"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."
Formerly Sonoma Valley Unified School District
Currently the Trellis Director of Mentoring
20 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."
Pinole Valley High School
6 Years Teaching Experience
"I was new in education and my district and was thrown into the classroom without any training on lesson planning, classroom management, math department plans or philosophies. From this experience and the fact that 2 other math teachers have come to work in our school over the last 3 years and both left the school. One left teaching altogether after one semester. Through these two experiences I came to realize how important it is to nurture new teachers and support them in STEM."
Berkeley High School
6 Years in the Classroom
"While nothing can compare to those first few tumultuous years in the classroom and many aspects of my job are far easier than they were seven years ago, it is still upsetting to see predictable outcomes playing out in my classroom today and to see teachers leaving the career feeling ragged, weary, and depleted. By far the most radical act of social justice I can commit is staying in the classroom long enough to positively impact as many students and rising STEM teachers as possible."
King Middle School
26 Years Teaching Experience
"A strong support system for pre-service and new teachers is essential for attracting and retaining high quality teachers."
Hillsdale High School, San Mateo
17 Years Teaching Experience
Berkeley High School, Berkeley
30 Years Teaching Experience
"Both of my [student teacher] mentees were choosing between medical school and teaching careers, and both ultimately chose medical school. During each student teaching experience, I found that finding the balance between maintaining a reasonable learning environment among my ninth graders and supporting my student teachers in terms of classroom management was always difficult: too much release of responsibility, and the classroom would fall apart. On the other hand, too much intervention on my part would keep my mentees from finding their own power and voice as a classroom teacher...
While I’m happy that there are two physicians in the world whom I’ve positively influenced, I’m really looking forward to extending my influence through my mentorship of several student teachers over the next few years."
Oakland Technical High School, Oakland
Santa Rosa Middle School, Santa Rosa
6 Years Teaching Experience
"It is my mission to show the rest of my colleagues how STEM can improve education. I am determined to make my class as approachable as possible no matter the background of my students. By being a part of the Trellis Mentor Fellowship, I would love to share with new teachers what I have experienced. I grew up in the No Child Left Behind era. If my teachers were able to do what I am able to do, I can only imagine how much better the lives of some of my classmates would be."
Willie Brown Middle School, San Francisco
5 Years Teaching Experience
"This past January, the world was given a glimpse inside the very protective community that is NASA. Across screens all over America- we witness the lives of three very influential Black women as their stories of intellect, triumph and ingenuity were told. For some of us, this was the first time that we saw people who looked like our mothers, sisters and aunties portrayed as academic leaders and innovators. This single moment in cinema reflects the current world of STEM, only small moments where you see people of color (especially women) as leaders and game changers in the field. I want to be part of a collective that disrupts the hegemonic practices that isolate the field of STEM. I want to cultivate Teacher leaders that will push student thinking which will allows them the opportunity to be the best versions of themselves."
Sonoma Valley High School, Sonoma
9 Years Teaching Experience
"Long before STEM my approach to teaching science contained cross cutting concepts, the integration of studies based on what I had experienced in the “real world” that nothing exists in isolation. It is a freeing approach that allows a broader view of subjects and problems while teaching but there is a caveat…. It is not for the faint hearted. Teaching in a style that is non-traditional requires more work and innovation but can be more satisfying as a result."
Berkeley High School, Berkeley
14 Years Teaching Experience
"Quality public education should be an American right."
Mission High School, San Francisco
14 Years Teaching Experience
"I firmly believe the educator in the room plays a large part in the success of a student and the success of the educator is largely due to the level of quality support received. As a walking testament for the benefit of quality teacher support I am truly excited at the possibility of working with the Trellis Education staff and pre-service teachers in the pursuit of educational success for all students."
Washington High School, San Francisco
31 Years Teaching Experience
"After a student teaching experience where I formally met with my master teachers perhaps three times in the semester, I walked into a full-time position that I was excited about but certainly wasn’t prepared for. I couldn’t manage my classroom without escalating things, planned creative lessons that didn’t have meaningful closure, and ended up crying most Sunday nights. I had gone into teaching to work with marginalized youth, but was failing them miserably..."
"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 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."
"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."