Biography

I’m a middle school science teacher at Tremont Consolidated School in Bass Harbor, Maine, where I teach Life, Physical, and Earth Science to grades 5–8. I hold a BS in Marine Science from Coastal Carolina University, a K–8 teaching certification from the University of Maine, and an MS in Science and Mathematics Education from Walden University. I am a National Board Certified Teacher, a National STEM Scholar, a NOAA Teacher at Sea, and a National Geographic Certified Educator.

I’ve been honored with the Presidential Award for Excellence in Science Teaching, the 2020 Maine County Teacher of the Year, and the Kevin McCarthy Education Innovation Award.

My teaching centers on place-based, interdisciplinary learning that connects students to the ecosystems in their backyard. Through projects like salt marsh restoration, NOAA drifter buoy tracking, and climate resiliency efforts, my students engage in hands-on science that extends beyond the classroom. I serve as President of the Maine Science Teachers Association and as an adjunct professor at the College of the Atlantic, where I teach integrated science methods. I collaborate with partners such as NOAA, the Gulf of Maine Research Institute, and the University of Maine RiSE Center to support authentic, field-based science experiences.

 Personal Statment

I have taught science for the last 10 years, including biology, microbiology, HBS, and environmental science. Currently I am teaching animal health science for Herndon Career Center, which is part of Raytown Quality Schools. I strive to teach class content through a biology lens, encouraging inquiry and appreciating biodiversity. My goal is always to make science more accessible to students, and I enjoy organizing experiences through site visits, guest speakers and internships.

Biography

I grew up in New Hampshire and have lived here all my life. After attending Keene State College, I obtained a position in the Lakes Region and have taught life science for 20 years at Newfound Regional High School. I have taught Physical Science, Chemistry, Zoology, Horticulture, Ecology, Biology, Early College Anatomy and Physiology, and AP Biology. I am the NRHS Science Department Chair and currently serve on the UNH Agroforestry Cohort.

Personal Statement

I believe science education should inspire curiosity and connect learning to the world around us. My goal is to create a classroom where all students feel valued, supported, and challenged to think critically and explore deeply.

For the past 20 years at Newfound Regional High School, I have taught a variety of life science courses—including Biology, Ecology, Anatomy and Physiology, and AP Biology—focusing on hands-on investigation and student inquiry. I want students to see science not as a collection of facts, but as a process of discovery that invites them to ask meaningful questions and seek evidence-based answers.

As Science Department Chair, I collaborate with colleagues to strengthen curriculum and promote engaging, relevant instruction. My work with the UNH Agroforestry Cohort reflects my commitment to lifelong learning and to connecting environmental science with practical, real-world applications.

Teaching science is both a privilege and a responsibility. I strive to model curiosity, integrity, and respect for evidence—qualities that empower students to become thoughtful, informed citizens who understand the impact of science on their lives and their future.

Biography

Mrs. Burton graduated from St. Mary’s College of Maryland with a Bachelor of Arts in Biology. She then earned her Master’s Degree from Towson University. She is pursuing her Administrator I Certification at Towson University and expects to be completed by May of 2026. Mrs. Burton enjoys being in the classroom and inspiring students to find their passion for science. She teaches AP Biology, Biology, Anatomy & Physiology, Biotechnology, Forensics, and Project Lead the Way Biomedical Sciences. Additionally, she is the co-moderator of the Pickleball Club and Science Olympiad Club. During the winter athletic season, Mrs. Burton serves as the Assistant Coach of the Swim Team. Yearly, she participates in the College Board Advanced Placement (AP) Reading for AP Biology. She is trained and certified by Project Lead the Way to teach Principles of Biomedical Sciences, Medical Interventions, and Biomedical Innovations. In 2024. In her spare time, she enjoys scuba diving, skiing, traveling, and reading a good book. She resides in Severna Park with her husband, two sons, and her beloved dog, Oshie. .

 Personal Statement

My mission is to educate and inspire students to become empathetic, respectful, and responsible individuals. As a compassionate educator, I strive to treat every member of our school community with kindness, understanding, and empathy. I believe in the inherent dignity of every person and that everyone deserves to be treated with respect and fairness. These guiding principles shape every aspect of my teaching practice.

Within my classroom, students are empowered to achieve beyond their own expectations while feeling safe to take risks, make mistakes, and learn from them. I aim to create a rigorous, supportive, and engaging learning environment that promotes both academic excellence and personal growth. Mutual respect, trust, and collaboration are at the heart of our classroom culture. Students are encouraged to use their talents and skills to serve others and make a positive impact on their community.
Honesty, fairness, and ethical behavior are central to my teaching philosophy. I am committed to fostering a safe, inclusive, and welcoming environment that celebrates diversity and ensures every individual feels valued and heard. In all interactions with students, colleagues, and parents, I strive to model integrity and ethical behavior. I also encourage students to reflect on their own values, think critically, and make thoughtful, ethical decisions both inside and outside the classroom.

Biography

I had wanted to be a science teacher since I was in 11th grade. When I started volunteering at my local science museum, I saw the power that science communication could have. Four year olds could be asked what they saw when water was dropped onto marker-colored coffee filters, and leave the museum knowing how capillary action worked. In undergrad I hit every bite I could find, service learning fellow, peer counseling, residence advisor, all in the name of making me a better teacher. By the time I got funded for grad school, I was already highly qualified. Through two years of both science and special education, I continued to expand my work. Across my nine schools and 14 principals, I have only ever taught Title 1, worked with two white students, and predominantly taught science in Spanish. I firmly believe that those with more must redistribute to those with less. I don't have that for finance, but I do have that knowledge. Every day, I pay forward what is necessary to better society. I expect those around me to do the same.

 Personal Statement

As a practitioner of my "Performance Pedagogy," I believe in furthering my work through Meliora, Magic, and Milieu. How much do you examine yourself? What ethos do you create when students enter your world? What kinds of people do you want your students to become? We're all but poor players. All the world's a stage. Every day I ask my students "What do you want to do, and who do you want to be?" While few students confidently raise their hands at the start of the year, all hands rise by the end of the show. Across my career I've seen so much poverty, so much generational trauma, so many souls barely fourteen, but weary from a lifetime. Through biology I hope to show students awareness of both themselves, and the world around them. What do you see? What do you think will happen next? How does that make you feel? My classroom shows students how to think for themselves and navigate the entropy of life. I know my work is good. I hope it is good enough.

Biography

I earned my B.S. in Secondary Biology Education from The Pennsylvania State University and my Masters degree in Education from Cabrini University. This fall will be my 16th year in the classroom. I currently teach at Upper Merion Area High School where I have taught all levels of Biology from college preparatory to advanced placement. I am currently the advisor of the STEM Science Club and Mini THON club and have coached both soccer and track and field teams in the past. I also served on our school’s instructional support team for seven years. When I am not teaching, I enjoy spending time with my three children and husband, exploring the outdoors and watching Philadelphia sports teams.

 Personal Statement

I enjoy teaching through the use of phenomena, exploration, and data sets. A typical day in my classroom involves a lot of student collaboration and you would notice students actually doing science. Regardless of the level being taught, I am a firm believer that all students deserve a chance at the “good” or “fun” lessons. On a recent inservice day, a presenter asked us to write down one thing that we wanted our students to remember at the end of the school year. For me, it is not about recalling the organelles of the cell, the steps of protein synthesis or how to complete a punnett square. Being an excellent teacher is much more than the content - it is about fostering a joy of lifelong learning, curiosity, and exploration that pushes students to become a better version of themselves. I am hopeful that my students will remember their Biology class as a positive one that was filled with acceptance, challenges and experiences that they will remember throughout their lives.

Biography

Kirsten has taught science for Multilingual Learners (MLs) for eight years (both Environmental Science and Biology). She is also the Science Department Chair at Justice High School in Northern Virginia, where her classes are a unique mixture of scientific content and English language development. As a first-generation Filipino American, she strives to emphasize the importance of diverse perspectives and backgrounds in science. She has created much of the ML Environmental Science and ML Biology Curriculum that many teachers in Fairfax County Public Schools use today.

Kirsten is passionate about accessibility and experimentation. As a 2019-2020 Fulbright Scholar, she utilizes her experiences teaching English at Universidad Nacional in Bogota, Colombia, to create and implement content that is accessible and rigorous. As the recipient of multiple classroom grants, she emphasizes both place-based and project-based learning. Her focus on experiential learning has allowed students to transition from mainly vocabulary-dense memorization to independent researchers, regardless of their language level, and has earned her numerous awards and fellowships. She is also currently serving as the High School Division Leader for the National Science Foundation, as well as the Science for All Chair of the Virginia Association of Science Teachers.

 Personal Statement 

When I first started teaching Multilingual Learner (ML) science, I was never formally trained in ML pedagogy. Nevertheless, I sought experiences (the Fulbright, external fellowships, and leadership positions) to improve accessibility in science. Through experimental design that empower students in rigor and choice, I try to promote language development alongside science vocabulary development in Biology and Environmental Science.

I believe that teachers should be consistent learners, and I am constantly searching for new and innovative methods of teaching to make the learning experience more memorable for my students -as well as myself. I have created and shared many resources for engaging, accessible curriculum and presented at multiple conferences. Whether students are learning about migration patterns through butterfly experiments or seeing cellular respiration in action through balloons and yeast, I want educators to promote the fun in science and for students to leave my classes with critical thinking skills and curiosity.

Biography

I am a high school biology educator at Hopewell Valley Central High School in Pennington, NJ. I have taught all levels of biology over the last 10 years, and currently I teach AP and Honors Biology. I graduated from The College of New Jersey in 2015 with a B.S. in Biology-Secondary Education. I have dedicated my career to participating in and leading professional development that promotes student engagement and scientific literacy. I spent the early part of my career as a board member of the Biology Teachers Association of NJ. Most recently, I participated in the Humane Genetics study led by Dr. Brian Donovan, which aimed to reduce racism in the biology classroom by revising teaching practices in genetics. The work in this study inspired me to further pursue my education through the Masters in Biological Sciences program at Clemson University, where I am currently enrolled.

 Personal Statement

My desire to become a teacher came from the experience I had with undergraduate research. I was lucky enough to study under Dr. Tracy Kress for all four years of my undergraduate at TCNJ, where I eventually published my work in RNA Biology. I realized entering the lab for the first time as an undergraduate that I never really understood how science worked in the real world at all. This experience set me on a path to provide a classroom experience where we don’t just learn about science, rather we “do” science just like a real scientist does everyday. I want students to leave the classroom with both knowledge and skills that can make them informed citizens in our ever-changing world.

Since the start of my teaching career I have worked on bringing innovative practices to the classroom such as problem-based learning and phenomena-based learning to promote stronger scientific literacy in students. I have had a lot of support from great colleagues and mentors over the years, including Rob Richard, my college professor who started it all and nominated me for this award. In my career, I hope to inspire both my students and other educators to improve the way we teach and learn science.

Biography

I have taught high school science for eight years. I hold a Bachelor's degree in Biology from Hanover College and a Master's in Curriculum and Instruction from Purdue University. Currently, I am the only full-time high school science teacher at New Washington Middle/High School, where I teach a variety of classes, including Biology, Earth Space, Chemistry, Anatomy, AP Biology, and an elective Prehistoric Life class. I am also the Health Services Academy Team Lead. As Team Lead, I plan and implement activities with my team of teachers to help students interested in careers in healthcare explore their options. Additionally, I am the foster mom for our school's therapy dog in training, Bluey. She lives with me, my husband, and two daughters and comes to school with me each day. Outside of school, I enjoy gardening with native plants, fossil collecting, and listening to podcasts about science, especially those related to paleontology, evolution, and the history of life.

 Personal Statement

I believe a strong biology background is necessary for students to grow up and be scientifically literate and informed citizens. Climate change and the unsustainable use of natural resources are existential problems that our students have to face now and in the future. As a biology teacher, I aim to empower my students with the scientific knowledge and skills they need to make informed decisions. To do this, I have been using project based learning as often as I can in my classroom. Students thrive when they are driving their own learning while also doing something that makes a real positive impact outside the classroom. Some projects we have completed in the past few years include designing a native pollinator garden at school, growing hydroponic vegetables, planning and running a teddy bear health clinic at our neighboring elementary school, and creating a museum display at school that showcases our local fossils. 

Biography

I have always had a passion for science teaching, graduating from the University of Alabama with an Honors degree in Marine Science and Biology, and a second degree in Geology, with a goal to become a professor in the College of Sciences. I continued my education, graduating with a Master’s of Marine Science in Geology before moving to the Louisiana State University for Physical Geography. It was here that I realized there was a disconnect at the lower levels of education, that fewer students were coming to college prepared for rigorous science. It ignited my passion to teach science and, more importantly, cultivate a passion for science at a formative age to increase retention. Students need exposure to place-based learning where they can see scientific principles in action and understand how they are connected to the natural world. I have seen firsthand how students' perceptions of science change by being hands-on in the classroom as well as outside of the classroom, rather than just learning concepts on a page.

 Personal Statement

It is my mission to create lifelong connections between scientific principles and the natural world that students inhabit. I aim to empower students to pursue their passion while instilling in them a sense of stewardship over their natural space.

 Biography

I live with my spouse, two children, two dogs, two cats, and a tarantula. Not only is my house a zoo, but also my work place, as I teach from a classroom at the Kansas City Zoo and Aquarium. I have an affinity for native plants, and you'll often find me outside trying to slowly turn my yard into a prairie without drawing the attention of the HOA. More recently I have joined the Kansas City Women's Chorus and am working with the Guns to Gardens Task Force, both programs that work to improve communities in and surrounding the KC Metro. I love crocheting, reading, finding bugs to take pictures of, frowning at invasive species on the side of the road, and traveling. I just returned from a trip to Spain where I was able to become scuba certified!

 Personal Statement

I have taught science for the last 10 years, including biology, microbiology, HBS, and environmental science. Currently I am teaching animal health science for Herndon Career Center, which is part of Raytown Quality Schools. I strive to teach class content through a biology lens, encouraging inquiry and appreciating biodiversity. My goal is always to make science more accessible to students, and I enjoy organizing experiences through site visits, guest speakers and internships.

Biography

Brittany Moss is a dedicated science educator at Harris County High School (HCHS) in Hamilton, Georgia, where she's taught for 19 years. She has taught a wide-range of science courses including Biology, AP Biology, Environmental Science, Oceanography, and Earth Systems. 

A passionate lifelong learner, Moss prioritizes attending professional development and reading to deepen her understanding, especially in marine science. She's a Guy Harvey Conservation Educator and integrates ocean conservation themes throughout her teaching. Outside of the classroom, she enjoys traveling, reading and scuba diving. She has been married to her husband Chris for 16 years and they have two sons, Luke (15) and Lincoln (13).

Personal Statement

Life is a series of tradeoffs. Make sure your outputs are worth your inputs!

Teaching science for nearly two decades, I've seen firsthand that staying current on educational trends and news is key to keeping the classroom vibrant and engaging for everyone. My personal philosophy centers on moving past "sit and get" instruction in favor of inquiry and hands-on research. I thrive on creating challenging activities that actively involve students in their learning.

My goals as a biology teacher are firmly rooted in providing a real-world context for the content. This means constantly staying up-to-date on current events and advancements in the life sciences. I achieve this primarily through STEAM activities, which allow students to build a deeper understanding by directly connecting the material to practical applications. Furthermore, my involvement in sponsoring clubs and coaching has been invaluable, as it has deepened my love for teaching and helped me build better relationships with, and understanding of, my students.

Biography

I have always had a passion for science teaching, graduating from the University of Alabama with an Honors degree in Marine Science and Biology, and a second degree in Geology, with a goal to become a professor in the College of Sciences. I continued my education, graduating with a Master’s of Marine Science in Geology before moving to the Louisiana State University for Physical Geography. It was here that I realized there was a disconnect at the lower levels of education, that fewer students were coming to college prepared for rigorous science. It ignited my passion to teach science and, more importantly, cultivate a passion for science at a formative age to increase retention. Students need exposure to place-based learning where they can see scientific principles in action and understand how they are connected to the natural world. I have seen firsthand how students' perceptions of science change by being hands-on in the classroom as well as outside of the classroom, rather than just learning concepts on a page.

Personal Statement

It is my mission to create lifelong connections between scientific principles and the natural world that students inhabit. I aim to empower students to pursue their passion while instilling in them a sense of stewardship over their natural space.

Biography

I’m entering my 12th year as a high school Biology teacher at West?Harrison High School. I earned my Master’s in Biology Education from William Carey University, and every day I find joy in mentoring students and sharing my passion for science.

As part of my commitment to advancing K–12 science education, I’ve served on several committees focused on improving curriculum and instructional practices. I also serve as a board member of the Mississippi Science Teacher Association, acting as District Director for the six coastal counties—working collaboratively to support fellow science educators, foster professional development, and enhance student engagement across the region.

My teaching philosophy centers on creating an inclusive, rigorous, and student?centered environment—one where every learner feels challenged and supported. I strive to inspire students to think critically, work collaboratively, and carry their love for science beyond my classroom.

Personal Statement

I believe that every student can learn and deserves a welcoming, engaging space to grow. As a biology teacher, I’m passionate about breaking down complex concepts into hands-on, inquiry-driven experiences—whether in the lab or the classroom—because research shows that experiential, activity-based learning deepens understanding across diverse learners. Educating future scientists and informed citizens means nurturing critical thinkers who are curious, confident, and capable of approaching problems with empathy and rigor. By creating inclusive, inquiry-based classrooms that celebrate mistakes and diverse strengths, I prepare students not just for tests, but for real life.

I hold a Bachelor of Science in Biology with a pre-med focus and a minor in Spanish from Arizona State University (2009). I also hold a Master of Education with Secondary Certification in Biology from Northern Arizona University (2012). I have been an integral part of Dr. Camille Casteel High School in the Chandler Unified School District in Arizona for the past 9 years.

My teaching experience spans grades 7 through 12, where I have engaged students in various science courses including 7th and 8th grade Gifted Science, Honors Biology, AP Biology, AP Research, Biotechnology 1, and Biotechnology 2. Alongside teaching, I have also assumed leadership roles, serving as the Science Department Chair at Dr. Camille Casteel High School, mentoring new science instructors across the district, and acting as the Chandler Innovation Fair Coordinator at my site. I received the Sandy Lundberg Educator of the Year Finalist award and am a Center for Disease Control Science Ambassador Fellow.

The teaching philosophy for high school biology education should be rooted in the belief that biology is a fundamental and dynamic science that helps students understand the natural world and their place within it. As a teacher, I have the opportunity to cultivate curiosity, critical thinking, and a sense of responsibility toward the environment and society. I encourage students to ask questions and explore biological concepts through inquiry-based learning, fostering an environment where curiosity is welcomed. I also believe that biology is a science that requires students to analyze data, draw conclusions, and solve complex problems. Students also need to connect biological concepts to real-world issues and everyday experiences. I try to show students how biology relates to their community, nation, and global challenges through topics like conservation, public health, and biotechnology. I also value diversity and inclusivity by recognizing and respecting the diverse backgrounds, experiences, and perspectives of my students. By fostering a love for biology and an understanding of its relevance to society, I can help students become informed citizens who are capable of making positive contributions to their community and nation.

Biography

I teach High School Biology and Physical Science at San Juan College High School in Farmington, NM.  I am also the Asian American Representation Club and the Science Research Club sponsor of our school. Recently, we were awarded as the NAISEF School Partner award which provided my Native American (NA) students the opportunity to compete in the largest Science Fair event for NA in the Nation. 2025 will be my third year as the Society for Science Teacher Advocate where my goal is to increase the number of underrepresented student participants in Science Research competitions.

NM provides educators many opportunities for professional growth. I have been a facilitator & presenter for numerous Professional Developments and also been a Science Educator Fellow at the UNM ROSE Program where I learned cutting edge technology on molecular visualization & analysis of proteins.  I also served as a Teacher Intern at the Gene Lab for High Schools though NASA.  All of these opportunities helped me become a part of creating a pipeline for students pursuing various Science careers of their interests.

Personal Statement

I am fortunate to teach in a very diverse community. I take advantage of this greatly so the lessons that I design and classroom activities we do centers on awareness of our Biological and Genetic diversity, predisposition of conditions/diseases based from these factors and many more. I also incorporate a lot of place-based lessons since the four corners (the region where I teach), seems to be barren and empty, but is full of life and biodiversity.  I want my students to appreciate our community but develop curiosity to explore the vast world beyond our borders.  We do a lot of nature works but when the weather doesn’t allow it, we do hands-on activities, some lectures backed up by Total Physical Response (TPR), a language-teaching method where teacher and students use movements to better understand and/or remember new words, and Engineering design exploration.  I make sure that my students understand that Science is not easy, but it can be fun, especially if the outcome of discovery benefits us.

 Biography

I earned my B.S. in Biology at The University of Texas at Austin, my M.Ed. in Curriculum and Instruction in Science Education from The University of Texas at Arlington, and my Biotechnician Assistant Credential from Biotility and The University of Florida. I’m certified in Texas for Science 8-12 and earned a credential from the UTeach Academy of Innovative Teaching and Learning. I have taught science in both public and independent schools, and have worked in curriculum development and science materials for a school district, a university, and a textbook company. In addition to teaching at St. Michael’s Prep in Austin, I currently participate in the High School Research Initiative at UT-Austin, serve as a BACE skills evaluator, and have presented most recently for the Fulbright Teacher Excellence and Achievement Program at California State University-Chico and for the UTeach STEM Educators Conference.

Personal Statement

It was my own AP Biology teacher who inspired me to love biology, and now I strive to honor her legacy by creating a classroom where students feel a sense of belonging, safety, and value. When students feel secure, they’re more likely to take academic risks, ask questions, and embrace the sometimes uncomfortable learning process. I build this community by learning about my students, incorporating their interests into lessons, and modeling vulnerability, curiosity, and a love for learning.

Each unit begins with a relevant, engaging phenomenon, followed by student-generated driving questions. This inquiry-based approach empowers students to take ownership of their learning and see science as something they do, not just memorize. We start each class with a theme song tied to the day’s topic, creating joyful rituals that reinforce learning and student voice. Students can even contribute songs—as long as they’re clean and connected to the content.

Science is creative, dynamic, and full of wonder. Through modeling, data analysis, and collaborative exploration, I help students connect biology to chemistry, physics, society—and themselves.

I want my students to be thoughtful, informed citizens. Whether or not they pursue science careers, they should be able to analyze scientific claims in the media, think critically about data, and understand how science shapes their lives. As a Texas teacher, I work to deepen their understanding of evolution as a unifying principle. My ultimate goal is to nurture curiosity, confidence, and critical thinking that lasts long after they leave my classroom.

Biography

This fall marks my eleventh year teaching in Montana public schools.  I currently teach Biology and AP Environmental Science at Bozeman High School in Bozeman MT.  Last year I earned my National Board Certification in Science (Biology) for Adolescence and Young Adulthood.  My professional preparation includes an undergraduate degree in Environmental Studies from the University of Montana in Missoula, MT (2002) and a Master of Arts in Teaching from Lewis and Clark Graduate School in Education and Counseling in Portland, OR (2013).  Prior to becoming a classroom teacher, I spend fifteen years in informal science education working for non-profit organizations, as well as state and federal agencies.

Personal Statement

Throughout my career, I have consistently sought to make biology both meaningful and engaging for my students. My teaching is grounded in passion, creativity, and a belief that science is best learned when it connects students to their lives, communities, and the ever-evolving world around them. My biology classes have participated in an aquatic invasive species monitoring project that I developed in partnership with Montana Fish, Wildlife & Parks and the USGS Rocky Mountain Research Station. Students engaged in fieldwork that connected classroom learning to ecological principles in their local environment. This topic resonates with students because zebra mussel introduction was suspected in a nearby waterbody, and they began noticing an increase in local boat inspection stations. Additionally, I was involved in the SEPA grant (PHAGES) in collaboration with Montana Technological University. This program trained science teachers to set up satellite labs and conduct bacteriophage research with students. Through this initiative, students learned microbiology lab techniques while contributing to authentic, real-world research—searching for bacteriophages that could support the development of treatments for antibiotic-resistant bacteria. Although the SEPA grant has ended, I am continuing the project independently with colleagues, reflecting my commitment to long-term, meaningful science engagement. My teaching philosophy is rooted in the belief that biology must be relevant, dynamic, and accessible.

Biography

I grew up in Rhode Island exploring the coastal ecosystems of New England. A childhood in the ocean state instilled a love of the outdoors that naturally pushed me towards studying Biology. Eight years ago, I traded the ocean for mountains and moved to Salt Lake City. As an avid climber, I was eager to start a new adventure in the west. Living in an entirely different biome has pushed me to think about my favorite biological concepts through a new lens. I am constantly in awe of the biodiversity surrounding me and love that I can quickly escape to the desert during long winters! I spend the majority of my free time climbing, mountain biking, or flexing my creativity through sewing and knitting projects.

Personal Statement

In my teaching, I strive to create lessons that allow all students equal access to opportunities to learn. I want students to see themselves in the content they are learning and feel safe while they are in my classroom. In the last decade we have seen how essential a basic understanding of biology is to society's wellness and safety. Through my teaching, I hope that I am helping to create a generation of humanitarians that are dedicated to protecting the natural world. Working with young people shows me how much potential our species has and gives me hope that we can make the world a better place for everyone.

Biography

I am a science teacher at Rock Springs High School in Rock Springs Wyoming. I have taught all types of science, including physical science, marine science, forensics, biology, and environmental science. I have also taught all age groups from pre-K through college - and can tell you from experience that the only real difference in the age groups is height.

I started teaching Spanish at a religious school in 1994. After finishing my college degree I started my professional career teaching Spanish at a high school in Las Vegas. From there, I moved to Oregon and started focusing on teaching science. I have taught and most of the western states at one point or another. I love the challenge of teaching and figuring out different ways to make the world come alive in my classroom. My goal is to create lifelong learners.

Personal Statement

As a teacher, my role isn’t simply to prepare students for a test. It’s to open their eyes to the world around them, to show them that science isn’t just something to be studied but something to be lived. Science is life. It’s not just a heavy textbook, not just a collection of vocabulary words and diagrams. It’s everything we experience—every breath we take, every plant in our yard, every decision we make about life.

I believe that education is far more than grades. Anyone can memorize and regurgitate facts to pass a test. This kind of learning is Pavlovian—stimulus and response, repetition without deep understanding. But real learning is about application. It’s about taking knowledge from one area of life and transferring it to another. It’s about seeing connections that weren’t obvious before and using that understanding to solve problems, to innovate, and to navigate the world with confidence.