Stronczek.wan@gmail.com

Elizabethtown, Ky

Virtual Zoom Session – May 2025

• Facilitated a professional development session on Adverse Childhood Experiences (ACEs), Positive Childhood Experiences (PCEs), parenting styles, and the role of family rituals.

• Designed and delivered instructional content, providing participants with resources, assessments, and practical strategies to enhance understanding and application of FLE concepts.

• Collected and utilized participant feedback to improve future training sessions, demonstrating reflective practice and continuous improvement.

• Supported educators and community members in integrating family-focused education into their work, promoting positive outcomes for children and families.

Master of Arts in Educational Psychology
Specialization: Applied Behavior Analysis
Anticipated Graduation: Fall 2026

Western Kentucky University

Bachelor of Science in Child and Family Services, Magna Cum Laude
Graduated: 2025

Credentials & Certificates:

• Kentucky Early Childhood Director Credential (2023)

• Family Home Visiting Certificate (2025)

Nashville State Community College

Associate of Science in Early Childhood Education, Honors
Graduated: 2013

Credentials:

• Early Childhood Technical Certificate (2013)

• Child Development Associate (CDA) Credential (2010)

Professional Certifications

• Professtional Environmental Educator Certification
  Kentucky Environmental Education Council (KEEC)
  Accredited through the North American Association for Environmental Education (NAAEE)
  Completion: May 2026

• Certified Family Life Educator Credential (CFLE)

  National Council on Family Relations (NCFR)

  Completion: June 2026

My academic preparation reflects an interdisciplinary foundation in education, psychology, family systems, and environmental learning, supporting my long-term research and leadership goals in education.

Middle and High School History & Science Teacher
Wedgwood Academy North
August 2024 – Present

• Serve as Head Teacher for the Middle and High School Department, providing instructional leadership and coordination across grade levels.

• Lead parent and student orientation for middle and high school families, ensuring clear communication of academic expectations, policies, and instructional platforms.

• Oversee Google Classroom implementation and management for middle and high school courses, supporting consistent digital organization and effective hybrid instruction.

• Plan and coordinate department-wide activities and events, including Christmas parties and other school-wide middle and high school experiences that support community building and student engagement.

• Design and deliver standards-aligned instruction in U.S. History, Earth & Space Science, and Biology, incorporating direct instruction, collaborative learning, inquiry-based discussions, and multimedia resources.

• Implement a hybrid instructional model, teaching in-person two days per week and creating meaningful asynchronous learning experiences for at-home learning days.

• Monitor and assess student progress through formative and summative assessments, maintaining detailed records of student attainment and growth.

• Lead school-wide educational initiatives, including a solar system walk, peer teaching, and coordination of guest speakers from an axolotl rescue organization, bat researcher, and park ranger, strengthening real-world and interdisciplinary learning connections.

• Foster an inclusive, student-centered learning environment that promotes critical thinking, curiosity, and academic confidence.

  
  

  Teacher & Program Leader

  Fort Knox Homeschool Co-op
  2023–2024

  • Taught and led a mixed-age class of third through fifth grade students.

  • Designed and implemented interdisciplinary instruction in art, poetry, Shakespeare, theatre, influential historical figures, and critical thinking.

  • Adapted instruction to meet individual learning needs and developmental levels.

    
    

  Service Unit Events Coordinator

  KoleKole Girl Scout Service Unit – Schofield Barracks, HI
  2022–2023

  • Planned and coordinated large-scale events for over 100 Girl Scouts and their families, serving youth ages 5–18.

  • Led the design and execution of educational, cultural, and community-building events throughout the year.

  • Managed logistics, volunteer coordination, and program implementation for service-unit-wide activities.

    
    

  Girl Scout Troop Leader

  2021–2023

  • Led and mentored a troop of girls ages 9–12, overseeing meetings, budgeting, and long-term planning.

  • Planned and led multiple camping experiences, including a multi-day trip to the Big Island of Hawaii involving 60 girls and 6 adults.

  • Managed the Girl Scout Cookie Program, achieving a per-girl average of 684 boxes sold, supporting travel and enrichment opportunities.

  • Mentored girls through completion of their Bronze Award projects, emphasizing leadership, service, and community impact.

    
    

  Teacher

  Hickam Homeschoolers Co-op
  2021–2023

  • Taught a variety of enrichment courses, including science, art, LEGO engineering, and book club.

  • Developed hands-on, inquiry-based lessons and coordinated instructional materials.

  
  

  
  

Teacher

New Providence United Methodist Preschool
September 2009 – May 2011

• Planned and implemented developmentally appropriate curriculum and lesson plans aligned with children’s interests and developmental needs.

• Established a strong classroom community by building collaborative relationships with families and students.

• Designed learning centers and unit studies that supported cognitive, social-emotional, and language development.

Teacher

Donelson Christian Academy
September 2008 – May 2009

• Provided daily care and instruction in a structured early childhood classroom setting.

• Supported student learning and behavior through positive guidance strategies.

• Maintained classroom organization, cleanliness, and assessment documentation.

  
  

• Additional Experience

  • Preschool Music Director, Cascade Hills Church, Columbus, GA (2013–2014)

  • Creative Lead, MOPS, Schofield Barracks, HI (2015–2016)

  • Mālama i nā honu Volunteer Educator, Laniakea Beach, HI (2014–2016)
    Supported Hawaiian green sea turtle conservation through public education and awareness.

  • Moderator, Gather Round Homeschool App (2019–2020)

Across my teaching career, I have worked with learners from early childhood through high school, allowing me to develop a vertically aligned understanding of curriculum, student development, and instructional leadership across age groups.

These experiences reflect my commitment to educational leadership across K–12 and community-based settings, with a particular focus on science education, youth leadership development, and interdisciplinary learning.

Undergraduate Project-Western Kentucky University

The knowledge and skills gained through professional development are intentionally integrated into my classroom instruction, curriculum design, and leadership responsibilities to ensure students receive engaging, research-informed, and up-to-date learning experiences. This commitment supports high-quality instruction, student engagement, and continuous improvement across learning environments.

November 2024

November 2025

To remain an informed advocate, I actively monitor legislative updates and education policies relevant to children, families, and schools. I follow newsletters and professional resources from organizations such as the Kentucky Association for Environmental Education and the Kentucky Science Teachers Association, and I participate in virtual policy-focused events, including Science on the Ballot through the National Science Policy Network.

These efforts allow me to continually expand my knowledge in policy development, strengthen my advocacy, and translate current research and legislation into practices that benefit students, families, and the broader educational community.

Policy Brief: Mandatory Domestic Violence Education in Middle and High School Curriculum
Undergraduate Project – Western Kentucky University

• Developed a comprehensive policy brief advocating for the inclusion of domestic violence education in middle and high school curricula.

July 2025 | June 2026

• Participated in hands-on biotechnology labs that mirror key industry practices used in developing medicines and human therapeutics.

• Explored laboratory techniques and scientific workflows that connect biotechnology innovations to real-world applications, including impacts on individual and family health.

• Experienced both learner and leader roles, gaining practical skills to facilitate student-centered, inquiry-based instruction in biotechnology.

• Learned to integrate LabXchange adaptable learning pathways, supporting students in building scientific skills, confidence, autonomy, and awareness of the societal impact of science.

• Reinforced my commitment to lifelong learning and instructional leadership, applying professional development to both curriculum design and student engagement.

June 2025, June 2026 | Two-Day Intensive Workshop

• Participated in an immersive, hands-on professional learning experience focused on agriculture, biotechnology, and sustainability.

• Conducted laboratory investigations examining human impacts on soil and water quality.

• Explored biotechnology concepts and applications in agriculture, including their scientific foundations and real-world implications.

• Engaged in classroom-based biofuel production labs, highlighting strategies for mitigating climate change through renewable energy.

• Examined pathways connecting high-tech STEM and agricultural science careers to K–12 classroom instruction.

• Participated in interactive, inquiry-based professional learning, allowing educators to experience lab-based instruction from a student perspective.

• Attended field experiences at three local farms, observing biotechnology applications in modern agricultural practices.

• Engaged in structured discussions with industry experts during a professional networking dinner, deepening understanding of the connections among food systems, fuel production, and science education.

Qualified teacher leader with over 15 years of experience teaching, developing curriculum, and observing classrooms. Human development professional recognized by peers for creative thinking and student-centered teaching. Effective accommodations for students with varying learning needs including Autism, ADHD, anxiety disorder, and dyslexia.

• The National Society of Leadership and Success (NSLS)
  Member, 2024 – Present
  Nominated by campus administration for membership in this national leadership honor society.

• Association of Neuropsychology Students and Trainees (ANST)
  Member, 2025
  National student organization supported by the Society for Clinical Neuropsychology.

• Graduate Student Association
  Member, 2025

• Zero to Three
  Member

• National Association for the Education of Young Children (NAEYC)
  Member

• Kentucky Science Teachers Association (KSTA)
  Member

• National Science Teaching Association (NSTA)
  Member

• Phi Sigma Pi National Honor Fraternity

  Member

Honors & Awards

• President’s List, Western Kentucky University
  Fall 2023 – Spring 2025

• Molly Pitcher Award, U.S. Army
  Awarded by the U.S. Field Artillery Association in recognition of significant contributions to the improvement and success of Bravo Battery, 3-7 Field Artillery, Schofield Barracks, Hawaii.

• KSTA Distinguished Science Educator Award (Nominee) 2024
  Nominated by a colleague for exemplary leadership and contributions to science education in the Commonwealth of Kentucky.

• Ball State Graduate School Recognition Ceremony April 2026

  Recognized for receiving the Kentucky Green School Grant and presenting at KSTA.

Graduate Student Representative

2025-2026

• Serve as a graduate student representative on the Creative Teaching Committee, supporting the promotion of innovative and effective teaching practices across the university.

• Evaluate creative teaching grant proposals and outstanding teaching award nominations at multiple academic levels.

• Contribute to institutional efforts that recognize and encourage excellence in teaching and learning.

Kentucky Science Teachers Association (KSTA) Conference | November 7, 2025 – Richmond, KY

• Presented a professional development session to Kentucky science teachers on relationship-centered instruction and its impact on student engagement and motivation.

• Shared practical classroom strategies for strengthening teacher–student relationships, including peer teaching, student helper roles, outdoor learning, and station-based instruction.

2024–2025 Team | 2025–2026 Team

• Collaborate with NASA educators and scientists to review and provide feedback on NASA Earth and space science education products.

• Participate in monthly team meetings focused on improving accessibility, instructional effectiveness, and classroom applicability of data-driven resources.

• Write reviews that inform the development and refinement of future NASA science education materials.

Teaching and Technology Summit

March 19, 2026 - Ball State University

• Presented strategies for using Padlet as a digital portfolio tool to support learner voice, reflection, and career readiness.

• Shared pre- and post-survey findings demonstrating increased student self-efficacy and confidence following the digital portfolio assignment.

Independent Research | 2026

Ball State University

• Role: Co-Principal Investigator

  
  

  Project Overview

  Designed and conducted a research study examining secondary science teachers' perspectives on outdoor instruction. The study explored access to outdoor learning spaces, frequency of outdoor teaching practices, perceived impacts on student engagement and well-being, and barriers to implementation.

  
  

  Responsibilities

  • Co-developed the research design and study procedures.

  • Prepared and submitted materials for Institutional Review Board (IRB) approval.

  • Developed survey instruments and recruitment materials.

  • Managed research documentation and compliance requirements.

  • Coordinated data collection and organization.

  • Built and managed a research team, including training and coordinating independent coders for qualitative data analysis.

  • Assisted with quantitative and qualitative data analysis using survey responses from secondary science teachers.

  
  

  Skills Demonstrated

  • Educational Research

  • Survey Design

  • Research Ethics and IRB Compliance

  • Quantitative Data Analysis

  • Qualitative Analysis (CQR-M Methodology)

  • Project Management

  • Research Team Leadership

  • Scientific Communication

    
    

  Impact

  This study contributes to the growing body of research on outdoor science education by examining how access to outdoor instructional spaces influences teaching practices and perceptions of student outcomes.

  
  

  Artifacts

  • IRB Approval Documentation

  • Survey Instrument

  • Research Proposal

  • Conference Proposal/Poster (when completed)

  • Data Analysis Summaries

  
  

  Reflection

  Serving as a Co-Principal Investigator provided valuable experience in educational research, project management, and collaborative data analysis. This project strengthened my understanding of research design, ethical review processes, and the practical challenges teachers face when implementing outdoor learning experiences.

USDA Forest Service, Urban and

Community Forestry Program in partnership with KAEE — 2026

• Role: Project Lead and Grant Writer

• Amount: $2,500 

• Project: Outdoor learning and schoolyard ecosystem initiative integrating forestry and environmental education.

Student feedback collected during the 2025–2026 school year demonstrates positive student perceptions regarding classroom support, engagement, and instructional effectiveness. In anonymous end-of-year student surveys, 71.5% of students selected either a 4 or 5 when asked whether they felt comfortable asking questions in class. Student responses reflected a classroom environment where students felt respected, supported, and encouraged to participate.

Students identified several instructional practices that supported their learning, including:

• Hands-on experiments and labs

• Group discussions and collaborative projects

• Guided note-taking strategies

• Real-world learning experiences

• Creative projects and presentations

• Outdoor learning opportunities

• The science fair and student-led investigations

Students also highlighted the supportive and respectful classroom environment as an important part of their educational experience. One student wrote:

“I felt like Mrs. Stronczek gave me respect every minute, I felt respected and given grace every single class.”

Additional student feedback emphasized engagement and accessibility within the classroom:

• “She was really good at providing instructions and I appreciate her going the extra mile to bring in real lab equipment for us to learn with!”

• “Something that Mrs. Stronczek did that helped me learn was making the lessons more entertaining.”

• “Everything Mrs. Stronczek has done has helped me learn, specifically the science fair, the labs, and the group discussion.”

Students consistently identified collaborative learning opportunities, science fairs, experiments, outdoor activities, and creative projects as some of the most enjoyable and meaningful aspects of the course experience.

John Hardin High School

Parent Representative

2026-2027

2025-2026

The Pathways Mentoring Program

Mentor: Dr. Teresa Kruczek

2025-2026