Curriculum Catalyst Fellowship

Aaron Grossman is a 5th grade teacher in Washoe County School District, Nevada. He was his district’s Teacher of the Year in 2017 and a Nevada Teacher of the Year finalist in 2018. Aaron was an EdWeek Leader to Learn From award winner in 2014 for work to bring College, Career and Civic ready outcomes into classrooms.

2024 Advocacy Project:
Closing Gapes and Gaps in Nevada’s HQIM Policies

Overview:
In recent years, a new type of product has entered the K-12 marketplace that is displacing traditional curricular classroom experiences. These materials are neither textbooks nor supplements. They are, however, resources that reach 100% of the student population through digital experiences and personalized learning. These materials are escaping traditional review processes because Nevada’s laws, often written decades ago, are not current with what publishers are now able to create and share with states and districts. This project aims to close the gaps in outdated state laws and ensure all curricular experiences are reviewed.

To provide feedback for Aaron, complete this survey.

Cicely Woodard is a veteran middle school mathematics teacher who is passionate about students learning math content through relevant, real-world contexts. She is a 2017 state-level finalist for the Presidential Award in Mathematics and Science Teaching, the 2018 Tennessee Teacher of the Year, and the 2019 NEA Member Benefits Teacher of Excellence Awardee. Her
teacher leadership work involves speaking at the local, state, and national levels, developing district-wide scope and sequence documents, reviewing statewide assessments, mentoring student teachers, and facilitating mathematics education professional learning opportunities.

2024 Advocacy Project:
Magnifying Teacher Voice through a District Curriculum Academy

Overview:
For my project, I participated in my district’s Curriculum Academy that empowered high school math teachers to collaborate to build relevant supports to implement newly adopted high-quality math instructional materials. During the Academy, educators reviewed the alignment between standards and new instructional materials, developed pacing and vertical alignment guides, prepared common formative assessments, and identified supplemental materials.

The goal of my participation in the Academy was to ensure that my voice as a teacher was at the forefront of decisions that directly impact instruction in the classroom. Additionally, my long-term goal is to model the Curriculum Academy for other districts to encourage replication and emulation. I will also serve as a Model Classroom Teacher by leading curriculum based professional learning and continuing learning with colleagues from across the district

To provide feedback for Cicely, complete this survey.

Jennifer Smith is a middle school science and math teacher in Mahomet, IL. A 2015 Illinois Teacher of the Year Finalist, Jennifer is passionate about making curriculum and instruction more equitable.

2024 Advocacy Project:
A District Approach to Adopting High Quality Science Curriculum

Overview:
The first aim of the project is to better understand the district process for identifying and adopting science curriculum based on the input of school and community stakeholders. The adoption process can then be refined and formalized in a way that could serve as a template for other districts in the state. The project will also include an examination of how to best leverage professional development to ensure that the curriculum is implemented with fidelity.

To provide feedback for Jennifer, complete this survey.

Laura Chang is an instructional coach and former 2nd-grade teacher. She was named the 2018-19 Michigan Teacher of the Year. Chang has taught in Vicksburg Community Schools for her entire 18-year teaching career since receiving her Bachelor’s Degree from Western Michigan University (WMU). Chang also earned her Master of Arts in Education and Professional Development from WMU.

2024 Advocacy Project:
Teacher Voice Can’t Stop at Adoption: Elevating Teacher Leadership in Curriculum Implementation

Overview:
My school district has a dynamic teacher-driven adoption cycle in place for choosing high-quality instructional materials. Teams are formed, led by the curriculum director and instructional coaches, where teachers collaborate to select and adopt appropriate instructional materials for all content areas. The district has developed this plan to ensure equitable access to high-quality core instruction and that the materials align with state standards and research-based best practices, but teacher voice stops at adoption.

I’m working with district stakeholders to continue the teacher-driven cycle with curriculum-based professional learning tied to the new resources and teachers driving the scoring and grading decision-making processes.

To provide feedback for Laura, complete this survey.

Michael Dunlea teaches third grade in Tabernacle, New Jersey, and has been teaching for the last 17 years. Michael attained National Board Certification as an Early Childhood Generalist in 2015. He is currently pursuing his second master’s degree in teacher leadership at Mount Holyoke College. In 2018, he received the Presidential Award of Excellence in Mathematics and Science Teaching and is a 2020 NEA Global Learning Fellow. In 2012, he was recognized as New Jersey State Teacher of the Year Finalist. Michael lives with his wife and three children in southern New Jersey.

2024 Advocacy Project:
The Science of Improving Science Education: Elevating Teacher Voice in New Jersey

Overview:
How do we assess, identify, and address the underlying causes of lackluster academic progress in science education in New Jersey? A key element of this puzzle is statewide summative assessments, like the New Jersey Student Learning Assessment – Science. While measuring learning is critical to finding and filling gaps, too little educator voice at the table has resulted in testing policies that aren’t driving science instruction in the ways in which they were meant.

Through engagement with networks of New Jersey science educators, as well as a strategically planned series of media articles, I will explore and elevate the ways that leaders in New Jersey can bring experienced science teachers to the table, intentionally build an aligned instructional and assessment system, and inform the goals we all have for our students’ careers and futures.

To provide feedback for Michael, complete this survey.

Maggie Moore is a science and biology teacher at Hononegah Community High School in Rockton, Illinois. Moore was a finalist for Illinois Teacher of the Year in 2019 and was recognized in August 2023 by the HCHS board of education for her dedication and expanding her profession beyond the walls of the school. She has now expanded her impact as the president-elect of the Illinois Science Teaching Association.

2024 Advocacy Project:
Making Smart Local Decisions Easy Decisions: Creating State Recommendations for Science Curriculum in Illinois

Overview:
This project aims to ensure that every Illinois teacher, school district and school board has access to a list of vetted science curricular materials. Illinois is a local-control state so every district has autonomy to choose their own resources, but it currently lacks any recommendations for materials. A list of resources would not only promote high-quality science instruction throughout the state, but would also reduce time and effort required for districts to look for new curriculum.

To provide feedback for Maggie, complete this survey.

Morgan Rankin is a second-grade teacher and literacy specialist in Johnson City Schools, Tennessee. Selected as the 2022 Tennessee Teacher of the Year, Morgan is also a founding member of the Blue Ridge Literacy Project, an initiative dedicated to delivering professional development in research-based literacy practices to Tennessee teachers. Dedicated to building student relationships and instilling a love of learning in her students, Rankin is also the founder of South Side School’s Genius Hour, an inquiry-based learning club for students modeled after Google’s 20% Project.

2024 Advocacy Project:
Adoption is Just the Start: Leveraging Educator Effectiveness with HQIM

Overview:
Tennessee has a strong investment in HQIM. But after these resources are chosen, how do teachers make them come to life? Many of these programs are resource-rich, with comprehensive manuals and digital platforms for teachers to learn how to navigate. With full plates, educators need thoughtful, responsive, collaborative, and enduring support as they implement new curriculums. How can district and state-level leadership support teachers so that they are afforded the time, network, and learning to implement these resources effectively?

To provide feedback for Morgan, complete this survey.

Michael Houston, a mathematics teacher at Harding High School in Saint Paul Public Schools, is the 2023 Minnesota Teacher of the Year. Houston’s 19-year career at Harding includes 18 years as a football coach – 10 of which he was head coach. At Harding, Houston is the mathematics department chair, a learning team facilitator and union steward.

2024 Advocacy Project:
Ensuring Quality Financial Education: Minnesota Teachers Driving Our New High School Requirement

Overview:
In May 2023, Minnesota became the 20th state in the country to guarantee a personal finance course for high school students. Beginning with incoming 9th grade students in the 2024-2025 school year, students will be required to take a personal finance course by the time they graduate. My primary goal will be to ensure the Minnesota Department of Education and school districts, specifically Saint Paul Public Schools, engage Minnesota teachers to develop the necessary standards, identify the highest quality instructional materials, and provide the essential professional development to ensure schools are able to implement new financial literacy graduation requirements in an evidence-based and intentional way

To provide feedback for Michael, complete this survey.