Allan Fluharty
VIVA Chicago Project: Time, Teachers, and Tomorrow’s Schools
Teaches high school science for the Chicago Public Schools
Teacher for more than 5 years
Allan became a teacher after careers in industry and the military because he wanted to give something back to society. “I see teaching as an honorable and critically important profession, particularly at the present time,” he says. “Education is undergoing significant change; I feel blessed and honored to be part of the effort to improve teaching.” When he is not teaching, Allan is working on his master’s in school leadership, serving as a mentor for science teachers pursuing National Board Certification through the National Board Resource Center at CPS, and spending time with his wife and two sons.
Andrew Rasmussen
VIVA ISEA Project: Re-Imagining School Leadership for the 21st Century
Currently a full-time local union president, he previously taught 8th grade civics and 7th grade world studies in the Des Moines Public Schools
Teacher for more than 15 years
Andrew started teaching “because of a love of the subject matter–civics–and enjoying the idealism, creativity, and unique perspectives of young people,” he says. “I kept teaching because the job allowed me to be creative and make a difference.” One thing you should know about Andrew is that he is “passionate about defending students’ right a high quality education.”
Annette Walen
VIVA Minnesota II: Strengthening Our Practice: A Classroom Teachers’ Approach to Evaluation
Instructional Coach in Osseo, Minnesota
Teacher for more than 25 years
Annette became a teacher “because of my love of children and my love of learning. That choice felt more like a calling than a weighty decision: I have always viewed teaching as a way to impact the world in a positive way through the education, nurturing and development of our children.” She is an active union member. Before she became an instructional coach, she taught 4th and 5th grades.
Beth Hillerns
VIVA Minnesota Project: 360 Degree Leadership: Evaluating Minnesota Principals
Teaches enrichment for East Central Schools
Teacher for more than 10 years
Beth became a teacher because “I love learning and want to share my knowledge with others. It’s wonderful when the light bulb goes on and a kid ‘gets it.’ I want to help kids have those connections and accomplish great things.” When she’s not teaching, you’ll find her reading, spending time with her family, or practicing Tae Kwon Do.
Blake Unger Dvorchik
National VIVA Report: Voices from the Classroom
Teaches middle school math and science in the Bronx
Teacher for 4 years
Blake became a teacher because “I believe it is the most effective way to pull children out of poverty and to give them opportunities they wouldn’t otherwise have.” He now writes curriculum for NYC Teaching Fellows. One important thing to know about Blake is: “I truly believe that kids will struggle to succeed in the face of all adversity. It’s up to us as teachers, parents, principals, and deans to support them, lend a hand where necessary, and carry a sincere belief that through hard work and tenacity our children will be able to accomplish their dreams.”
Brian Graves
VIVA Chicago Project: Time, Teachers, and Tomorrow’s Schools
Teaches 3rd Grade for the Chicago Public Schools
Teacher for more than 15 years
Brian knew in the 5th Grade that he wanted to be a teacher. “Most teachers have a passion for their job,” he says. “I have that passion. I love making new discoveries with my students. Kids are the best people to work with … they are honest and they appreciate what you do for them in the classroom.” One thing you should know about Brian is: “I tend to be very vocal when it comes to the media/government when they bash teachers and the public school system. I think teachers are the backbone to this country. I will always stand up for public education and will always put my students first.”
Brionna Harder
VIVA Minnesota Project: 360 Degree Leadership: Evaluating Minnesota Principals
Teaches high school social studies in the Minneapolis Public Schools
Teacher for more than 10 years
Brionna became a teacher because of her strong belief in “the power of a free public education system to be the catalyst for societies to change for the better and for democracies and democratic republics to not only survive, but to thrive; the potential of people to be creative, loving critics of the world in which they live and to use their knowledge, skills, hopes, dreams, creativity, and optimism to improve our communities, from local to global, and the possibilities in the future that, to realize, demand a strong, educated and activated citizenry.”
Carrie Robatcek
VIVA Minnesota Project: 360 Degree Leadership: Evaluating Minnesota Principals
Teaches 5th Grade in Rocori, Minn.
Teacher for more than 20 years
Carrie became a teacher because she wanted “to make a difference with kids. I knew that I could connect with them, be a role model, and advocate for them.” When she’s not teaching, you’ll find her involved in politics. “I believe in the need for teachers to be actively pursuing change in education policy at the state and federal level. Our voices need to be heard at a time in our country’s history that education has been under attack.” She is a local union president who has attended local caucus meetings, been a delegate, written letters, met with legislators, and testified before the Minnesota State House K12 Finance Committee about special education funding.
Catherine Chilton-Werner
VIVA Minnesota II: Strengthening Our Practice: A Classroom Teachers’ Approach to Evaluation
Teaches 8th-12th grade Spanish and English in Lake Park Audubon
Teacher for more than 15 years
Catherine is a former local union president who became a teacher because “I like teenagers. I want to inspire them to reach out and experience the world beyond what they know at this point in their lives. I want to make a difference in their lives.” She is a life-long learner who spends her time outside the classroom reading, watching movies, practicing yoga, swimming, cross country skiing, hiking, canoeing, bicycling, gardening, doing photography, traveling, writing, directing plays, attending school sporting events and hanging out with friends
Charlene Mendoza
VIVA Arizona Project: Arizona Charter Teachers’ Guide to Common Core Implementation: Advice from the Classroom
Teaches AP English Language and Literature at an Arizona charter school
Teacher for more than 15 years
Charlene became a teacher because she wanted to make a difference in the world. “I consider myself fortunate that I was blessed with a number of teachers and mentors who impacted my life greatly; teaching is a way to pay that back and forward,” she says. “I am also a person who loves a challenge and learning while despising being bored. As a teacher, I can indulge my love of words and learning, creativity, and innovation, and I have never been bored for a single day in my entire teaching career.” The person she most wants in her class is the student who is the first in his or her family to go to college “because I believe education changes lives.”
Cynthia Black
VIVA Arizona Project: Arizona Charter Teachers’ Guide to Common Core Implementation: Advice from the Classroom
Teaches primary grades in Sonoran Science Academy Charter School in Phoenix
Teacher for more than 10 years
Cynthia became a teacher because of her love of children. “When they grasp a new concept and begin to understand what I am trying to give them, it is so exciting. I work mostly with low-income families from many different countries. I believe that all children need to have a quality education.” When she is not teaching, Cynthia spends time with her five children and four grandchildren, works with a women’s group that does humanitarian things in her community, and teaches Sunday school.
David Quanz
Chicago VIVA Project: Time, Teachers, and Tomorrow’s Schools
Teaches elementary grades for Chicago Public Schools
Teacher for more than 5 years
David, who is now as assistant principal, became a teacher “to help students achieve their goals and to overcome obstacle.” When he’s not at school, you’ll find him hiking, biking, and camping. “I enjoy exploring the great outdoors and seeing what Mother Nature has to offer. I love to travel and experience different cultures and foods.” One important thing to know about David is: “I grew up on a 200 cow dairy farm in rural Western New York. I loved growing up on a farm and visit often to help work with the cattle and plant and harvest crops.”
Diedra Carlson
VIVA Minnesota II: Strengthening Our Practice: A Classroom Teachers’ Approach to Evaluation
Teaches Montessori ages 9-12 at Crossroads Elementary in St. Paul, Minnesota
Teacher for more than 15 years
Diedra became a teacher because she wanted to eventually home school her own children. Instead, she became a Montessori teacher and “was transformed by the Montessori methodology.” She is a building steward for the St. Paul Federation of Teachers who sees teaching as her vocation and is “very fortunate to rise every morning and create a learning environment built around the foundations of the gifts that students bring to a classroom.” When she isn’t teaching, she is reading, working out, listening to music, cooking, baking, eating, and spending time with her husband and three children. She would have liked to have had her husband as a student because “he is brilliant, thoughtful, strong willed and argumentative.”
Donna Drescher
VIVA Minnesota Project: 360 Degree Leadership: Evaluating Minnesota Principals
Teaches English Language Learners in Blue Earth Area Schools in Minnesota
Teacher for more than 20 years
Donna says that “being a teacher means a lot to me. I touch lives every day … and those lives are shaping and becoming our future. I also get many opportunities to expand my own thinking.” One important thing to know about Donna is: “I desire to live all of my days to the fullest, sincerely caring for others around me.” When she’s not teaching, you’ll find her spending time with her husband, children, and grandchildren.
Fran Staniec
VIVA Chicago Project: Time, Teachers, and Tomorrow’s Schools
Teaches technology at a Chicago Public Schools high school
Teacher for more than 25 years
Fran became a teacher more than 25 years ago because she believed she could make a difference by getting students ready for their lives after high school whether it was college or work. When she is not teaching, you’ll find her gardening, sewing and spending time with her husband, children, and grandchildren.
Franco Walls
VIVA New York Task Force: Opening Doors to Professional Communication and Collaboration
Teaches 6-12 special education in South Colonie, N.Y.
Teacher for more than 10 years
Franco became a special education teacher more than 10 years ago because the work leaves him fulfilled. When he is not teaching, you can find him spending time with his growing family, volunteering at church, cycling, running, hunting, and much more.
Freeda Pirillis
National VIVA Report: Voices from the Classroom
Teaches 1st Grade for Chicago Public Schools
Teacher for more than 10 years
Freeda became a teacher because she loved working with young children. “I wanted to motivate, inspire, and develop young children’s love of learning, of life, and their natural curiosity to ask questions,” she says. One important thing to know about Freeda is: “I am passionate about education and creating meaningful change in the systems that directly impact students, parents, and teachers. I love working with new teachers to develop their practice and believe all teachers, if properly supported, can positively impact student learning.”
Gin Hooks
Chicago VIVA Project: Time Teachers and Tomorrow’s Schools
Teaches high school media studies for Chicago Public Schools
Teacher for more than 5 years
Gin became a teacher “because I love my country. I am a proud citizen of my city and contributor to my community. I appreciate the efforts of the people who intentionally invested time and energy to help me develop as a happy, healthy part of the various cultures I represent. I am obligated to do the same for the generations that follow. Teaching is the best way I know to do that. This is my service.” When Gin isn’t teaching, you’ll find her “seeking out leadership opportunities to share with other teachers, learning, facilitating, reading, talking, dancing, praying, and laughing.”
Glenn Morehouse Olson
VIVA Minnesota Project: 360 Degree Leadership: Evaluating Minnesota Principals
Teaches English, journalism and broadcasting at a high school
Teacher for 10 years
More than 10 years ago, Glenn played an active role in her children’s school and community to help provide services and resources where money was short. Glenn did the big things and the small things that make a difference in the lives of children in her school community. Glenn’s experience bringing the Art Adventure program from the Minneapolis Institute of Art into the classroom; helping with struggling readers in extra reading groups; serving on the PTO and Site Management Council; and making copies for teachers inspired her to go back to school and become part of the profession she admired so much. Now, after 10 years in the classroom, Glenn has inspired her own students to choose teaching as a career. Her proudest moment comes when she has young adults come back and say, “I learned something from you and still use it in my life today.” She can honestly tell them, “I learned something every day from you as well.” That’s exactly why she became a teacher.
James Kolbialka
Public Education in a Global Economy: An Agenda for Massachusetts Public Schools
Teaches science and English in Worcester, Mass., public schools
Teacher for less than 5 years
James became a teacher because “there is no better thing to do in this world than to teach others and be taught in turn.” When he is not teaching, you’ll find James writing or enjoying the outdoors.
Jamie Bradley
VIVA Arizona Project: Arizona Charter Teachers’ Guide to Common Core Implementation: Advice from the Classroom
Teaches reading and writing at an Arizona Charter middle school
Teacher for more than 10 years
Jamie became a teacher more than 10 years ago because she wanted to change the lives of children and make a difference for families in her community. There was never another choice for her! When she is not teaching she is reading or playing sports with her children.
Jeanne Walker
VIVA Chicago Project: Time, Teachers, and Tomorrow’s Schools
Teaches art and sculpture at a Chicago Public Schools high school
Teacher for more than 10 years
Jeanne became a teacher more than 10 years ago because she believes in students’ ability to change the world with their ideas and energy. When she is not teaching, you’ll find her baking or making art.
Jim Barnhill
VIVA Minnesota II: Strengthening Our Practice: A Classroom Teachers’ Approach to Evaluation
Teaches High School Special Education in Minneapolis
Teacher for more than 10 years
Jim became a teacher after spending five years working as a social worker where he learned “many of my clients were educationally disabled. The difficulties that they faced as adults showed me just how critical education was in their ability to live independent adult lives. I became a special education teacher specifically to help people manage their home affairs, raise healthy children themselves, and find and keep meaningful work.” When he isn’t teaching, you’ll find Jim watching birds, collecting rocks, and camping with his wife and three children.
Joel Patterson
Public Education in a Global Economy: An Agenda for Massachusetts Public Schools
Teaches high school math in the Cambridge, Mass., public schools
Teacher for more than 10 years
Joel became a teacher because he wanted to inspire young minds to investigate. When he’s not teaching, you can find him taking care of his 4-year-old daughter and 7-year-old son, or reading about math, physics, or politics. One important thing to know about Joel is that he grew up on a mountaintop in the Ozarks.
Joyce Baumann
VIVA Minnesota II: Strengthening Our Practice: A Classroom Teachers’ Approach to Evaluation
Teaches kindergarten in St. Cloud, Minnesota
Teacher for more than 15 years
Joyce is a second career teacher who entered the profession “to make a difference in the lives of children and to have a lasting impact on society.” She is a former local union president who continues to be an active union member. One thing you should know about Joyce is “I am passionate about anything I undertake.” When she isn’t teaching, you can find Joyce spending time with her family and working on ways to improve her students’ educational experience.
JP Claussen
VIVA ISEA Project: Re-Imagining School Leadership for the 21st Century
Teaches high school special education in the Iowa City Public Schools
Teacher for more than 9 years
JP became a special ed teacher “because I wanted to help students who struggle with disabilities prepare for life after high school.” One thing you should know about JP is: “I bring my A game to my classroom every day. I want my students to feel the passion I have for the subject matter, and for their success.”
Julie Miller-Hays
VIVA Minnesota Project: 360 Degree Leadership: Evaluating Minnesota Principals
Teaches special needs students in an Anoka Hennepin public school
Teacher for more than 25 years
Julie became a teacher because she has “wanted to be a special educator since I was 10 and learned about Helen Keller.” She has always had a passion for working with children “who other people couldn’t relate to and help them to feel accepted and successful,” she says. “It has been energizing to start in a field that was starting to include individuals with disabilities in schools and the community and watch how the attitudes of the world have changed to value this group of individuals.” When she isn’t teaching, you’ll find her and her husband raising their three sons, one of whom was formerly homeless, and working on social issues, cooking, reading, and talking with new people. “There is nothing more inviting to me than a good conversation and time spent with individuals who enlighten our world.”
Karon Stewart
Chicago VIVA Project: Time, Teachers, and Tomorrow’s Schools
Teaches middle school math for Chicago Public Schools
Teacher for more than 15 years
Karon, a product of the Chicago Public Schools, became a teacher after a short stint as a computer programmer. “Teaching is an ideal job, a dream come true.” She shares her love of math, performing arts, and technology with her students and feels as though she is “making a contribution to humanity.” When she’s not teaching, you’ll find her studying stand-up comedy.
Kathleen Sullivan
Public Education in a Global Economy: An Agenda for Massachusetts Public Schools
Teaches 5th Grade science in the Malden, Mass., public schools
Teacher for more than 10 years
Being a substitute teacher inspired Kathy to go back to college and finish her bachelor’s and master’s degrees. “I felt like I was really making a difference in the lives of children,” she says. “I enjoyed coming to school each day and I liked the challenge of educating children in a district in which there is a high percentage of students who are new immigrants from countries around the world coupled with a high percentage of children coming to us from low-income homes.” When she’s not teaching, Kathy often spends her time preparing to teach. “When I am out walking on the beach or in the mountains I often gather samples from nature to include in my science classroom.”
Keith Harrison
National VIVA Report: Voices from the Classroom
Teaches high school English and journalism in Baldwin-Whitehall schools in Pennsylvania
Teacher for more than 15 years
Keith “became a teacher to help my students become better and more thoughtful readers and writers, thereby enabling them to become better educated participants in our democracy.” One thing you should know about Keith is: “Teaching is not just a job to me — it is my calling.”
Kevan Nitzberg
VIVA Minnesota II: Strengthening Our Practice: A Classroom Teachers’ Approach to Evaluation
Teaches art in the Anoka-Hennepin School District
Teacher for more than 40 years.
Kevan became a teacher “because I had a pretty rough time in school and I felt I could help students become successful” and have a better experience than he had. Kevan grew up as the son and nephew of teachers and is a former State Teacher of the Year. When he isn’t teaching, you can find him working on his own artwork, reading, going to the movies, or spending time with his family and their dogs. One thing you should know about Kevan: “I am absolutely passionate about teaching and seeing my students realize their own abilities.”
Kori Milroy
Chicago VIVA Project: Time, Teachers, and Tomorrow’s Schools
Teaches grammar school science for Chicago Public Schools
Teacher for more than 5 years
Kori became a teacher because she loves learning and sharing that experience with others. When she’s not teaching, you’ll find Kori chasing after her two small children, gardening, visiting museums, and reading.
Lesley Hagelgans
National VIVA Report: Voices from the Classroom
Teaches middle school language arts in the Marshall, Mich., public schools
Teacher for more than 10 years
Lesley was always a teacher. While other kids were playing with Barbie or G.I. Joe, she was making worksheets for her dolls and grading them with stars and smiley faces. “I believe every single child has a unique talent that can enrich our world if it can be discovered, nurtured and cultivated,” she says. “Every student may not conquer writing essays or calculating algebraic equations, but they might be the next Picasso or JFK. What’s wrong with that?” One thing you should know about Lesley: “I am ambitious. I am not good at sitting idle or waiting. I have noticed that when other people give up because they don’t know ‘how’ to do something, I get frustrated by their attitude and dive right in to figure it out. I take initiative. This trait is a mixed blessing. I get a lot done, but sometimes I charge in like a bull in a china shop when I should tread more lightly. People have told me they admire my ‘can do’ attitude, but they are also intimidated by it. Patience and observation are skills that I am constantly working on.”
Lindsey Terrill
VIVA Chicago Project: Time, Teachers, and Tomorrow’s Schools
Teaches elementary special education at a Chicago Public School
Teacher for 2 years
Lindsey is a passionate new teacher who became a teacher because she enjoys helping others and believes that all students are capable of learning and having success in school. When Lindsay is not in school, you can find her reading, dancing, singing, and/or traveling.
Liz Parr-Smestad
VIVA Minnesota II: Strengthening Our Practice: A Classroom Teachers’ Approach to Evaluation
Teaches physical education in a St. Paul elementary school
Teacher for more than 25 years
Liz became a teacher because, “I love working with kids of all ages and wanted to share my joy of moving with them through physical education.” This National Board Certified Teacher was a part of the first Women’s National Bobsled Team, which paved the way for others to finally compete in the 2002
Olympics for the first time. She was one of the torchbearers for that 2002 Olympics, an experience she has shared with thousands of students. “I truly believe you can do anything you set your mind to,” she says.
Luke Stordahl
VIVA Minnesota II: Strengthening Our Practice: A Classroom Teachers’ Approach to Evaluation
Teaches English in Litchfield, Minnesota
Teacher for more than 5 years
Luke became a teacher because “I wanted a meaningful profession where I could make a positive difference in others’ lives.” He is a member of the Minnesota Council of Teachers of English and the father of three (soon to be four) children.
Lynn Mueller
VIVA Minnesota II: Strengthening Our Practice: A Classroom Teachers’ Approach to Evaluation
Teaches visual art in Rosemount-Apple Valley-Egan elementary schools
Teacher for more than 20 years
Lynn became a teacher “because I love watching kids learn. I wanted to be a part of the dedicated people that do this every day. Simple as that.” When she isn’t teaching, you can find Lynn painting, reading and spending time with her family. One thing you should know about Lynn is that she is “passionate about fairness.”
Lynnette Rochford
VIVA ISEA Project: Re-Imagining School Leadership for the 21st Century
Teaches reading in Oelwein Iowa Public Schools
Teacher for more than 20 years
Lynnette Rochford became a teacher after growing up in a family of 10 children where there wasn’t much money, but there were always books, crayons, paper, and pencils to “play school.” One thing you should know about Lynnette is, “I love to see the sparkle in my students’ eyes when they realize that they have learned something new and can feel the pride that comes with success after working hard!”
Marie O’Brien
Arizona Charter Teachers’ Guide to Common Core Implementation: Advice from the Classroom
Teaches math at an Arizona charter school
Teacher for more than 25 years
Marie became a teacher because she loves helping children reach their full potential. The student she would most like to have in her classroom is Albert Einstein “because I think I might have been able to help him enjoy his school experience at an early age,” she says. When she isn’t teaching, she’s baking.
Mark Anderson
VIVA New York Task Force: Opening Doors to Professional Communication and Collaboration
teaches 7th-8th grade special education
Teacher for more than 3 years
Mark became a teacher because he wanted to develop and sharpen his abilities as a learner, listener, and leader. “There is no greater challenge to these skills than teaching — one’s very integrity, physical presence, stamina, content knowledge, and capacity for empathy are put on the line on a minute-by-minute basis each day. In other words, teaching is a great opportunity to become a better human being.” One thing you should know about Mark is that he maintains a blog, Schools as Ecosystems, , as well as a blog for GothamSchools Community. When he is not teaching, Mark is reading books, reading articles and blogs, writing blogs, giving attention to his Amazon parrot and parakeet, or running.
Mary Cathryn Ricker
VIVA Minnesota Project – 360 Degree Leadership: Evaluating Minnesota Principals
Currently a full-time local union president, she previously taught English and Language Arts in the St. Paul, Minn., public schools
Teacher for more than 20 years
Mary Cathryn became a teacher because she “wanted the sort of job that intentionally works to leave the world better than before and I loved the idea of sharing my love of learning with others. Teaching does all of that for me.” When she is not working, you can find her “adoring my children, bike riding, traveling or planning travel, and working on improving my profession.”
Melissa Hageman
VIVA ISEA Project: Re-Imagining School Leadership for the 21st Century
Teaches band in West Central Iowa Public Schools
Teacher for more than 5 years
Melissa became a band teacher thanks to her middle school band director, Mike Wilder. “Through him, I found my passion in music. After graduating from high school, I knew I wanted to help other kids find their love of music as well.” One thing you should know about Melissa: “I am a very strong-willed woman who will fight for what she believes in.”
Nancy Hilliard
Public Education in a Global Economy: An Agenda for Massachusetts Public Schools
Teaches special needs middle school science and math in Worcester, Mass., public schools
Teacher for more than 15 years
Nancy became a teacher “accidentally” when her Spanish language experience led her to become a primary grades transitional bilingual teacher in southern California. When she’s not teaching, you’ll find Nancy acting in local Massachusetts theatre, reading international mystery novels, learning to golf, and persisting with Sudoku.
Nicky Lewis
National VIVA Report: Voices from the Classroom
Teaches high school English in Baldwin-Whitehall Schools in Pennsylvania
Teacher for more than 5 years
Nicky became a teacher because she wanted to “make a positive impact in the lives of children by teaching them how to advocate for themselves by communicating effectively.” When she’s not teaching, you’ll find Nicky spending time with her husband, new son, and pups. The student she would most like to have in her class is the one who “struggles emotionally or academically because I have a knack for identifying with and helping those kids.”
Nicolette Theodore-Moad
VIVA ISEA Project: Re-Imagining School Leadership for the 21st Century
Teaches preschool in the Burlington Iowa Public Schools
Teacher for more than 15 years
Nicolette became a teacher “because I wanted to have a positive impact on children’s learning and their lives. I also wanted to provide an environment that would promote a positive attitude about learning so that children would be excited to learn throughout their school life.” When she isn’t teaching, you’ll find
her spending time with her family and working on her master’s degree in early childhood education.
Pam Winkler
VIVA Minnesota II: Strengthening Our Practice: A Classroom Teachers’ Approach to Evaluation
Teaches first grade in White Bear Lake, Minnesota
Teacher for more than 20 years
Pam became a teacher because “I love to learn and to share in the excitement of learning with others.” She sees being a teacher as a way to “help make a difference in the world by bringing along new generations of thinkers, questioners, inquirers and problem solvers.” She’s an active union member and
when she isn’t teaching you can find Pam relaxing with friends, knitting a new project, spinning her own yarn or curled up with the latest teacher book. One thing you should know about Pam is “I am a loyal friend, passionate believer of justice in its many forms and think it is our job to do whatever we can to leave the world a better place for those who come after us.”
Peggy Crouch
VIVA New York Task Force: Opening Doors to Professional Communication and Collaboration
Teaches elementary school in the Mt. Vernon Public Schools in New York
Teacher for more than 20 years
Peggy became a teacher because “working with children was my calling. I am one of eight children and my father was a pediatrician. I love children and wanted to work with them.” When she is not teaching, you’ll find Peggy gardening, reading, or spending time with her children, friends, and dog.
Sara Arnold
VIVA ISEA Project: Re-Imagining School Leadership for the 21st Century
Teaches elementary gifted and talented students in the Cedar Rapids Public Schools
Teacher for more than 10 years
Sara became a teacher to “share the love of learning, to nurture and help students develop their own independence. The wonderful teachers I had growing up cared about me as an individual; I knew I wanted that same for my own students.” When she is not teaching, you can find her “sharing the love of music with children and adults at my church,” enjoying nature, spending time with her family or taking classes about how to become a better educator.
Sarah Hogan
VIVA ISEA Project: Re-Imagining School Leadership for the 21st Century
Teaches reading in the Maquoketa Public Schools
Teacher for more than 30 years
Sarah became a teacher because she was “interested in providing quality child care settings for children. It seemed an attractive mix of helping kids and the community.” One thing you should know about Sarah is that she balances the action of the school day by enjoying quiet activities such as walking, swimming laps, reading and cooking.
Sharon James
VIVA Chicago Project: Time, Teachers, and Tomorrow’s Schools
Teaches middle school special education at a Chicago Public Charter Middle School
Teacher for more than 10 years
Sharon became a special education teacher over 10 years ago, because she wanted to give all children regardless of their background the opportunity to receive a wonderful education just as she did as a child. Sharon loves her job and the students and families that she touches every day! When she is not teaching, she is pursuing her Doctorate in Educational Leadership.
Wade Sutton
VIVA Minnesota Project – 360 Degree Leadership: Evaluating Minnesota Principals
Teaches 7th grade English at -12
Teacher for more than 5 years
After experiencing other careers, Wade decided 8 years ago to pursue his passion and become a teacher. His roots in education go back to his own parents who both worked in education as teachers and in administration, teaching him the value of the educated mind. The moments when through questions, discussions, and reading, he sees a student discover something about himself or herself or about living his or her life — are what inspire him to educate. When he is not teaching, you will find him spending time with his kids, refinishing or working with wood, or renovating his house.