I am currently teaching at Wellesley High School, and previously, I taught at Lexington High School and the Hillside School, all in Massachusetts. I hold a B.A. from Hamilton College, and an M.S. in biology and an M. Ed. from the University of Massachusetts. Before teaching, I worked as a lab technician in two cancer research labs at the M.D. Anderson Cancer Center in Smithville, TX. Over the course of my 22-year career, I have taught all levels of biology, earth science, and environmental science. Currently, I am most interested in getting my students to understand our place in the environment and our impacts on life on Earth.

I have found that a hands-on approach with a flipped classroom is the methodology that suits my students best. Science in action is what I want to instill in my students. Students should not be complacent in their learning, and they should not sit idly by waiting for the material to find them. They should be active in trying to attain the material through, observing, experimenting, researching, reading, and asking questions. My goals as an educator have always been the same; I want students to want to learn biology. I hope that by the time my students have finished the year in my classroom, I will have inspired them to seek more opportunities to learn biology in the future.

I am in my 28th year of teaching in Kent County Public Schools in Maryland. I earned a B.S. in Animal Sciences from the University of Maryland College Park in 1983 and worked in the horse industry for several years before beginning teaching. I obtained a teaching certificate from the College of Notre Dame of Maryland and, later, a Master’s in curriculum and instruction from Loyola. I have just embarked on earning a Master’s in biology from Clemson University.

At Kent County High School, I teach every level of biology as well as physics and forensic science. In addition, I teach a lab class at Washington College. I am an HHMI BioInteractive Ambassador and an AP Reader. In 2011, I was the Kent County Teacher of the Year, and in 2017, I was a Maryland finalist for the PAEMST.

My teaching philosophy and style has definitely evolved since I began my career. Decades ago, I taught a lot of facts; now, my emphasis is much more on science practices. My goal is to help students in my room learn skills that will enable them to lead flourishing lives. While I am delighted when a former student goes into a science-related career, it is just as important for me to ensure all of my students learn to ask scientific questions, analyze data, and communicate clearly. I want every student who passes through my classes to leave with an appreciation of science and nature and to develop the critical thinking skills that will benefit them for years to come.

I am a sixth-year educator teaching Honors and AP Biology in L'Anse Creuse Public Schools' Math, Science, and Technology Program. I am passionate about biology curriculum and creating my own NGSS-centered storylines. I currently serve on the Michigan Association of Biology Teachers' Board of Directors, as a Teacher Ambassador for the National Center for Science Education, and as a national AP Biology Mentor and Reader. I was honored to be named L'Anse Creuse Public Schools' High School Teacher of the Year in 2023. Apart from teaching, I enjoy quality time with the ones I love and appreciating the beauty of biology in all things.

I believe that students should be engaged in a meaningful, relevant exploration of content that naturally drives learning. I do not "teach" my students, but more so facilitate their discovery of biology through student-centered activities, discussions, projects, and lab experiences. Their discovery comes to life through storylines that capture their attention and connect to all topics of a unit. My goal is for students to see the interconnectedness of biology in the world around them.

I earned my B.S. in Secondary Science Education in Biology and Chemistry from the University of Iowa and a Master’s of Science in Biology from Washington University in St. Louis. I have taught multiple levels of Biology, Med Tech, and Brain Studies at Glenbrook South High School. In addition to teaching science, I am also a girls’ track and field coach at our school. I am passionate about empowering students to be the problem-solvers of the world and giving a voice to all students in the classroom. I have worked with multiple organizations to develop and implement activities for students that help them to analyze data, explore natural phenomena, and deepen their passion for learning science. I love the challenge of trying something new in the classroom, reflecting on the lesson, and then working with other teachers to revise and improve the lesson. I am grateful to be a part of professional development networks where so many other educators enjoy collaborating together.

One of my biggest goals in teaching is to bring curiosity and wonder to my classroom. I hope to see my students engage in real-world problem-solving through collaboration and exploration. As a facilitator in the learning environment, I hope to spark curiosity and wonder in my students as they develop skills in scientific inquiry and problem-solving while enjoying the learning process. I aim to foster a sense of community in the classroom and instill a sense of confidence in young learners. It is important to me that students of all backgrounds are shown pathways to be involved in science and future careers that they belong in. It is crucial that the next generation of learners can see themselves in the scientific fields as they are the ones that will be solving the problems of tomorrow.

My love of biology started with trips to zoos and aquariums throughout my childhood. Upon entering college my experience with 4H steered me toward Biology and agriculture. Upon graduating college I worked with a government contract doing DNA testing for several years before substitute teaching. Once in the classroom I fell in love with teaching and found my true calling in life. I have been teaching high school for 22 years. Most of my career has been spent in the urban setting where I take great pleasure in exposing them to experiences they may not have an opportunity to experience. In my free time I love to spend time on my farm with my family as well as showing horses. I have been a 4-H advisor for 23 years and love coaching kids in showing horses and livestock.

I love working with adolescent youth, sharing my knowledge of the sciences, as well as helping them shape their lives and futures. Learning science is experiential not just the memorization of facts.

Kelley grew up in 4-H, inspiring her passion for teaching others. She attended Kansas State University with undergraduate degrees in Biology and Education.

Kelley holds a MS Degree in Biology. Her thesis described the molecular genetics of Halobacterium sp. NRC-1 and its instructional application to high school classrooms. While researching NRC-1, she discovered two mutant species. She named them KBT-1 and KBT-2 for “Kansas Biology Teacher.” Her research was published by Carolina Biological as a laboratory teaching kit, “The Phenotype-Genotype Connection."

Kelley is a two-time CDC Science Fellow, co-creating lesson plans centered around Salmonella and Influenza. Both lessons are available for other teachers’ use at CDC.gov.          

Kelley started the Veterinary Medicine course at Blue Valley Center for Advanced Professional Studies (CAPS). She loves sharing knowledge with students about animal handling, care, diseases, and diagnostics. She is active in the Kansas Association of Biology Teachers, including serving as president (2021-2022).

Personal Statement: Teaching is a beautiful blend of storytelling and motivational coaching. We are content specialists who can never stop learning. I love this profession! Working with young adults in innovative ways to ignite their passion energizes me. My students fuel me to learn more, create more and be a better teacher.

I seized the opportunity to connect students to the broader animal health community when I was tasked with developing a new immersive Veterinary Medicine course for Blue Valley CAPS. The highly connected nature of my class not only demonstrates the relevancy of what we are learning but also expands the students’ personal network as they look towards their futures.

I am committed to collaboration and helping the profession. I have enjoyed leadership opportunities such as the Kansas Association of Teachers of Science (KATS) New Teacher Initiative, Kansas Association of Biology Teachers (KABT), and the CDC Science Ambassador Fellows Program, recognizing that they enhance my teaching effectiveness while elevating the profession at the state and national level.

Every day I strive to create a culture in my classroom that stirs creativity and exploration in my students. I work to empower students to make decisions – about management of our class pigs, solving situational problems with animals, or whatever topic we explore next.

I have been teaching at Martinsburg High School in Martinsburg, WV for 16 years. I attended West Virginia University where I earned a BS in biology and an MA in secondary education. In 2018, I received my National Board certification in adolescent science. In my career, I have taught a variety of courses but my favorites are AP biology, dual enrollment biology, microbiology, and biology honors. In addition to my classroom efforts, I also am co-advisor for the Science National Honor Society where I run the Traveling Science Show and the Ecology Club. For my work with these groups, I was named the 2023 WV Make It Shine Environmental Teacher of the Year for the high school level and received the J. Kevin Scalon Award from the Spectroscopy Society of Pittsburgh. In 2021, I was named a finalist for the Presidential Award for Excellence in Mathematics and Science Teaching (awardee yet to be named).

Each day I walk into my classroom, I have two goals. First, and most importantly, I want my students to feel safe and supported enough to take risks and challenge themselves in their science education. My mentor (Deb Shaw) told me during my first year teaching that students are capable of much more than we expect, and if we believe in them, they will learn to believe in themselves. I work hard to build relationships with students, welcome them into my classroom, and encourage them often so they believe in themselves enough to try difficult courses or solve difficult problems.

Second, I want to prepare students to be scientifically literate members of society and give them the confidence to make decisions with that information. We write using the CER (claim, evidence, reasoning) method, and we try to identify the CER behind commercials and advertising graphics. We learn how to evaluate sources for credibility, and we use our skills to teach others about topics like diabetes in WV or deforestation in our hometown. In the end, I hope students leave my classroom as confident risk-takers and problem-solvers, ready to conquer everything the world has to offer!

Jessica Minton is a high school science and special education teacher in Germantown, Tennessee. As far back as she can remember, Jessica has always wanted to teach and loved to learn new things. She was a Girl Scout for 13 years and earned her Gold Award by planning and implementing reading incentive programs for two classes of students with exceptionalities in local elementary schools. As a non-traditional student, Jessica meshed her love of science and love of education together to become a high school science teacher. She started her teaching career in East Tennessee and got her Master’s in Science Education from the University of Tennessee-Knoxville. She earned her Ed.S. from Lincoln Memorial University, where her and her cohort focused their research on educational opportunities and challenges for students within the foster care system. After moving to West Tennessee, Jessica taught middle school science (6th/8th grade), STEM, and Honors Physical Science before moving back into high school. In 2018, Jessica went back to school to earn her Doctorate in Education and is currently working on her dissertation entitled Inclusive Science Education: High School Biology Educator’s Voice, Experiences, Attitudes, and Challenges Instructing Students with Extensive Support Needs.

Jessica has won several teaching awards and fellowship opportunities, including the NEA Foundation Global Learning Fellowship, California Casualty Award for Teacher Excellence for the State of TN, Tennessee Education Association Distinguished Teacher, and a Northrup Grumman Foundation STEM Teacher Fellow. She has also been selected to serve as the DoD STEM Ambassador for the Defense Threat Reduction Agency (DTRA). Jessica loves teaching and is thrilled to help her students find their dreams and she is living hers.

Personal Statement: Students represent a rainbow of learners, in the way they look, their abilities in the classroom, and their experiences; building relationships with them are crucial to my work in education. Teach your students to value their learning and never forget to tie in the real-world connections to help them internalize the content, making them confident in both their critical thinking skills and in life. Meet students where they are and show them that they possess the skills to become anything they choose to be as long as they reach for it. Teaching is much more than sitting on the sidelines because I cannot expect the best for my students unless I am willing to strive for excellence myself.

My teaching journey started in Orlando, FL in 1995 through an alternative certification program at UCF. After four years, I almost left the career entirely and moved to Alabama to pursue optometry school. My wife (also a teacher) convinced me after a first-attempt rejection to give teaching another try while I waited for the next application window. Fortunately, a middle school principal in Hoover, AL saw the potential inside and gave me an opportunity to restart my true calling before it ended. Soon into that year, I was realizing my dream of awakening young minds with the curiosity to explore the world around them. I thought, “This is what teaching is supposed to be like!” I never reapplied to optometry school.

I earned a Master’s degree in biology education at UAB, became a National Board Certified Teacher, and became a leader in my school and district by being a lifelong learner myself. I’m a member of NSTA, NABT, a Distinguished Modern Classroom Educator, and a national trainer for Argument Driven Inquiry.

I spent twenty five years in middle school, and I’m now starting my third year in high school biology. I currently coach football, girls bowling, and lacrosse at Spain Park High School in Hoover, AL. I’m proud to say I still LOVE my job; engaging students in real world discussions that promote biology far beyond the textbook.

This statement hangs on my classroom door.

I believe…

You fell down the first time you tried to walk. You thought you were going to drown the first time you tried to swim.

Failure is an opportunity to learn something

Don’t be afraid to fail, or you will never try

We must create a classroom environment where students feel safe and don’t fear failure. I’m a huge advocate for inspiring all students (especially underrepresented groups) to explore STEM careers. Too often girls and minorities give up on these pursuits because they feel like they don’t fit in, or won’t be as good.

In The Last Jedi, Yoda says, "The greatest teacher, failure is.”

Do we teach our students that failure is a normal step in the process of learning? The world needs more critical thinkers that are willing to take on challenges and solve problems without these fears.

I’m Lara McDonald, a 13th year and 5th generation teacher. My excitement and enthusiasm makes science come to life. Having a Masters in Biological Science and Science Education from Auburn University, I bring student engagement and hands-on learning to the forefront of my classroom through innovative simulations and laboratory activities. These lessons allow my students to actively experience authentic science and apply it to real-world situations. I may be singing, rapping, or dressed up as Mrs. Frizzle, a crime scene tech, or even Captain Planet to hype up my students for class. Outside of the classroom, I sponsor many clubs ,allowing students a safe and comfortable space to gather. To empower STEM exploration, I take students abroad to explore different counties and their environments. This allows my students to experience real-life field work, perform citizen science, and discover new ideas to bring back to our community.

My goal of teaching is to embody three spirits. My Mom’s, who taught me to teach from the heart. Mr. Finney, from "Boy Meets World," who always looked after his students both inside the classroom and out in the world, and Mrs. Frizzle, who demonstrated how to inspire young minds to ask questions, make mistakes, and get messy.

Linda Rost is the 2020 Montana Teacher of the Year and a national finalist. She teaches biology, A&P, AP biology, chemistry, and science research at Baker High School in Baker, MT. In her seventeen-year career, twenty-six of her students have competed at national or international science competitions. Rost obtained a B.S. from New Mexico State University, an M.Ed. and M.S. from Montana State University, and a PhD in Curriculum and Instruction - STEM from Texas Tech University. She serves as a teacher leader for the NIH PHAGES SEPA grant. She is a three-time winner of the Junior Science and Humanities Symposium Teacher Award, a four-time Continental Cares grant recipient, and the 2016 National Vernier Engineering Contest winner. In 2023, she received the NEA Foundation Excellence in Teaching Award for Montana, the Teresa Veltkamp Advocacy Award for Excellence in Indian Education, and is a finalist for the Presidential Award for Excellence in Science Teaching. She lives on a cattle and poultry ranch in Baker, MT with her husband and three children.

Personal Statement: My students are given many opportunities to explore these topics, conduct research, and determine whether their sources are credible. They research both sides equally and draw their own conclusions. Students also access primary literature in peer-reviewed scientific studies. They present their results to the class and engage in discussions with their peers. Students start understanding how scientists do science when they analyze studies, detailing methodologies, the number of replicates, and how they hold confounding variables constant. These skills are essential for scientific literacy, and scientific literacy is imperative for our students.

I would characterize my teaching philosophy like this: to learn science and engineering, students must be doing science and engineering. In fact, they should be scientists and engineers. We have a mountain to climb that I have climbed before, so I know which side to scale and can anticipate all the ledges. I am there to guide and assist their explorations while pointing out the magnificent scenery along the way, and enjoying the incredible view once we get to the top.

We focus on sense-making and building the understanding of each student based on prior knowledge. Students reflect on their learning and engage in metacognition. I use many methods of formative assessment to dissect their learning and identify gaps or misconceptions. The learning we do in the classroom is student-centered, often Socratic, engaging, relevant, and impactful. The age-old question, “Why do we have to learn this?” is a legitimate one, but they don't ask it in my classes. I would not want to learn something that does not impact my life or is not engaging or intriguing, nor would I expect my students to.

Dan Shay is a biotechnology teacher at North Central High School in Spokane WA. He received his bachelor’s degree in biology and geology from Lawrence University in Appleton ,WI in 2008 and began teaching seasonal environmental education all over the country: from Savannah, Georgia to Homer, Alaska. In 2013, he received his Masters in Teaching from Gonzaga University, and began teaching full-time at North Central High School.

When he’s not teaching, you can find him running, gardening, cooking, reading… all in the company of his wife and two wonderful daughters.

Personal Statement: I believe that education shouldn’t be practice for the real world, but it should give students opportunities to participate in the real world as often as possible. Teaching is my passion, and I work every day to engage students in meaningful, authentic experiences in science.