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Christel Guillen Christel Guillen is in her first year of teaching Special Education at Ballou Senior High School in Southeast Washington. Before joining the 2007 cohort of Fellows, Christel was living in Florida finishing her BA in Communication Sciences and Disorders, while also volunteering at a camp for children with special needs. After graduating from college, Christel decided to join the DC Teaching Fellows program because of her “passion for being a part of a revolution to change the social injustices in our school systems. The selective nature of this program proved to me that finding quality, passionate teachers to close the achievement gap was as much of a necessity and drive to them as it was a crucial element to me.” Christel is proud that she’s already making a positive change in her classroom. “When you expect your students to succeed, you can convince them to do almost anything. It’s amazing what a stern voice with a smile can do.”
Emily Schneider Emily Schneider is in her second year of teaching at Tyler ES in Southeast Washington. She works with 3, 4, and 5 year olds in an Early Childhood Autism classroom teaching them social and communication skills. “It is such a wonderful feeling to hear a child speak their first word with a huge smile on their face. When you see the smile on their face when they realize they have done something great, you feel like you are smiling with your whole body.” Her first year of teaching was challenging, but those have always been outweighed by the successes she experiences. Before teaching, Emily attended the University of Rochester and received a Bachelors degree in Psychology and a minor in American Sign Language. Towards the end of her college career, Emily was unsure of what to do and always had teaching in the back of her mind. Since she had always considered becoming a teacher, the DC Teaching Fellows program sounded like the perfect fit. She thought how by being a Fellow she could be contributing to a great cause—“the education of underprivileged children”—while undertaking a career in teaching. Emily advises prospective Fellows that, “nothing can really prepare you for your first year in the classroom. In this profession, you learn the most while on the job and are constantly learning how to be a better teacher.”
Ken Lesley “Math is about learning to think and to solve problems. When I see my students doing those two things, I know I made a difference.” Because Ken Lesley is “committed to helping students discover the beauty in math, science and engineering,” he has dedicated the past three years to teaching Math at McKinley Technology SHS in Northeast Washington. Before joining DC Teaching Fellows, Ken spent 13 years as a drilling engineer for the petroleum service industry and then was in software design, specializing in database applications. “I had gotten a taste for teaching as a long term substitute. I was looking for a way to get certified so that I could continue teaching and DCTF had the best program available.” Since Ken has been teaching at the same school for three years, he been able to watch his students grow and mature in their academic endeavors, and for him that “makes it all worthwhile.” He has also found that he can motivate students outside of the classroom and engage them in math-related activities. Ken has been able to incorporate his expertise in engineering by sponsoring the robotics team at McKinley Tech, through which he’s able to watch his students manage and make repairs to the robot the team builds. Whether he is teaching in the classroom or sponsoring after-school activities for the students, Ken always sets a high standard of performance to ensure his students are well-prepared for the future.
Sumana Staci Mathura
Sumana Staci Mathura attended the University of Maryland, majoring in English and Women’s Studies prior to joining DC Teaching Fellows. She is now in her second year of teaching high school English. Sumana has a strong academic background in the field of English and also has a personal interest in social justice. “I believe that every child has a right to a great education, and opportunities for quality higher education.” DC Teaching Fellows has given Sumana the opportunity to utilize her college major and become a part of the movement to improve DC’s public school system. Sumana says that becoming a DC Teaching Fellow was one of the best decisions of her life. “This job is exciting, rewarding and challenging; what else could I ask for?” Many of her rewarding experiences are the ‘ah ha’ moments the students have. “They let me know that they learned something!” Sumana knew she made a difference in the lives of 64 students by assisting them in submitting scholarship applications and essays to the Bill and Melinda Gates Foundation. “The director called to let us know that our high school submitted the most applications in the region and most of the 64 students that applied will receive college tuition assistance.”
LaRita Williams LaRita Williams is in her first year of teaching at Roosevelt SHS in Northwest Washington. She decided to join the DC Teaching Fellows program because of her commitment to high-quality education. She also was interested in being able to teach in areas where most professionals choose not to work and simultaneously learn how to become a successful and effective teacher through our partner certification program. Before LaRita changed careers to become a teacher in a high-need school, she was creating solution manuals for an online math textbook company. Prior to that, she ran a Before & After School program for a school district in San Diego. She is so happy she made the switch to teaching. “My first year has been wonderful! I’ve had to tackle many challenges that come along with teaching in an inner city school, but throughout the time, I’ve continued to hold high expectations for every one of my students. Students’ changed attitudes about math are my everyday successes.”
Mark Murphy Mark Murphy teaches Special Education at Noyes ES in Northeast Washington. His first 11 students who have completely different academic needs and a wide range of skills and abilities. “Teaching has been a monumental learning process for both me and my students. Although I have faced many challenges along the way, I have also accomplished many goals I have set for myself in the classroom.” Before Mark was teaching in DC, he was a student at the University of Maryland and studied American and African American History. After graduating, Mark wanted to attack educational inequality in communities similar to those in Washington, DC. “I believe that we, as teachers, are empowering communities to take control of their most vital resource: the youth.” Becoming a DC Teaching Fellow has been more than just a job and paycheck for Mark. “Being a Fellow is about my role in a much larger movement aimed at bringing an end to educational inequality.” He advises those interested in DC Teaching Fellows to “approach the classroom with an open mind, commitment to excellence, and most importantly, an appreciation for diversity and differences.”
Sheri Wallach Sheri is a first year Math teacher at Roosevelt SHS in Northwest Washington. She attended the University of Michigan prior to applying to DC Teaching Fellows. Since Sheri had experience working with children as a camp counselor, mentor, and a Sunday school teacher, she explored alternate certification programs as a next step following graduation. “I was attracted to the DC Teaching Fellows program over other certification programs because of the friendly staff members, the organization and helpfulness of the interview process, and other Fellow candidates who I met at the interview day.” So far, Sheri says that her first year of teaching is “honestly, great! I am working harder than I ever have before, but I cannot think of anything else I would rather be doing.” She understands now more than ever that teaching is a constant learning process and that the profession needs more dedicated adults who are prepared to be challenged. Seeing the students do well on tests and quizzes and hearing them say, “Ms. Wallach is one of my favorite teachers” makes her job as a teacher that much more rewarding.
Stephanie Ostrowsky
Stephanie is a first year Special Education teacher at Garfield ES in Southeast Washington. Before teaching in DCPS, Stephanie was in school, studying to earn her master’s degree in social work. “I came to a crossroad last December; I was very unhappy in my graduate program and was looking for other programs that upheld my interests.” The transition into teaching and the Fellows program was natural for Stephanie. She considered all of her passions—social work, psychology, education, children & families—and decided that DC Teaching Fellows would allow her to commit to improve the education of high need students. Not only does Stephanie want to teach her students and raise achievement levels, but she also wants to affect change. “I know as a Fellow, I can make a difference.” Stephanie has learned the importance of being flexible as a teacher as things never go as planned. That flexibility is also fundamental when unexpected challenges come along your way. She advises prospective Fellows to “really think about why you’re applying and whether or not you’re committed to the cause! A Fellow needs to be 100% committed to their job and their students.”
Noelle Castin Noelle Castin is a fourth grade teacher at Ross elementary school in Northwest Washington.
Before teaching, Castin worked at a small nonprofit in the Washington area. Having traveled
the world, Castin felt she could bring a wealth of knowledge into her classroom.
Although she states the program “kind of fell into my lap,” she joined
because she knew she enjoyed working with children, wherever they were.
The benefits of the program, the class setting and structure were also very appealing.
John Burns is in his first year of teaching
4th grade at Ludlow-Taylor elementary school in Northeast Washington.
Before joining the Fellows, John was a successful basketball coach at
the University of Akron. Burns says that he often saw young basketball
stars with incredible athletic talent, who were not prepared academically
to handle the rigors of college. “I have no reservations at all
about my decision to quit my job and move into teaching.”
Hubert Lowder is a 1st grade teacher at Barnard
Elementary school in Northwest Washington. Before joining DCTF, Hubert
was a bookstore manager and a naturalist in South Carolina. Hubert always
wanted to go into teaching, but wanted especially to work in an area
where he was needed most. He knew that the DC Teaching Fellows program
was seeking, as he says, “people who weren’t afraid to jump
into the deep end of the pool.” He says, “As a teacher,
you might not always realize your impact. The reward is not always inside
the classroom. It might come from a parent who says that their child
never stops talking about your class.”
Stephanie Dorsey teaches pre-algebra to 8th
graders at Ron Brown Middle School in Northeast Washington. Dorsey was
inspired to join the Fellows program after graduating from college with
a major in mathematics. Moved by the startling statistic that there
are only 50 African-American women in the United States today with PhD’s
in math, Dorsey was compelled to work with inner-city students to help
them learn math, hoping to someday prepare the next math PhD.
Peter Leesam teaches special education at
Turner Elementary school in Southeast Washington, DC. Leesam, part of
the first cohort of DC Teaching Fellows hails from Trinidad and Tobago.
Prior to joining DCTF in 2001, Leesam was a Resident Director at a local
homeless shelter in Washington, DC. Leesam says that he found the DC
Teaching Fellows to be “the perfect opportunity to pursue a lifetime
ambition.”
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