"I am excited to be a member of a collaborative team of experienced teachers at a wide variety of schools who have diverse experiences and skill sets across various STEM disciplines. Together we will hone our mentoring skills in order to support new teachers in a way that sustains learning and builds craftsmanship and resilience. I believe this work is crucial to ensure the best possible outcomes for students in our schools and local communities."
"New teachers of color must feel culturally safe in their environment in order to excel and to provide an effective model for their students or color. As a mentor teacher of color, I thought this would happen organically with [my first student teacher] via our Wednesday “venting” talks. That wasn’t always the case. As a mentor teacher of color, having a clear framework and structure to work within will allow for those conversations to be more rich and ultimately more effective."
"I am really excited to work with Trellis to examine my practice at a greater depth. Collaboration with other teacher across different STEM area strengths will give us a greater breadth of concepts to better contextualize concepts to our students. STEM brings excitement into my classroom and I want to share that spirit with new or soon to be teachers."
As a new teacher, I was entirely too "lucky" in many of my early placements---my success was almost entirely dependent on the availability of kind and patient colleagues who were willing to offer a consoling ear and words of advice. No teacher should ever have to "happen" upon a community of support---this must be the gold standard. After a year with Trellis, I have grown tremendously as a mentor and as a teacher. I am more excited than ever before to continue this work of teacher mentorship and support in a new community. Now as a founding geometry teacher at a new school in Brooklyn, New York, I see so many possibilities to continue the amazing work of supporting early career teachers across the nation.
"I am excited to work with Trellis because we are in a time of major transition in terms of teaching math, as well as teaching in general...The changes I am observing are based on my (distant) recollections of my school experience, and my time in school. What I have observed is that "traditional" math teachers are taken aback and put off by the CCSS. However, from my relatively new entrance into this profession, I see math instruction as empowering students and teachers."
"This is an opportunity to really make a difference in education. I've spent 32 years doing my best to help students learn mathematics for the most part in a system that has not make that easy for me or the students. By working with Trellis I hope to help transform the experience of future teachers which, as a result, ultimately means better education experiences for all students."
"I truly have very few days when I am not feeling valued and inspired. I also have an answer for those highly motivated ambitious types that wonder why I don’t miss the challenge and problem solving of a research career. Teaching is actually more of a challenge, it’s more complex, and the challenges are constantly changing – a more worthy cause for a motivated and talented person I cannot imagine."
San Francisco Unified School District
13 Years in the Classroom
"I'm excited to be able to support a new teacher and watch them learn and grow over a longer period of time. I also want to help make sure new teachers stay teachers and learn to experience the joys, not just the stress, of the first few years."
Sonoma Valley Unified School District
19 Years in the Classroom
"I’m super excited about Trellis because of the growth opportunity for me and for our department...it's powerful for teacher candidates to be highly trained and for mentor teachers and teacher candidates to work together to develop their potential to the fullest."
"I want to work with Trellis because of the professional learning community with student teachers: new teachers will always be fresh – they will always be seeing the newest ways to work effectively by the fact that they are new to the field. By working with student teachers and teacher-colleagues, we will always be forced to reflect on our own practices to continue to improve our instruction."
"I'm excited to work closely with new teachers over multiple years to develop a shared understanding of exceptional math pedagogy and a community that continually encourages all constituents to be the best STEM educators possible for all students."
"I believe that teaching is an honorable profession. I believe that our students are amazing young people who deserve to have only the best, most prepared, passionate and committed teachers guiding them. I believe that our students of color need more teachers with whom they have more shared experiences teaching them. I believe all of these things will help to make our public education system greater. I believe that Trellis is working to change the systems that have prevented success in the past, and I want to be a part of that change."
"My greatest hope is that all teachers will have the same or more support, mentorship and collaboration at their school throughout their teaching career. As a young teacher, I want to pay forward the support I received in my first and second years of teaching by being a part of a professional learning community of teacher mentors."
"I am excited to be a TMTF because I agree with Trellis that new teachers need support and guidance in order to become excellent. High quality teaching - especially of math - in Oakland is too important to tolerate the constant churn of new teachers. Trellis appeals to me because I want to help increase the chance that promising newcomers to the profession are nurtured in such a way that their potential is maximized and that they progress, succeed, and stay in the classroom long after the first five years."