St. Louis, a Global Awareness/Civic Education Graduate Certification from Maryville University, and I am currently pursuing a doctorate in STEM Education from the University of Missouri in St. Louis.

Personal Statement: As a teacher, I strongly believe in creating a positive, student-centered learning environment in which all students will have the opportunity to grow and succeed. This can be accomplished by teaching relevant and current content material to individual learning styles using a wide variety of effective teaching methods.

Teaching high school in an environment with a high proportion of at-risk students has also taught me the importance of building good relationships. Students need to feel heard and part of their own learning. Developing positive relationships and modeling how to treat others is as important, if not more important, than a quality curriculum. In the end, teaching is about helping people understand they are capable of learning. As a teacher, I am my “real self” around my students. I share my passions about biology and learning with my students and I am hopeful that they will see that they too can learn and get excited about biology.

While my goal is that some of my students view biology as a potential field of study after they graduate from high school, I hope all of them see how understanding biology can help them appreciate how topics like cell biology, genetics, and ecology really do relate to their everyday lives.

Dawn Fuelberth

Skutt Catholic High School, Omaha, NE

Prior to teaching, I had the privilege of working at CalTech for world-renowned scientist, Dr. Seymour Benzer, in his molecular biology lab researching gene therapy on alzheimer’s. With this background, I am able to incorporate higher level biotechnology concepts into the secondary setting. I received my bachelor’s and master’s degrees from the University of Nebraska-Kearney. My master’s research, “The Effects of Hydroxytyrosol Acetate on HeLa Cells,” was completed at UNMC under the supervision of Dr. Johny Elkahwaji.

I do not stop at the molecular level. Over the last eight years, my AP Biology students and Ihave worked with Dr. Edward Louis, director of the Henry Doorly Zoo genetics lab, to reforest a corridor between two endangered lemur populations in Madagascar. My students have raised over $12,000 for Louis to hire locals to raise, plant, and tend trees in Madagascar. Not only does this help alleviate the tenuous situation of the endangered, indigenous lemurs, but it provides income to impoverished Malagasy citizens. My students are taught that they are responsible not only for themselves, but to make a difference in the world. In recognition of our efforts, Dr. Louis named a local plant structure in Madagascar the Skutt Nursery.

My teaching philosophy is to be as much of a facilitator as a teacher. Being a biology teacher is much more than just teaching the concepts listed in the biology textbook. It’s important to recognize student needs, curriculum differentiation, and take advantage of spur of the moment teaching situations.

Personal Statement: My teaching philosophy is to be as much of a facilitator as a teacher. Being a biology teacher is much more than just teaching the concepts listed in the biology textbook. It’s important to recognize student needs, curriculum differentiation, and take advantage of spur of the moment teaching situations.

Angela Wachal

Harrisburg High School, Harrisburg, SD

Over the past decade, I have been teaching science courses at Harrisburg High School in Harrisburg, South Dakota. With a Master of Science degree from Minnesota State University, Mankato and a background working in biomedical science research with the Baack Lab at Sanford Research in Sioux Falls, South Dakota have helped me bring to life the Project Lead The Way Biomedical pathway to my students. The success of our biomedical program has been recognized through various awards such as my nomination for the 2017-18 Harrisburg School District Teacher of the Year as well as being selected as a Sanford PROMISE Ambassador. I look forward to helping my students become the next generation of scientists.

Susan Dillery

Taylor County High School, Campbellsville, KY

Personal Statement: As I near the conclusion of my teaching career I can reflect back on the good, the bad and the ugly and how I have grown as an educator. I have a very eclectic teaching background from Food and Nutrition Courses at Michigan State University; 8th grade substitute science; Preschool substitute, Community College Nutrition; Adult and Alternative Education science, math and other, until finally I arrived at teaching high school biology. From each of these transitions, I have thought of teaching as coaching, working to build up students so that they are able to learn skills and content necessary for the “big game”, i.e. state or national testing. Instead of student against teacher, I believe in teacher and student together against the standard/test/AP Exam, celebrating successes and learning from failures. I also have included science/biology as a lens in which to see the world, a belief system about what the world is and our place in it. Teaching biology is more than just “the Test” it is how to “do Life”.

Many students come through my doors that, “just hate science”. My greatest successes have been those I have inspired to pursue a science career. I have learned that even the very best lesson will not reach students in crisis. I started teaching because I was all about the biology content and transitioned to all about the student, searching for ways to reach every one of them. For some students in crisis, their best outcome is for someone to notice and direct them to the help they need. Other students may need to be academically challenged, still others constantly reinforced. I would love to say that I have reached all students, but many students leave my classes without knowing or learning much. Some have gone on to obtain PhD’s others are serving a life sentence.

One of my favorite tasks as a teacher is curriculum development. I love designing inquiry labs, project-based learning classes, and thematic units. My classroom is often chaotic with multiple activities and projects going on at once. I do very little lecture, virtually none in AP classes, but provide students with a variety of ways to learn by doing. Learning how to learn discovery is an emphasis in all the classes I teach. I am sure students get tired of my asking, “how do you know?” Learning how to learn is the best thing I can do for students’ further academic successes.

Mary Ruffin

White Oak High School, Jacksonville, NC

I spent the first fourteen years after receiving my BS in Chemistry as a research scientist for the former Westvaco Corporation. Although research was my primary career, I loved the idea of teaching one day. In 2000, I made that career change and I have not looked back. This is my nineteenth-year teaching science at White Oak High School in Jacksonville, North Carolina.

My desire is to cultivate young minds and to help my students develop into responsible and successful adults. I want to help them develop a love of learning, become critical thinkers and to have a deeper understanding of scientific discovery and scientific principles. To accomplish this, I provide a learning environment that encourages students’ creativity and the expression of their observations and opinions.

Over the past nineteen years, I have taught student groups, ranging from the academically gifted to the exceptional. Regardless of the group, I have learned that all students respond positively when experimentation and self-expression are encouraged, and the topic is made relevant and enjoyable.

Dale Jacobs

Lower Richland High School, Hopkins, SC

This is my 13th year teaching in SC and my 7th year with Richland County School District One. I have taught Biology I, II, IB Biology, Forensic Science and Earth Science throughout my teaching career. Along with teaching, I currently serve as the science department chair.

I have been interested in science since I was 11 years old and remembers when the science “bug” bit me while watching a film about careers in elementary school. One day a segment about being a research scientist came on and that segment immediately caught my interest and that's where my passion for science came in, but my passion for teaching came later on in life after I graduated from college. There is nothing more satisfying than teaching others about something that I love. I teach to inspire my students by showing them real-world applications about what they’re learning in the classroom.

Personal Statement: My personal teaching statement is by writer William Arthur Ward: “The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher inspires.”

Thomas Cox

Brentwood Academy, Brentwood, TN

17 years ago, I left my career as a church pastor and accepted a position to teach biology and coach soccer at Brentwood Academy, just south of Nashville. There I started the AP Biology program 12 years ago and have served as a reader for the AP exam for the past 4 years. I also work with the National Math & Science Initiative as an AP Biology consultant. Currently, I serve as the Vice-President of the Tennessee chapter for NABT and will assume the role as president In January 2019. I am also enrolled in a doctoral program through the University of Florida that focuses on better-equipping science teachers to conduct more student-directed and inquiry-based learning. The highlight of my job is encouraging and equipping students to help shape the coming genetic revolution.

In my free time, I enjoy the outdoors with my wife and 5 children.

Personal Statement: My primary objective as a teacher is to become as well equipped as possible to teach Biology, represent my school well, and honor my God and my family.

Rachel Eades-Gill

Midland Trail High School, Ansted, WV

I am currently in my 14th year teaching for Fayette County schools in West Virginia. In my tenure as a teacher, I have been actively involved in the professional teaching community by assisting with staff development, curriculum planning, and coaching, instructional practices inventories, dropout prevention, and leadership. I have also been recognized as Teacher of the Year within my county and was recognized by the State of West Virginia Department of Education as a Top Five Winner in the “Why I Love Teaching” video contest. I have implemented Framing Your Success, Learning-Focused and collaborative project-based learning strategies in my classroom, and consider myself a Facilitator as students explore and connect to this world we live in.

I firmly believe that children learn from mistakes and experiences, by example and by doing, and I view helping them to achieve mastery (of content and at life) my calling.

Personal Statement: I have learned that teaching is all about believing in students and teaching them to believe in themselves. It is also about developing character that stands out in a crowd and encouraging students to embrace their unique gifts and talents--their niches on this Earth. It is about reminding all of us that we are interdependent and need each other to survive this thing we call life. If I can instill this concept in my students, then that will enable us as a community to survive and thrive, and hopefully, our actions will extend further into our biosphere.

Mary Busbee

Vestavia Hills High School, Vestavia Hills, AL

I am humbled and honored to be chosen as Alabama's OBTA recipient. I teach at Vestavia Hills High School in metropolitan Birmingham. During my 12 years of teaching, I have taught every life science course and currently teach AP Biology. As a collaborating author on the Alabama Science Course of Study and The Compendium; A Field Guide to Alabama Standards, I am a fierce advocate for raising the standards for all Alabama students. Encouraging students to take risks with a rigorous course like AP biology is at the heart of my teaching philosophy. I see great value in struggling to learn challenging concepts and celebrate that with my students. My favorite moments as a teacher are witnessing my students experience those “aha” moments that come after rigorous brain work. Creating those opportunities for challenging work drives me to be better every day.

Personal Statement: Creating relationships with students and allowing them the freedom to fail without fear allows me to cultivate an environment that is emotionally comfortable, yet academically uncomfortable.

Diana Moore

Lithia Springs High School, McDonough, GA

The dynamics required to become a successful biology instructor requires a curiosity for knowledge and deep compassion for everything that exists. I never stopped loving to learn or learning to love. Biology encompasses more than a field of scientific inquiry. What matters most is how that study will enhance our outlook and the way in which we live. Life is a circle and every story must have a beginning and a finish. Therefore, when my work day is done, I may leave my lab coat behind, but never my enthusiasm for life. I always endeavor to live life to the fullest. I relish the opportunity to discover the world with devoted students in school and a loving family at home. Regardless of where or with whom, my journey has provided a purpose which continues to this day. Together, we have peered through microscopes, explored the seas, traversed the land, and discovered the stars-all to understand the wondrous beauty of life. I have enjoyed that passage.”

Personal Statement: A successful biology teacher must do more than develop expertise in science. She must strive to comprehend every intrinsic component of life and share that joy of understanding with her students. The world is her classroom. All aspects of life are fascinating. They can be simple or profound. Every day presents a new opportunity to reinforce what we already know and to uncover what we do not. My students are empowered to become owners and managers of their learning experience. A student-centered approach is utilized often and combined with rigorous, cross-curriculum instruction. Each member of the class realizes that inspiration must emanate from within. There will be no failure as long as one endeavors to try. Our search for life must begin with the brain. However, the human spirit will serve as the driving force as we excel to the highest levels of discovery.

Gina Rhodes

South Terrebonne High School, Bourg, LA

This is currently my 32nd year teaching for the Terrebonne Parish School District. I have been teaching Biology I for 23 years, Biology II for 27 years, and Advanced Placement Biology for 6 years. I have previously taught Chemistry, Physical Science, Life Science, Earth Science, Environmental Science, and Algebra I. I earned a Bachelor of Science Degree from the University of Southwestern Louisiana which is now known as the University of Louisiana in Lafayette, Louisiana. I was a Teacher of the Year district finalist for the 2007/2008 school year and was a District Inspirational Teacher of the Year for the 2014/2015 school year.

I have been a mentor teacher, a science department chairperson, and a member of multiple writing teams to rewrite district Biology I, Biology II, and Sex Education curricula.

Personal Statement: I have enjoyed teaching Biology to the multitudes of students who have traveled in and out of my classroom door, and I reap the benefits when I hear of their successes in the form of academic achievement at the college level and in their job placements.

Crystal Bigham

Pontotoc High School, Pontotoc, MS

I am a high school biology teacher from Pontotoc, Mississippi. Before I became a teacher I served in the US Navy as a cryptologist. I have a Bachelors in Biological Sciences with a minor in Chemistry. My Masters is in Public Health with a Global Emphasis. I have been teaching 10 years and plan to pursue National Board Certification in the next year.

I am married with two children and am very active in missions at my church. This summer I will be taking a mission team to the Dominican Republic to help missionaries there with the prevention side of human trafficking. I one day hope to help set up rural healthcare in a developing country and help spread knowledge about healthcare, science, and the gospel.

Personal Statement: I began teaching in an economically disadvantaged school and I was faced with many challenges in and outside the classroom. The one piece of advice that always stuck with me was that no matter where students come from they just want to feel like they are loved and that their teacher is there for them. I used that to transform my teaching style and my students were very responsive to that type of classroom.

Now, I’m in a much different type of school and the beginning of my career has really shaped me to understand students from all backgrounds. I feel that starting in a struggling school really gave me an appreciation for all students and the challenges they face daily. My experience there has shaped me in my current practices.

I have genuine love for biology and I try to portray that to all my students on a daily basis. It is so rewarding when I can see that light bulb come on, and change the mind of students that were once reluctant learners. I am truly blessed to be able to do this everyday.

Jeremy Jonas

Tucson High Magnet School, Tucson, AZ

No biological information available.

SueAnn Whisker

Cabot High School, Cabot, AR

No biographical information available.

Tanner Bryan

Stillwater High School, Stillwater, OK

Majoring in biology at Oklahoma State University, I strangely discovered my love for teaching as a part-time instructor of guitar lessons. After graduation, I re-enrolled in the secondary science teacher certification program. My career began at Enid High School (my alma mater), and after three years there I accepted another position at Stillwater High School, continuing to teach general and AP-level biology for an additional two years.

I have now temporarily left the classroom to rejoin OSU as a master’s student in science education, serving in the capacity of both science education researcher and teaching assistant. My immediate goals/interests relate to how the engagement of pre-service teachers in authentic research experiences 1) facilitates their transition of scientific practices into the classroom, and 2) increases their understanding of the nature of science.

Personal Statement: I am honored and humbled to be recognized by NABT as Oklahoma's 2018 OBTA recipient!

John Mead

St. Mark’s School of Texas, Allen, TX

I am a middle school biology teacher who serves as the Eugene McDermott Master Teacher in Science at the St. Mark’s School of Texas where I have taught since 1990. As a lifelong enthusiast of human origins, I’m an outspoken voice for expanding and improving evolution education. I regularly talk to various groups about the exploration, science, and adventure that has been the ongoing Homo naledi discovery. As a part of my evolution education outreach, I contribute to the National Geographic Education Blog via my “Talking Evolution” column. I serve as an Education Board member for the American Association of Physical Anthropologists (AAPA), as well as serve on the board of the Southeastern Evolutionary Perspectives Society (SEEPS). Recently I was named as an Evolution Teacher Ambassador for the National Center for Science Education (NCSE). I am also a proponent of championing and learning from diverse educators! Feel free to follow my adventures on Twitter (@Evo_Explorer)

Justin Silcox

Glenwood Springs High School, Glenwood Springs, CO

I grew up in Shelburne, Vermont and have fond memories of AP Biology my senior year with Mr. Dave Ely at Champlain Valley Union High School. I graduated from the University of Vermont with a B.S. in Wildlife Biology. Upon graduation, I worked seasonally as a field biologist and as a cross-country ski racing coach for many years. I eventually decided that I wanted to become a biology teacher. I enrolled at Montana State University and graduated with a Masters degree in education. I have spent my entire career in Colorado teaching Biology and AP Biology at Cherry Creek High School, Peak to Peak Charter School & Glenwood Springs High School. I was fortunate to be a member of the first cohort of the AP Biology Leadership Academy, made possible by NABT, BSCS Science Learning, and HHMI. I am a member of the Colorado Biology Teachers Association!

Personal Statement: I strive to help as many students as possible to become interested in and deeply understand science so they can apply that understanding in the way they choose to live their lives. In many communities across the nation, high school science graduation requirements are minimal. Thankfully, there are many students in communities across the nation who far exceed what is required of them. On the other hand, there are also significant numbers of students of color and low socioeconomic status who fail to meet even the minimum requirements. This is a problem that if not addressed will continue to divide the nation into two; those who are scientifically literate and those who are not.

For me, I see this problem as the most significant one I can work towards improving in my community on a daily basis. It is my hope that this work will improve the trajectory of their lives. In order for science teachers to carry out this important work, we need local, state, and national budgets that support lab programs that allow us to provide an experience for students where they can engage in the process of observational and experimental science. For students to have optimal learning experiences, I also think it is important that educators across the country used research-based practices.

Science classrooms should be focused on developing conceptual understanding where science is experienced as a process that brings content to life. Science process skills and content should be intertwined. The learning experience should be rigorous and appropriately challenging for each individual to ensure the highest levels of success. Two important practices that I apply in my teaching to ensure improved outcomes for students are to create a safe inclusive environment for all students that is positive and fun, and to continually reflect on ways I can improve my teaching. I feel lucky to be able to spend each day with high school students. I really enjoy the personal interaction with them and the time we spend together.

Lily Apedaile

Frenchtown High School, Frenchtown, MT

No biographical information available.

Kristin Birdzell

Elko High School, Elko, NV

I teach at Elko High School in Elko, Nevada. Elko is a small, high desert, rural town in the Ruby Mountain range. I teach Biology (honors and standard sections), Zoology (honors and standard sections), and AP Biology. I grew up in the Midwest and attended Purdue University. After university, I spent several years as a zookeeper. Eventually, I traded tigers for teenagers and have found both headstrong and dynamic in equal measures. I have parlayed my previous career into keeping a large classroom animal collection that is one of my most powerful teaching tools. For me, teaching is about building relationships and encouraging young people to become critical thinkers.)

Personal Statement: I enjoy challenging students to think harder and further than they have ever thought before. I believe empowering adolescents to think for themselves, to be skeptics and discerning of empirical evidence, and to indulge their curiosity about the natural world can inspire the kind of lifelong intellectualism that drives the best aspects of human society. At the end of the day, it really is all about helping kids become the best adults they can be.

Dana McIlvain

Cheyenne Central High School, Cheyenne, WY

As I reflect upon my career of 25+ years, I see many unique opportunities that have shaped my beliefs and motivations as a Biology teacher. It has been a privilege to have a front seat in arguably the most rapid season of biologic discovery, allowing me to convey genuine amazement to my students every day at what science can know and explain. Teaching internationally for 11 years, and also at secondary and college levels, has given me the unique perspective that regardless of culture or background, all students have a deep curiosity about life and how it works. This motivates me to continue to grow professionally to the highest levels possible through earning a Master's in Biology and becoming a National Board Certified teacher so I can continue to give each student the best opportunity to deepen their curiosity and understanding, and perpetuate their amazement of the intricacies of life.

Amy Welch

Sonora High School, La Habra, CA

In my thirteen years as a science educator, I have had the honor to serve as a mentor to students to enhance their science literacy, critical thinking skills, and communication skills. I am fortunate that I get to use biology as the medium with which I am able to teach these skills.

I earned my Bachelor’s Degree from UCLA in Biology, and my Masters in Biology from Washington University in St. Louis. I previously taught Biology and AP Biology at Brea Olinda High School in Brea, CA, and I currently teach Biology, Honors Biology, and IB Biology at Sonora High School in La Habra, CA.

I have had the opportunity to present on student communication of authentic research at two NABT conferences as well as locally in Orange County, and I enjoy collaborating and learning from so many inspiring teachers in this community.

Nel Venzon

Mililani High School, Mililani, HI

No biographical information available.

Tai Quirke

Sam Barlow High School, Gresham, OR

I teach general and AP Biology at Sam Barlow High School. 23 years ago I received a Bachelor of Science and a Master in Education from Graceland University. In 2015 I received a Murdock Trust Partners in Science Grant and worked at Oregon Health Science University. The experience refocused my passion in science education and has led to the opportunity to work as an Implementation Coach. I was also the first recipient awarded the Excellence in Teaching Award for the Gresham Barlow School District in 2018.

Personal Statement: As a biology teacher, I am in the perfect position to teach life skills while introducing students to the world around them. I want to help students see their potential. My goal is to expose them to the wonders of some really cool science, give them the skills they need to pursue the science and guide them toward becoming contributing citizens.

Lisa Garcia

A.C. Davis High School, Yakima, WA

I teach at A.C. Davis High School in Yakima, Washington. Throughout my 30 years at Davis, I have taught both biology and physical science at the mainstream, ELL and honors levels, IB Biology, University of Washington Biology 100, Addiction and the Brain, and Heritage University Biology 101. I have also taught Biology 101 classes at Yakima Valley Community College. This year I am excited to add IB Exercise, Sports and Health Science to our science department at Davis. I have also coached track and field and/or cross-country for the past 29 years at Davis.

Throughout my career at Davis, I have worked to improve my teaching practice. I was a member of our district’s Washington State LASER team, participated in the three-year professional development National Academy for Curriculum Leadership program, and most recently have worked with the amazing faculty of the University of Washington’s Genome Sciences Education Outreach GEM program.

As a biology teacher, I aim to empower my students to question and seek answers.