The Unexpected Advocate: Tackling Inequity One Equation at a Time!

   The Power of Perspective: Allowing Others to Tell Their Story The Influence of Perspective The longer I teach, the more I realize how much perspective shapes the way we view the world. As a tall, white, educated, athletic, economically advantaged male, my experiences have been vastly different from many of my students . This privilege has shaped my perceptions of how the world works and what challenges look like. For me, obstacles can often be resolved with a conversation or a swipe of a card. When I speak, I expect to be heard and respected. I don’t worry about how authority figures or the government might treat me because, more often than not, I resemble them and have connections that smooth the way. The Realities My Students Face But what about my students? Over the past two years, through my work with Central Washington University’s STELLAR project—a multimillion-dollar grant aimed at bringing equity to underserved learners in STEM—I’ve uncovered stark realities for my ...

 Why Stem Fairs are so Important: BIPOC STEM IDENTITY GROWTH ACTIVITY 1. Importance of Representation (“Seeing People Who Look Like Me”) a. Role Models and STEM Identity Role models from similar backgrounds have been shown to positively influence students’ sense of belonging and “possible selves” in STEM (Markus & Nurius, 1986). When students see individuals who share aspects of their identity succeeding in STEM fields, they are more likely to envision themselves in those fields (Lockwood & Kunda, 1997; Zirkel, 2002). This exposure helps counter stereotypes , fosters confidence , and helps underrepresented students develop a STEM identity (Carlone & Johnson, 2007). b. Near-Peer Mentoring Near-peer mentors (slightly older students or undergraduate/graduate-level mentors, often from similar backgrounds) have been documented to have powerful impacts on STEM self-efficacy (Tsui, 2007; Crisp & Cruz, 2009). Students often find near-peer mentors more approachable,...

  Fostering STEM Identity in Underserved Students: A Teacher’s Story Introduction It’s a common refrain among educators to lament, “They never seem to try.” Yet behind that frustration often lies a host of unseen barriers . Recently, I held two parent-student conferences that forever changed how I view certain students in my classroom—a young man and a young woman—who have long tested my patience and teaching strategies. Their critiques stung , but their honesty also revealed the realities faced by students whose language, background, and experiences continually undermine their sense of belonging in STEM. Eye-Opening Conferences Each conference was meant to address behavior, attendance, and low assessment grades . However, they quickly became heartfelt discussions about language barriers, broken trust, and a deep-seated fear of failure. The Young Lady’s Conference: Present: The dean of students, who served as her advocate and translator, ensuring both parents and stude...

  1. Teacher Burnout in the First Five Years General Burnout and Attrition Rates High early-career attrition: A frequently cited statistic (often attributed to Ingersoll, the National Center for Education Statistics [NCES], and other studies) suggests that anywhere from 30% to 50% of new teachers leave the profession within their first five years. Context matters: Attrition rates can be higher in underserved schools, in subject areas with teacher shortages (like math and science), and in high-poverty areas. Burnout Rates Among Math Teachers Math (and STEM) teacher turnover is often higher: Research by Ingersoll and May (2012) indicates that math and science teachers leave at higher rates than some other subject areas, partly due to increased demand for their content-area expertise in non-teaching professions. Estimates for math teachers: Although exact percentages can vary by district and region, some studies place math/science teacher turnover around 40%–45% in the first fiv...

  1. Teachers are Called to Teach As teachers, we pour our hearts and minds into creating engaging lessons, building relationships with our students, and ensuring that every learner has the support they need . However, with growing responsibilities such as meeting individualized education plans (IEPs), providing language support, managing classroom behaviors, and juggling an increasing workload of documentation, it’s easy to feel overwhelmed. This blog post explores the importance of systematic support in schools so that teachers can focus on the core reason they became educators in the first place: teaching students. 2. Maslow’s Before Bloom’s One crucial reminder in education is that students’ basic needs must be met before they can truly engage in higher-level thinking or learning . This is especially true in a majority-minority school setting where many students face real fears, trauma, and instability—whether they are refugees fearing possible deportation or young people dea...

 Teachers   Fostering Authentic Connections Beyond the Classroom 1. The Value of Authentic Connections The foundation of any successful classroom begins with authentic connections between teachers and students . While many discussions focus on new teaching strategies, cutting-edge technology, or policy changes, none of these can rival the power of a genuine relationship. Students thrive when they believe their teacher cares about them as individuals—not just as names on a roster. When I interviewed one of my favorite teachers—an accomplished, Hall of Fame basketball coach—on my podcast, he emphasized how life-changing these connections can be when teachers engage students outside of the confines of content areas. Whether it’s coaching a sport, leading a club, or mentoring a student-led project, stepping beyond the classroom can create bonds that bolster trust, motivation, and a sense of belonging. 2. The “Clock-In, Clock-Out” Mentality In recent years, the narrative of over...

How Growth-Based Grading Transformed My Classroom My Journey to Growth-Based Grading Over more than two decades of teaching, I’ve come to understand that true education is about fostering each student’s growth—not by focusing on where they start, but on how far they progress relative to their starting point. As society evolves, so too must our instructional methods to meet the changing needs of students. My most profound professional transformation began when I transitioned from teaching at an affluent, majority-Anglo high school in western Washington to a high-poverty, majority-minority school in eastern Washington. This experience fundamentally reshaped my perspective on equitable teaching and grading, especially in addressing growth and achievement gaps. When I arrived at my current school, the student learning challenges I observed were immense. Many students, predominantly heritage Spanish speakers, faced multiple barriers both within and beyond the school system. Are Spanish-spea...