Who are the Phoenix Teaching Fellows?
In August 2008, the first cohort of Phoenix Teaching Fellows started their teaching careers in 14 high-need schools throughout Phoenix Elementary and Murphy School Districts. In 2009, our reach expanded to include a partnership with Roosevelt School District. Fellows began teaching in short-staffed subjects in Roosevelt in the fall of 2009, meeting critical district needs. Every Fellow teaches a high-need subject area, including math, science, elementary education and special education. Details about the 2009 Fellows cohort are below:
Selectivity
- Phoenix Teaching Fellows is a highly selective program
- In 2009, only 5% of applicants were accepted to become Fellows
Diversity
- The Fellows are a diverse group of individuals, including managers, teaching assistants and recent college graduates
- Fellows report an average of six years of professional experience
- 50% are male
Educational Background
- The cohort has deep content knowledge and has a history of academic successes
- The average GPA of Fellows is 3.4
- 12% of the 2009 cohort held graduate degrees prior to becoming a Fellow
The Life of a Fellow
These are the real experiences of being a Phoenix Teaching Fellow and a teacher in Phoenix schools, and working relentlessly to increase student achievement and close the achievement gap. Our teachers do tremendous work every single day to put kids on a different path in life.
My job as a teacher…
Being a teacher who increases student achievement is one of the most important, rewarding, and challenging journeys I've ever pursued. I am constantly thinking about where my students are performing and where they could and should be performing, if certain factors had not contributed to their lack of achievement. It's not my students’ fault that they are 2-5 years behind in reading. It just means that I have to work harder. Keeping my eye on where my students should be helps me to consistently push the envelope with them and set high expectations.
Every day is a fresh start and a chance to positively impact someone's life in both small and big ways.
The commitment it requires…
My busiest day of the week is Tuesday. I'm up by 5:45 a.m. and at school by 7:00 a.m. School ends at 3:00 p.m., we have a staff meeting until 4:00 p.m., and then it's off Arizona State University for classes at 4:40 p.m. I always try to have dinner with other Fellows to catch up and share ideas before ASU classes start. We have class until 10:00 p.m. Back at home, I get last minute work done and am in bed by 12:00 midnight. On other days I usually take work home, even after being at school until 5:30 p.m. I spend time with friends and family at least one day on the weekend, but I always take work home on the weekends to ensure that I am prepared for the next week.
The challenges I face…
- It feels like lessons flop all of the time! I would estimate that at a minimum I have a couple of lessons per week flop to some degree. When I realize a lesson is flopping I try to stop before I go too far and cause more damage/confusion with the students, or I start over from a more basic level. If it is beyond repair but a necessary lesson, I think about it overnight or talk with a colleague and ask for suggestions to re-attempt the lesson. Being a new teacher requires constant self-evaluation and reflection. Maintaining a sense of urgency and planning full lessons helps students make the gains needed to succeed, and strengthening older concepts into new material helps students to make new connections and succeed academically.
- One factor that impedes the focus on student achievement is the language barrier between me and my students' families. Many parents speak Spanish and it is very difficult to create a home/school connection. To not become discouraged and refocus, I keep a positive attitude and work on learning more Spanish as often as I can. I encourage my students to talk about school with their families and share what they are learning in class. Although we may speak different languages, the parents can sense that their child is learning in a fun, positive and safe environment, and as a result they are very supportive of me and what we are accomplishing in the classroom.
- Learning how to maintain a neutral exterior in the event of student misbehavior is a trying experience for a first-year teacher. I have confirmed the importance of proactive teaching rather than reactive teaching—making sure that I don’t give students what they want, a physical reaction, but that I give students what they need – a strong leader.
My overall perspective…
Everything will get done! Prioritize! The kids always come first!
Contributions from:
Denae Gauer, Friendly House Academia del Pueblo School, 2008 Cohort
Nicole Abbott-Pohl, Alfred F. Garcia School, 8th Grade, 2008 Cohort
Jaime Calvillo, George B Brooks Academy, 4th grade, 2009 Cohort
Megan Froelich, Lowell Elementary School, 5th grade, 2008 Cohort
Celeste Snyder, Bethune Elementary School, Kindergarten, 2008 Cohort
Kendra Hanson, Whittier Elementary School, Special Education, 2008 Cohort
Megan Miller, Magnet Elementary School, Math, 2008 Cohort
Lynn
Subject: 7th/8th grade math
School: Mary McLeod Bethune School
“The need is out there and it is up to every citizen to offer what they can to improve our society… The students I interact with will be the ambassadors of change. Having the opportunity to teach in a low-income community will allow me to better the world through the development of others,” Lynn, middle school mathematics teacher at Mary McLeod Bethune School in Phoenix Elementary School District.
Lynn joined Phoenix Teaching Fellows following repeated success as a design engineer with Toyota. As the first female selected for a long-term assignment in Toyota City, Japan, Lynn led a product development team, while immersing herself in Japanese language and culture. Prior to earning a Master of Manufacturing System Engineering at University of Michigan-Dearborn, Lynn graduated from University of Louisville in 2001 with a degree in Mechanical Engineering.
Stacie
Subject: K-8 special education resource
School: Paul Lawrence Dunbar Elementary School
“I want to work in high-need schools because I want to be the person who sees each child as an opportunity not as a challenge. I believe in pushing students academically, I believe in inspiring hope and most of all I simply believe in each student. I want to share with them that they are the creators of their own destiny,” Stacie, special education teacher at Paul Lawrence Dunbar Elementary School in Phoenix Elementary School District.
Stacie graduated from University of South Carolina in 2006 with a degree in communications. Upon relocating to Phoenix, Stacie became an active member of the community as Sunday school teacher and Court Appointed Special Advocate (CASA) for foster children. Stacie’s experience as a CASA will give her a unique perspective in her interactions with special needs students and their families in a special education classroom.
