In 1997, I began my journey at the University of Massachusetts as a chemistry major. Early on, I was struck by how many people reacted negatively when I mentioned my major, often sharing stories of dull or uninspiring high school chemistry experiences. These reactions fueled my desire to change the way students perceive science, ultimately leading me to become an educator with the mission of fostering a lasting appreciation of the scientific world.
Over the years, I've been proud to contribute to the world of education, particularly in supporting early-career science teachers. My roles as a new teacher mentor in my school district and as a teacher-leader with the San Diego Science Project have allowed me to connect educators and students with authentic scientific research and help foster a strong, supportive community within the profession.
Now, as a district science TOSA for Sweetwater, I believe that the key to effective teaching lies in connecting with students and understanding their needs. My experience as a Knowles Teacher Initiative fellow helped me develop a solid foundation in pedagogical content knowledge, enabling me to support teachers in creating engaging, thoughtful learning environments that make science accessible to all students.
The current burnout and retention crisis in education, exacerbated by the COVID-19 pandemic, is a pressing issue that demands systemic change. Teachers are being asked to give everything without the necessary support, leading to a loss of talented educators. Connecting with other science teachers in similar situations via SDSP projects and professional learning can help to improve both teacher well-being and student outcomes.
Looking ahead to the new school year, my hope is that both students and teachers will feel more connected to learning and to each other. Building strong, supportive relationships is key to creating an environment where everyone can thrive, and I’m committed to helping foster this sense of community across our district.
Finally, we must remember to be "marigolds" to one another—supportive and nurturing figures in a field that can often feel isolating and overwhelming. By standing together and supporting each other, we can ensure a brighter future for both educators and students, creating an environment where quality education and teacher well-being are prioritized.
