Teachers Organizing Diverse Opportunities Across a STEM Ecosystem (TODOS)
Meeting the needs of diverse students through a STEM networking and leadership program for New Mexico Science Teachers grades K-12
Teachers in New Mexico will enhance their knowledge of content, pedagogy, and leadership as part of the Noyce Science Teacher Leadership program.
Noyce Master Teacher Fellow, John Allen presenting at the NM Science Teacher Conference
This TODOS program serves the national need for developing K-12 science teacher leaders. The project supports the development of science teacher leaders who are known as Noyce Master Teaching Fellows (MTFs). The MTFs learn to provide their students, as well as other science teachers, networking success in a STEM learning ecosystem. A STEM learning ecosystem refers to the way a variety of environments, such as schools, community settings, families, businesses, and museums, converge to create an array of learning opportunities for students. When teachers connect school science with diverse ways that science is done across a STEM learning ecosystem, they can likely support a greater diversity of students in gaining interest in science and experiencing increased achievement in science. The objectives are: First, build relationships and leadership across the STEM learning ecosystem which includes families, informal and formal STEM organizations, and STEM career and college pathways. Second is to organize diverse learning experiences that leverage connections across the STEM learning ecosystem and that broaden student interest and success in K-12 science.
MTFs' Daniel Delgado and Sophie Forbes talk with Cynthia Connelly of NM Tech University
This project at the University of New Mexico includes partnerships with schools, science teacher associations, national laboratories, businesses, cultural and community associations, and museums. The five-year project provides fellowships to 16 experienced and exemplary practicing teachers from grades K-12. Goals include building capacity for greater formal and informal networking among K-12 science teachers and other people in the STEM learning ecosystem. The projects provide an annual summer institute, a system of mentoring and networking, and university online micro-courses to support science teacher leaders in advancing their leadership skills, pedagogical skills, and content knowledge. A main goal is for science teacher leaders to use their new knowledge and network connections to create, implement, conduct action research, and disseminate lessons with storylines that connect to family, community, laboratory, and workplace ways of doing science. The project builds on theoretical knowledge about the STEM learning ecosystem and a relational form of leadership called Maize leadership. Similar to an ecosystem perspective, the Maize Model will guide the MTFs to build relationships and respect for diverse people because of a core purpose of holistic interdependent balance and well-being in life. It honors Indigenous values and has demonstrated success in creating pathways to school leadership for diverse cadres of people in New Mexico.
MTF Chelsea Lucas networking
The specific research questions are: 1. What social network connections emerge among the science teacher leaders and other actors in the STEM ecosystem over the five years of the project? 2. How do science teacher leaders make and use STEM ecosystem connections, and the resources associated with those connections, in their work with students and colleagues? 3.What factors or structures enable, or constrain, connectivity across the STEM learning ecosystem of New Mexico in support of diverse learning opportunities for teachers and / or their students?
Master Teaching Fellowships project is supported through the Robert Noyce Teacher Scholarship Program (Noyce). The Noyce program supports talented STEM undergraduate majors and professionals to become effective K-12 STEM teachers and experienced, exemplary K-12 teachers to become STEM master teachers in high-need school districts. It also supports research on the effectiveness and retention of K-12 STEM teachers in high-need school districts.
Additional funding comes from Technology Enhancement Fund (TEF) of the New Mexico Higher Education Department (NMHED), and the Fostering Research Expansion in the Social Sciences and Humanities (FRESSH) program of UNM’s Office of the Vice President for Research (OVPR).
Faculty
For the next five years, an interdisciplinary group of faculty researchers will develop K-12 science teachers as leaders. They will experience enhanced networking with the STEM ecosystem, while supporting equity and inclusive teaching and learning in New Mexico schools.
The team is built from the College of Education & Human Sciences (COEHS), the School of Engineering and the College of Arts & Sciences.
Meet the Faculty (left to right)
- Dr. Tito Busani, Assistant Professor, Department of Electrical and Computer Engineering
- Dr. Deena Gould, Assistant Professor, Science Education
- Dr. Shawn Secatero, Associate Professor, Educational Leadership
- Dr. Laura Crossey, Distinguished Professor, Department of Earth and Planetary Sciences
- Dr. Kun Huan, Associate Professor, School of Public Administration
Meet the Teachers
John Allen
Tularosa Middle School
I have dedicated my career to advancing science education and fostering inclusivity within the STEM field. With a strong foundation in agriculture and a passion for teaching, I have embarked on a journey that would blend my academic expertise with a commitment to inspiring the next generation of scientists.
Recognizing the critical need to promote diversity and inclusivity in STEM education, I made the pivotal decision to join the NSF Noyce Master Teacher Fellowship. As a member of this esteemed fellowship program, I seek to champion initiatives that attract a more diverse group of New Mexico students to STEM fields.
The Noyce Master Teacher Fellowship provides us with a platform to spearhead transformative initiatives aimed at enhancing STEM education. Through the fellowship, I hope to build relationships and leadership across the STEM learning ecosystem, engaging families, informal and formal STEM organizations, as well as STEM career and college pathways to open the door for my students and help them fill the STEM career need here in New Mexico.
Miranda Chavez
Biology/Chemistry/Conceptual Physics
Taos High School
I have been that kid with the rock collection, stick collection, bug collection and box of assorted other natural sciences artifacts for as long as I can remember. Inquiry and investigation have been a part of my life since early childhood- much to the occasional dismay of those on the receiving end of potentially live presents. As I grew up and had the opportunity to chose what direction my science instruction went in, I focused on life sciences, focusing on Horticulture during my undergraduate studies. Since then, I have branched back out into other sciences as I find new and fascinating facets to all manner of study areas.
As a Noyce Master Teacher Fellow, I aim to help create and maintain supports for science teachers who work with neurodivergent high school students, as many resources for this population tend to focus on K-8. Beyond this, I intend to continue sharing the joy and wonder I find in every aspect of the sciences to all I encounter. Both of these goals can be accomplished through coordination with my colleagues both in the Noyce fellowship cohort and throughout the state. All students in all New Mexican schools deserve a quality education, and an integral part of their science education is both experiencing and witnessing the incredible wonders this broad area of study has to offer.
Robert Cushman
Zuni High School,
Zuni Public School District, Zuni NM
As a child, the natural world wowed and awed me. While my parents and mentors might have been frustrated by pockets of reptiles or pounds of rocks I snuck home, they encouraged this discovery. Later, as I learned to observe and explore related phenomena and I discovered processes to answer my own questions I was thrilled. This educational and intellectual growth was one of the greatest rewards I could experience – as I matured I realized that many children do not get the experience I had taken for granted.
Equitable science education is sorely needed throughout New Mexico and as a Noyce Master Teacher Fellow, my goal is to help diverse students, especially in rural, low income locations, to have equal access to quality STEM education. I’m passionate that students deserve culturally relevant, place-based, hands-on science instruction while also providing opportunities to help them expand their horizons so each child in New Mexico can see their potential and hopefully experience the wonder I did in my youth.
Amy DeGroat
Upper Elementary Teacher
Indian Hills Elementary School
Gallup-McKinley County Schools
My goal as a Noyce Master Teacher Fellow is to connect with teachers locally and statewide to make STEM education in the elementary classrooms more robust. I want to advocate for these classes daily for elementary students in New Mexico. In addition, I want to work with my science colleagues of all levels, to show teachers and administrators how to smoothly integrate STEM education without giving up reading and math time. In order to do this, I will work with my Noyce Fellows to create integrated lessons, increase my science knowledge, and connect educators with STEM resources in our state. My students love STEM learning, and I want to ensure that love continues at the highest level.
Leadership experience in science education:
Middle school team leader for four years organizing a weeklong science educational experience to the three different regions of Peru.
Laura DeBusk
Yucca Middle School
Clovis Municipal School,
I have always been interested in the science behind why the world works. I love that I am able to share my passion with my students and teach them how to spark their own curiosity in science. I am honored to be a part of the Noyce Master Teacher Fellowship. I strive to incorporate a strong foundation of learning and internal benefit of science as well as give my students the tools they need to be successful as they pursue their own educational goals. Education has changed within the last 28 years of my teaching career. Every year comes new strategies and classroom techniques to engage students and as an ecosystem, I look forward to bringing in new classroom ideas, strategies that will set my own experience above the rest. I am driven to have an engaged classroom with new and exciting strategies that make my students want to learn more. I do not shy away from a challenge and look forward to building on my 28 years with this amazing program. I look forward to meeting new colleagues and building those relationships across the STEM learning ecosystem.
Daniel Delgado
Cuba High School
Lead Science Teacher (Cuba High School), Grant Administrator, Cuba Independent School District, NMPED Canvas Captain, NMPED Teacher Leader Network; Regional Representative: New Mexico Science Teachers Association, LANL College & Career Coalition Member, and Future Focused Education Capstone Practitioner
Since graduating from Cuba High School, I have been a proud member of the scientific research and teaching communities. Over the course of my career, I have and will continue to collaborate, investigate, plan, and lead scientific investigations. One of my lifelong ambitions is to bridge my real-life scientific research with my high school science classes in the hopes that I can inspire and provide my students with the knowledge and hands-on experience needed to pursue careers in STEM if they choose to do so after graduation. Although my research interests have always been related to the fields of improving waste management and bioremediation, I have also been able to research and collaborate on projects that involve quantum dynamics, supercomputing, and media arts. Being a science teacher in a rural school that serves some of the most at-risk students in the country has been one of my greatest challenges and has also been the most rewarding. Teaching in Cuba has provided me the opportunity to be part of a culturally diverse community that pulls together to support one another and has developed unique and creative ways to overcome challenges such as geographical and social isolation and poverty. I feel that our school fosters teachers seeking to improve themselves in all aspects of life and supports the professional needs of teachers. One aspect that I feel is essential to being a successful science teacher in a rural community is to seek out ways to stay connected to the larger scientific community through networking. During COVID, I felt that teaching in a rural school felt much more isolated but also provided a unique opportunity to seek out online resources and partnerships through remote learning. Remote learning taught me, as a teacher at a rural school, an eye-opening reality: even though we are geographically isolated, there are ways to be part of the larger scientific community. I am excited to serve as a Master Teacher Fellow with the Noyce Program because I believe that building a strong, diverse, and accessible STEM ecosystem in the State of New Mexico will help all teachers stay connected. I feel that providing this connection will allow all science teachers to feel that they are part of a beloved community of educators. My hope is that our STEM ecosystem provides all science teachers in our state the opportunity to connect, collaborate, and share as they continue to encourage, support, inspire, and lead their students.
Sophie Forbes, NBCT
Second Grade
Espanola
I come to the Noyce Master Teacher Fellow Program as a teacher who has worked for 18 years in the inner city, on a reservation, and, since January, 2017, in a small, rural Hispanic school. I am passionate about teaching science, and especially about encouraging young girls to believe that science is something that they can do. I hope to gain more knowledge from the program about culturally responsive teaching, and especially about incorporating indigenous science into my teaching.
Through the Noyce Master Teacher Fellow Program, I hope to broaden my abilities to teach culturally responsive and indigenous science, and to share this knowledge with the broadest network of New Mexico teachers as I can reach. I also hope to gain leadership skills from the program, and learn how to advocate for New Mexico students and teachers at every level of educational delivery. New Mexico students deserve the best science education possible, and I want to help ensure that they receive all that they need to be successful in this field.
Erwin Fuentes-Balbuena
John F. Kennedy Middle School,
Gallup McKinley County Schools
As a Noyce Master Teacher Fellow, my goal is to reach all students through an emphasis on inspiring, culturally responsive science instruction. I believe that this will increase the interest and commitment my students demonstrate towards science education. Through innovative, culturally responsive, and thought-provoking teaching, I can guide my students as they develop a strong interest in science and hopefully encourage more of them to pursue careers in science and STEM.
I also plan to use the platform that I have through this program to advocate for this type of science instruction at a school, district, and state level. Part of this advocacy involves mentoring other teachers and assisting them in developing this sort of a framework in their classrooms, as well as advocating for the necessary changes to make this possible. I believe that culturally responsive, innovative, and inspiring science instruction can have a real impact for students. At the school, district and state level, I hope to utilize the platform that I have through this program to influence other teachers, administrators, and science education leaders.
Liz Gilroy, NBCT
3rd Grade Teacher
Arroyos del Norte Elementary School
Taos Municipal School District
As a 3rd grade teacher working in a small rural elementary school in Northern NM—hoping to hook my students on science at a young age—I am excited to be a Master Teacher Fellow in the TODOS Noyce program. Elementary teachers face our own set of science education challenges. We often avoid teaching science altogether as our administrators prioritize math and reading instruction and test scores. We also often feel unsure about teaching activities for complex topics like force and motion. The TODOS program is giving me opportunities to meet other NM teachers addressing these challenges and more. Furthermore, this program is helping me build my confidence to teach science topics, such as electromagnetism, while learning how I can support other elementary teachers to be more confident and willing to prioritize teaching science in their limited instructional time.
Robin Herrera
Cuba Elementary
As a teacher who loves science, I am privileged to participate in the Noyce Master Teacher Fellowship. I am passionate about teaching and inspiring the next generation of scientists. I am determined to deliver challenging, equitable, and rich science content that will push students to reach their full potential. I aim to develop their skills, abilities, and confidence to create a generation of successful creators of future knowledge. As an educator, I am responsible for ensuring that every student is empowered and equipped with the necessary tools and skills to succeed in their future endeavors. I firmly believe every student deserves equal opportunities to learn and grow, regardless of background, ethnicity, or gender. Only through inclusive and equitable education can we create a society where every individual is empowered to realize their full potential and contribute positively to the world around them. As a participant in the Noyce Master Teacher Program, I have the incredible opportunity to connect and work closely with like-minded educators who share my passion for teaching. Through our collaboration, I can gain valuable insights and perspectives and develop new teaching strategies and techniques that help me become a more effective teacher. Being part of this program has been a transformative experience for me, personally and professionally.
Jerome Jones
Farmington High School
I decided to become a part of the TODOS program because I have a strong passion for teaching science, and I'm committed to ensuring that every student, regardless of their background, feels valued and included in the classroom. Throughout my teaching career, I've observed that some students, especially those from minority groups, encounter obstacles in science education. This has motivated me to take action and seek out opportunities to improve the situation. By joining the TODOS program, I hope to gain new insights and strategies for teaching in a more inclusive way. I'm also excited about the chance to collaborate with other educators who share my dedication to creating equitable learning environments.
Mesina Kee
Kindergarten
Gallup McKinley County School District
My name is Mesina Kee. I am from a small town on the Navajo Reservation called Crystal, NM. I now reside near Gallup, NM with my husband and 3 children. I am a Kindergarten teacher from the Gallup McKinley County School District. I have been teaching kindergarten for 12 years. As an Early Childhood educator and a Noyce Master Fellow, I would like to incorporate more Science activities in the classroom. I would like to mentor other teachers who strive to be better at teaching Science. As I continue to network with other Noyce Fellows, regional teachers and teachers within my district I want to help foster a growth mindset in others.
Chelsea Lucas
Deming Middle School
My name is Chelsea Lucas and my goal is to empower fellow educators with innovative teaching practices, cultivating a growth mindset within classrooms, and mentoring other educators. I am passionate about taking on leadership roles in my school and community. Through collaborative efforts, I aspire to encourage students to envision themselves as contributors to the scientific community through project based learning. I am committed to helping build relationships and leadership among the STEM ecosystem of New Mexico.
Leadership experience in science education: Science Department Head, New Teacher Induction Program Mentor, NASA Partner Eclipse Ambassador, LiftOff Summer Institute, Pick-N-Learn Program Coordinator, Canvas Rockstar, Outstanding Master’s Thesis Award LiftOff Summer Institute, Pick-N-Learn Program Coordinator, Canvas Rockstar, Outstanding Master’s Thesis Award
Gian Poteste
8th Grade Physical Science
Spartan Learning Academy
Since the start of my career, I have felt the need to inspire students to pursue STEM. STEM brings ideas into reality and, for the most part, improves the lives of people. As a teacher, it is my goal to build a strong foundational knowledge of science, develop working skills in a variety of STEM related careers, and inspire independent critical thinking.
I applied for the NSF Noyce Master Teacher Fellowship to help further my own personal goals of improving my knowledge and skills as a teacher for my students, but to also help shape the direction of New Mexico's future through science education. I want more diverse voices to pursue STEM and more people to better understand scientific principles and processes.
New Mexico has a wealth of scientific experiences and opportunities for educators to tap into. Through the Noyce Master Teacher Fellowship, I hope to help create a sustainable science ecosystem in New Mexico between public and private organizations, communities, families, and schools. I hope that this ecosystem will inspire and cultivate New Mexico's students, families, and communities.
Valerie Scott
Valerie Scott Hiroshi
Miyamura High School
Gallup-McKinley County Schools
Gallup, NM
Natural sciences have been a part of my life as a five-fingered Navajo since before I was born. The earth and all its glory was a huge part of my upbringing and I learned to appreciate all the different perspectives of trying to understand Earth’s processes. As a STEM educator, I feel it is one of my duties to spread the awe and marvelousness of our land and all its beings. My goal is to share the passion and understanding we have with others and vice versa. There is a large opportunity to enhance STEM education for our people and shift the perspective toward a more enriched future. As a NOYCE Master Teacher Fellow, I hope to expand my network and increase my science knowledge to better serve as a leader and for the future leaders of our communities.
Megan Smith
First Grade
Mescalero Apache Reservation
As a 1st grade teacher and tribal member working on the Mescalero Apache Reservation, I am hoping to plant the seed of science learning in students at an early age. I believe science exposure at a young age will increase interest and wonder for students so that they may hunger for knowledge and broaden their learning. I feel as a Master Teacher Fellow in the TODOS Noyce program I will be able to gain knowledge and confidence for teaching culturally responsive science in the classroom. Science is not a priority in my district in 1st grade, with the support of the Noyce program I feel this is my opportunity to bring Science to Mescalero Apache students.
