Mrs Oliver Influence On Education

As an educator, Carolyn’s passion and determination stemmed from life experiences and was fueled by dedication to her family. Despite the hardship of having to drop out of school her junior year of high school to take on the resposibility of earning a living to support her family, Carolyn was persistent in obtaining an education. Through the GED program she was determined to receive her diploma while working two jobs as a teeneager. After the birth of her first child, she knew that she needed to further her education to become a role model for her daughter. The desire to provide a better life and become an inspiration is evident as she continued on receiving multiple degrees, all the while continuing to hold down a job, and reaching the zenith after obtaining her PhD in Educational Leadership.

The teaching profession has been a been an underrated profession for the past century. STEM majors have been dominating the career field but that did not mean anything to Elisabeth Ramos. Elisabeth Ramos was a first-generation college student who attended the University of Maryland, College Park. Ms. Ramos graduated from her dream school in 2021 with a B.A in Early Childhood Education and 2023 with a Masters in School Counseling. Ms. Ramos not only teaches her students the fundamental to begin their education she also encourages her students to give back to their community whenever it is possible.

Mrs. Rowe, the Assistant Principal, has “trained teachers and taught students in Benin, West Africa; taught in an integrated program for at-risk students in Los Alamos, New Mexico; started a program for at-risk students in Mahopac, New York; and taught AP, Honors, special ed., at-risk, and low-level readers in the Cherry Creek School District.” (Aurora Academy, 2013)

From Milwaukee, Wisconsin to Valparaiso, Indiana all the way to Dunedin, New Zealand Back to the United States to Tucson, Arizona where she stayed just for a few months. Then off she went back to the Midwest to Hugo, Minnesota to be closer to her family and now finally settled in Denver, Colorado with her husband Jeff and daughter Freya because of an outstanding job offer that was just too hard to resist. Never has Annika Pittman been one not to take risks. “Regret is meaningless. I don’t like to dwell on what I could change because I can’t.” Being a teacher of ten years, a wife, a mom, a friend, a daughter, and a sister she has made outstanding accomplishments. Knowing she wanted to be a teacher since kindergarten she had her whole life to strive for

In February, Galaviz will be traveling to the NEA Foundation Gala in Washington, D.C., to receive $10,000 and the NEA Foundation’s Horace Mann Award for Teaching Excellence. As one of only five recipients in the nation, this prestigious honor really reinforces Galaviz’s devotion to continually going above and beyond for her students, something that, for her, starts long before the start of the school year. Every summer, Galaviz goes door to door, meeting with the families of her incoming students. As an educator, she believes that knowing about the student, their family dynamic and their home helps her to be a better teacher. “I

Upon receipt of an email from Ruth Ann Ponten, a 7th grade math teacher, Maya Thomas, the district staff development and instructional consultant, immediately took action to help support the struggling teacher. Ruth Ann was located at a school within a rural community that was undergoing a major transition. The community of farm workers and working class families was transitioning to a community of educated professionals that were being attracted to the community’s strong, tight-knit feel and impeccable older homes. With the change of families, new expectations regarding education started to emerge as well.

It has been many years since I have been back in the classroom fulltime after raising my kids, substitute teaching, and working part time as a science consultant. My background and experiences have prepared me for this specialized and unique position to be able to effectively work with many teachers to provide strategic and differentiated instruction for their diverse students.

From south-central Los Angeles to Kansas City, Missouri, Lisa Williams passion for teaching. She decided to pursue a specialized degree with a goal to work with elementary-age children in schools. Lisa received a BS in Speech-Language Pathology from the University of Missouri-Columbia. She worked as a substitute teacher during her young adult years and served on the children’s ministry team at her church as a primary age teacher and VBS Coordinator. For six years, she has diligently homeschooled her two children and instilled in them life values while teaching school concepts. She has also volunteered as an elementary math teacher for Virtual Homeschool Group for two years, and is eager to begin her role as Life Sciences and Grammar teacher

As preparation for meeting the married teacher couple I was to interview, I started reading Approaches to Teaching (Thinking About Education) by Gary Fenstermacher and Jonas Soltis. It was early in the semester, only a few weeks in, and the overload of theory boggled my mind from the start. I set the book aside and approached the interview with a mindset to get a good outline of who these people are and how they teach. In the setting of their home, in the company of their young child and our mutual friend, I found two caring individuals with similar thoughts on their teaching experiences. Mandy* has been teaching at a large public high school for the last three years. Her degree is in engineering and she loves teaching her seniors

After eleven years of teaching at GCDS, Mrs. Deborah Peart Griffin is leaving Country Day after this school year. Throughout her years at GCDS, Mrs. Griffin continuously displayed humor and enthusiasm while teaching. “Because of my passion for teaching and learning, I deliver lessons with genuine excitement. It's my goal to transfer that love of learning to every student I teach. My reward is smiles and laughter amidst learning, which brings me pure joy.” Mrs. Griffin’s favorite part of GCDS has been “watching fourth graders transform into ninth graders.” Seeing her former students at graduation has always brought tears to her eyes because she “could see the growth that had taken place.” The thought of her shaping a student into a young adult

“A teacher affects eternity; he can never tell where his influence stops.” – Henry B. Adams. For as long as I can remember, I have always wanted to play a big part in children’s education, which is why I have decided to enroll for an education course. I believe that educators have a lifelong impact on their students and on the development of resilience. Thus, I aspire to inculcate my love for learning into the next generation, by influencing and inspiring children all through their formal education.

After growing up in McPherson, Kansas, I proudly attended Emporia State University. In 2009, I obtained a Bachelor’s in Elementary Education and Secondary English Education. Upon graduation, I accepted a position teaching 8th grade English Language Arts in Emporia Middle. I thoroughly enjoyed this experience and worked with amazing educators. However, after three years my husband, three children, and I relocated to Lawrence, Kansas. My husband began teaching high school English, and I dove into a third grade blended learning classroom at Hillcrest Elementary School. While the overall professional experiences and demographic make-up of working at an international school was fabulous, I missed the interaction with middle school students.

Kindergarten and elementary school teachers often prepare younger students for future schooling by teaching them basic subjects such as math and reading that they will need as they further their education (“U.S.Bureau of Labor Statistics”). Often times we may overlook the importance that these teachers have. They are crucial for developing skills that children cannot form on their own. Teachers that teach at the elementary level have the chance to establish the child’s strengths and weaknesses (“How to Become an Elementary School Teacher”). This is beneficial for the future so that they know what they need to work on to succeed. This is a noble profession because they are setting the children up for their success down the road in life. This career is distinguished, and the education required allows for an early entry into the

Amy Dill, the Houston elementary school principal, and Dana Hohlt, the supervising first grade teacher, were both helpful with providing information about teaching in a rural school. They provided insight into what it was like to work with students who are not able to have their needs met outside of school. They shared what programs the school had to help these children, and what a future educator needs to know in order to be prepared for teaching in a rural school.

My field observations took place at the Hall Center for Education, an alternative campus in Aldine ISD, Houston, Texas. Hall is a school of choice with a population of approximately 85% of economically disadvantaged students. I had the privilege of observing several teachers, but I was especially drawn to the classroom management of Ms. Whitaker. Her area of instruction is science both direct and online. Before coming to Aldine, Ms. Whitaker taught in China.