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Recently, one of my mentors at my placement described working with young people as having a sort of positive energy to it, or to use his words, “a juice,” and that it was unlike any other type of profession. I found his words to be true before I began my studies at TR@TC in my experiences working with high school and first- and second-year undergraduates on science research, and it was that energy that inspired me to pursue a career as a teacher.

I brought to my classroom and studies a strong interest in science. However, I learned quickly through my MSTC coursework that although it is important for students to know science, it is infinitely more important that they learn skills that are necessary for life after school. Earth science can help students to understand the world around them, but the value of teaching students to think critically or conduct an investigation extends far beyond the walls of the classroom.

Additionally, my core TR@TC classes challenged me to examine external societal structures in place that affect all of us as global citizens, such as the history of institutionalized racism. Our studies also turned inwards where we examined our implicit biases. I was inspired by authors including bell hooks, Linda Christensen, and Christopher Emdin, who challenged me to rethink my understanding of culture, to educate the complete student, and to value what students bring to the classroom, and by Robert Levine to examine how cultural expressions shape our behaviors and interactions with others.

I hope that the components of my portfolio reflect my commitment to value student individuality and foster critical thinking and inquiry, which I will take with me to my own classroom next year. I am excited to expose students to the joys of doing science and cultivate a community where every student's contributions and identities are celebrated.

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Lesson Plan: Where do volcanoes generally form and how can they be both good and bad?

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Lesson Plan: Where do volcanoes generally form and how can they be both good and bad?

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Lesson Plan - Introduction to Volcanoes [Annotated]

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Student Facing Presentation - Introduction to Volcanoes

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Content-Specific Coursework Developed from Program Courses

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Content-Specific Coursework Developed from Program Courses

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Suzanne Pratt - Letter of Recommendation

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Student work from 3 groups was analyzed. Each group was heterogeneous, containing students with various strengths and abilities. One of the three groups contained students with IEPs.

My analysis provoked thoughts of redesigning the student assignment for future use to rely on a more open-ended investigation, while still making sure that students highlight the important content in their presentation. All of the students’ responses targeted the content I was specifically trying to teach. However, I was most interested to see the various responses to the last question, which asked, “What other questions do you have?” Group 1 asked no further questions. Group 2’s question asked why Mount St. Helens, the volcano they investigated, was not on the Earth Science Reference Table (ESRT). Group 3 asked whether Surtsey, the volcano they studied, has caused harm to anyone when erupting and whether it will erupt again. It displayed a range of learning goals, focuses, and interests for students. It makes me wonder how I can foster a greater spirit of inquiry, use the questions that my students ask to drive instruction, and focus less on the Regents, while still ensuring that students learn the necessary content for success.

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Feedback, Narrative Reflection, Insights & Next Steps

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Feedback, Narrative Reflection, Insights & Next Steps

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Critique of a Teaching Episode - Feedback and Reflection

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MSTC 4047: NGSS Middle School Physics Unit on Waves (DCI PS4.A)

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MSTC 4047: NGSS Middle School Physics Unit on Waves (DCI PS4.A)

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MSTC 4044: 5-day NGSS Unit on Natural Resources, Hazards, and Climate Change (HS-ESS3-1)

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MSTC 4044: 5-day NGSS Unit on Natural Resources, Hazards, and Climate Change (HS-ESS3-1)

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Culminating Assignments from Program Courses

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Culminating Assignments from Program Courses

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MSTC 5056: Oceanography Report on Bacteria and Stormwater Runoff in NYC Waterways

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MSTC 5056: Oceanography Report on Bacteria and Stormwater Runoff in NYC Waterways

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MSTC 5056 - Enterococcus Bacteria and Stormwater Runoff Research

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Lesson Plans with Feedback from Formal Observations:

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Lesson Plans with Feedback from Formal Observations:

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Lesson Plan 11/18: Introduction to Metamorphic Rocks

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Lesson Plan 11/18: Introduction to Metamorphic Rocks

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Introduction to Metamorphic Rocks - Lesson Plan

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What are fossils and how do they form? - Lesson Plan

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Lesson Plan 1/18: Practice and Review of Cross Section of Rocks

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Lesson Plan 1/18: Practice and Review of Cross Section of Rocks

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 Practice and Review of Cross Sections of Rocks - Lesson Plan

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Lesson Plan 2/14: How is geologic time divided?

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Lesson Plan 2/14: How is geologic time divided?

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How is geologic time divided? - Lesson Plan