LeChase Hall, Box 270425, University of Rochester, Rochester, NY 14627 warnercenter@warner.rochester.edu 585-275-2616

Current Fellows (Phase II)

 

Meet our current Fellows:



		

Kirsten Abbot

I teach Chemistry and AP Environmental Science and am the Ladies Junior Varsity and Varsity tennis coach at Geneva HS. My experience with Noyce has been truly superb and transformative. Professional development experiences and research in theory and teaching practices have shifted my understanding of and approaches to teaching and learning science.  I believe students who are engaged with STEM in school make informed and productive members of society, regardless of their chosen field, and I’m proud to engage those learners.  The scientific goals of reasoning and problem-solving are often achieved by “doing science” – observing, questioning, hypothesizing, and investigating. This is why students in my class use tools such as Claim, Evidence, and Reasoning to back up their scientific conclusions. Thanks to a STANYS workshop, students no longer submit individually typed lab write-ups. Using argument-driven instruction as the model (linked with science and engineering practices of the NYSSLS), students work in pairs, write on dry erase boards, and present their data and conclusions. I love how it privileges students’ voices and allows students to self-monitor, assess, and reflect as they build a scientific community in the classroom.

Problem of Practice

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Summer Camp Project

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Conference Proposals

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Macenzi Adams

I have been teaching in the Rochester City School District since 2000 and currently teach 6th and 7th-grade math at East Lower School.  I believe that we learn math by making sense of and talking about math.  This is why I push my students to engage in math discourse by talking to each other about how they are making sense of it.  I also work to develop their intrinsic self-motivation by having them self-assess often.  This view is based on inquiry methods of teaching where traditional, rote techniques are not often used.  Rather, mistakes are welcome and provide opportunities to learn — reinforcing my fostering of growth mindsets and belief that all students can “do math” to the highest levels.  The Noyce fellowship has pushed my teaching to be based on theory and research.  I now can give specific reasons for the moves I make as the teacher.  It has also reminded me that all individuals (including myself) are learning and growing daily, and feedback and reflection are a critical part of the process.

Problem of Practice

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Summer Camp Project

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Conference Proposals

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Jenn Davison

Driven by a mantra of Success for ALL students! I have been teaching for 26 years, and the last 21 have been at the Geneva City School District.  I believe in a classroom community in which students feel safe, cared for, nurtured and respected as contributing members of our classroom community.  I believe in building a growth mindset for all students.  Also, I am a member of Delta Kappa Gamma Omega Chapter and an officer of Geneva Teachers Association.  My experience with NOYCE has been highly rewarding in my development as a teacher and as a Math leader in my building.

Problem of Practice

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Summer Camp Project

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Conference Proposals

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Mark Foster

insert brief bio here

Problem of Practice

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Summer Camp Project

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Conference Proposals

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Paul Geary

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Problem of Practice

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Summer Camp Project

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Conference Proposals

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Tiffany LaPrade

I am a fourth-grade teacher at Kelley Intermediate School in Newark, NY. Prior to this, I taught first grade for three years at Lincoln Elementary, also in Newark. I have always believed that authentic learning involves questioning, investigating, discovery, and communication. Therefore, My teaching practices actively involve students in the learning process. Through my course work in the fellowship, I have fleshed out and refined these guiding beliefs. Visually, my classroom reflects this. Instead of desks, there are various nontraditional table options; all of which are whiteboard topped. Students can also choose to sit on pillows, yoga ball chairs, or other various seating options throughout the room. Because the classroom is spacious and contains multiple meeting areas, students can easily collaborate and fluidly move around. The layout of the classroom encourages students to question, investigate, discover, and communicate.

Problem of Practice

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Summer Camp Project

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Conference Proposals

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Michaela Marino

I have been teaching mathematics in the Rochester City School District for the past 8 years.  This time has been a mix of middle and high school, the majority, however, has been in grades 7 and 8.  My time in the NOYCE fellowship has been a time of immense personal growth as well as an opportunity to continuously push my practice forward.  It has given me the theoretical foundation to support my belief that everybody can learn mathematics at the highest level.  Due to my own experiences and beliefs, and the research that supports those beliefs, my work within my classroom is ever-changing and striving to improve.  My current project is around discourse in the math classroom - a challenging yet important part of an inquiry-based classroom. I am excited to continue this journey of personal change and professional growth to become an agent of change for urban mathematics education.

Problem of Practice

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Summer Camp Project

insert brief description and link to Summer Camp materials/informaton

Conference Proposals

insert link to any conference proposals or materials a fellow has developed


		

Brittany Patenaude

My name is Brittany Patenaude and I am currently teaching 11th and 12th-grade math at East Upper School. If you were to visit my classroom you would see students collaborating in small groups to make sense of mathematical concepts and ideas. I believe that learning is social and it is important for students to engage in mathematical discourse to deepen their understanding of mathematics. I believe in an inquiry-based approach to teaching and learning in which students explore and construct their understandings. In my classroom, I embrace mistakes as opportunities to learn and work deliberately to develop a growth mindset in my students. I strongly believe that all students are able to learn and do math at the highest levels and it is my job to help my students live up to their potential. The Noyce fellowship is continually pushing me to better my practice. Through my coursework, I have been able to ground my practice in theory and research. I am more deliberate and reflective in my practice. I look forward to continuing to grow as a math educator. 

Problem of Practice

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Summer Camp Project

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Conference Proposals

insert link to any conference proposals or materials a fellow has developed


		

Andrea Polanski

Andrea Polanski was a Noyce Scholar with the Get Real! Science program at the Warner School, where she earned certifications in adolescent science education with a certificate in Urban Teaching & Leadership. She currently teaches science at East Upper School. Her teaching has always been driven by developing students' capacity to "do science" by engaging in science practices and tackling real-world issues. Through the Noyce Master Teacher Fellowship, Andrea has enhanced this work with a focus on scaffolding classroom discourse around science inquiry. She has also explored fueling student ownership of investigations through opportunities for choice. In the future, she hopes to expand her use of feedback cycles within curriculum-embedded assessments and integration of community science experts. Andrea's work is informed by her experiences as a Rochester Youth Year fellow through AmeriCorps VISTA and working with Borinquen Dance Theatre, a community organization that inspires young people through mentorship and dance, then supports them to become peer leaders and successful artists as they enter adulthood. The models of capacity building and apprenticeship that drive these organizations are an important foundation for Andrea's teaching as she seeks to support students in developing their own skills. She is also inspired by her mentors within the Get Real! Science program, who demonstrate the importance of caring relationships while challenging learners to achieve ambitious goals.

Problem of Practice

insert brief description and link to POP

Summer Camp Project

insert brief description and link to Summer Camp materials/informaton

Conference Proposals

insert link to any conference proposals or materials a fellow has developed


		

Marie Rice

 

Problem of Practice

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Summer Camp Project

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Conference Proposals

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Kim Saccardi

I have been teaching at Newark Middle School for 9 years.  I teach 6th-grade earth science and 8th-grade life science.  I am the department leader for science grades 6-8 and also sit on the district's curriculum council. My classroom has structures in place which allow for both creativity and flexibility.  On any given day, you may mistake my science students for artists and another day in full lab coats looking like surgeons.  Other days, you may see them teaching the class while I sit and let them lead.  What drives this philosophy is both my love of science and desire to  excite kids about the world in which they live. Being a part of the Noyce Fellowship has validated some of my teaching practices while also showing me to abandon some for good!  The Fellowship has challenged my thinking and forced me into a new, exciting way of thinking. I make changes in my classroom on a daily basis and am excited for my future and the future of my students.

Problem of Practice

insert brief description and link to POP

Summer Camp Project

insert brief description and link to Summer Camp materials/informaton

Conference Proposals

insert link to any conference proposals or materials a fellow has developed


		

Laura Schunk

I have been teaching at Kelley Intermediate School in Newark since 2006. I am currently an instructional coach, but for many years I was math AIS (academic intervention support) and part time math coach. My experience with the NOYCE fellowship has transformed both my teaching and my work with other teachers. I have always believed that every student can learn math, but through the program I now have the research and theory to put my beliefs into action. I believe in order for students to enjoy learning math and feel intrinsically motivated to keep learning, it is imperative they have the opportunity to participate in an autonomous math classroom community always stretching their thinking before they develop a feeling of disconnect from math and pull away. Mathematics classrooms should be full of questioning, explaining, justifying, and taking risks, developing students’ math identities and beliefs that math is something they can do. Participating in the NOYCE program has also reminded me that we never stop learning and can always continue to grow in our practice.

Problem of Practice

insert brief description and link to POP

Summer Camp Project

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Conference Proposals

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Liana Spencer

insert brief bio here

Problem of Practice

insert brief description and link to POP

Summer Camp Project

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Conference Proposals

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Renee Williams

I currently teach Algebra I at Geneva High School.  I have had a wonderful experience with Noyce, and the work is intense.  The work in the fellowship has helped me develop a theoretical framework that now guides my decisions in teaching mathematics.  The look and feel of mathematics learning in my classroom are continually evolving as I learn more and more.  It is important for my students to understand that their knowledge and experiences are valuable and welcome in the classroom and that math is out there for them to experience and learn.  I am there to facilitate their learning and to help them develop confidence in their ability to "do math" and make sense of it.  I want my students to understand that math is not a complex system of rules, procedures, and right answers; it is about patterns and relationships, and it is a powerful tool we can use to help us make informed decisions.

Problem of Practice

insert brief description and link to POP

Summer Camp Project

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Conference Proposals

insert link to any conference proposals or materials a fellow has developed


		

Lisa Zeller

I am a middle school science teacher at World of Inquiry, School 58 in the Rochester City School District. I have been with the district for five years and have enjoyed teaching a diverse group of students in my inquiry-based classroom. I am a member of the teacher-led professional development committee and facilitator of the middle school garden club. My goal is to create a K-12 model of sustainability education at World of Inquiry that can be adapted for other schools in the district. In my participation in the NOYCE fellowship, I have continued to dive deeply into the theory and research of Identity. I have conducted two action research projects questioning how spaces in my classroom afford students to develop science identities. In the future, I hope to continue to be an agent of change for urban STEM education in Rochester through my participation as an educator and community member.

Problem of Practice

insert brief description and link to POP

Summer Camp Project

insert brief description and link to Summer Camp materials/informaton

Conference Proposals

insert link to any conference proposals or materials a fellow has developed