MƒA Spring 2025 Professional Development Course Catalog
Professional Development Catalog
Spring Semester: February - June 2025
FELLOWSHIP REQUIREMENTS AND GENERAL INFORMATION
In spring 2025, MƒA will offer a variety of in-person and virtual programming sufficient for all teachers to meet attendance requirements comfortably. For the 2024-2025 school year, teachers can satisfy their minimum attendance requirements of seven Core Learning workshops with any mix of in-person and virtual programming. We encourage you to sign up for more than the minimum in the event of unforeseen circumstances to ensure you meet your attendance requirement.
We understand scheduling conflicts occur for various reasons and may sometimes interfere with your ability to attend a workshop. Occasional absences do not reflect poorly on your participation in the fellowship. However, if you will be absent from a workshop, we ask you to notify MƒA at pdprogram@mathforamerica.org as soon as possible.
IN-PERSON COURSE INFORMATION
Most in-person programming occurs at the MƒA office, 915 Broadway, on the 14th and 17th floors. Some workshops take place at other locations throughout the city. Please carefully check course listings for details before registering to ensure you can attend the specified location..
In-Person Norms and Attendance
All MƒA workshops run from 5:30-7:30 p.m. (unless otherwise noted). The MƒA lounge is available for teachers starting at 4:30 p.m. Pizza arrives by 4:30 p.m., and workshops begin promptly at 5:30 p.m. We suggest coming by 5:15 p.m. for a few minutes to eat and socialize before your course starts.
Teachers must attend and actively engage in more than 75% of the workshop to be marked present. Please follow all community agreements for your workshop and ensure a productive and respectful experience for all teachers by reviewing and abiding by the standard in-person and virtual MƒA Community Agreements and any norms or agreements set with your facilitator(s).
In case of a citywide NYC DOE public school closure, MƒA will hold in-person programming virtually or reschedule the session.
VIRTUAL COURSE INFORMATION
All MƒA workshops run from 5:30-7:30 p.m. (unless otherwise noted). Please refer to the course details on the Small-World Network. Virtual courses will continue to take place on the Zoom platform.
Accessing Zoom Workshops
Registered teachers will receive an automated email reminder one week and two days before the workshop, including the Zoom link and the password needed to join the workshop. Zoom links for upcoming workshops are also on the Small-World Network in the yellow box on the lefthand side of the home page. Please give yourself ample time to log on and begin your course on time.
Virtual Norms and Attendance
We track virtual attendance using the Zoom participant record. To be marked present, teachers’ Zoom screen names must match the name MƒA has on file1 , and teachers must attend and actively engage in more than 75% of the workshop. Active engagement includes, but is not limited to:
• keeping your camera on as much as possible,
• listening attentively,
• participating in discussions and activities,
• asking relevant questions,
• sharing your thoughts by unmuting yourself,
• typing into the chat, and
• contributing to the community’s digital activities as appropriate.
If you share your screen, please stop sharing when transitioning to whole group discussion to build more meaningful virtual interaction. Likewise, please ensure your technology works correctly before the workshop begins, including testing your microphone and camera and having a stable internet connection and background environment. We encourage you to find a safe, comfortable, and appropriate space2 to participate actively. Please follow all community agreements for your virtual workshop and ensure a productive and respectful experience for all teachers by reviewing and following the standard in-person and virtual MƒA Community Agreements and any norms or agreements set with your facilitator(s).
ACCESSIBILITY
MƒA strives to make programming inclusive and accessible, enabling all individuals, including those with disabilities, to engage fully.
Our office is in a multi-elevator building with temperature control, air filtration systems, all-gender bathroom options, a wellness/prayer room, and ample seating. We provide gluten-free, vegan, and vegetarian food options and snacks.
MƒA’s COVID safety policies are based on current evidence and expert recommendations and are subject to change. Current policy, requirements, and logistical information are updated here.
Facilitators have been informed of closed captioning in our virtual courses and may already have it enabled. If not, you can anonymously request it during the session by clicking “Live Transcription” and then “Request.”
To request additional accommodations or inquire about accessibility or safety, please contact Courtney Ginsberg, MƒA’s Director of Programming.
1 If you would like to update your name, please do so on the Small-World Network.
2 As your safety is imperative, we ask you NOT to join a Zoom course while driving.
REGISTRATION
Registration is required for all MƒA professional development and must be done through the Small-World Network. Please refer to your school and DOE calendars before signing up for courses.
February
4, 6
p.m. - Limited Registration
During the two-day limited registration period, you may register for two credit-bearing courses from the Core Learning section of the catalog and add yourself to two waitlists. You are free to register for as many non-credit bearing courses as you can commit to attending.
February 6, 6 p.m.
- Open Registration
When open registration begins, you may register for as many additional courses as you can commit to attending in full.
Par ent/Family/Caregiver-Teacher Conferences
Elementary School - March 6 & May 1
Middle School - March 13 & May 8
High School - March 20 & May 15
EQUITY AND INCLUSION p
At MƒA, we believe equity and inclusion should be acknowledged and considered in every professional development experience, regardless of the focus of the course. MƒA also provides many options for teachers who want to take workshops explicitly focusing on equity and inclusion in the classroom. To highlight these opportunities and make them easier for teachers to find, we include this icon p next to courses generally aligning with the TRU dimensions of equitable access and agency, ownership, and identity. Specifically, such courses should directly address the needs of students of color, queer and gender-expansive students, students with disabilities, or multilingual learners. The icon is also placed next to courses and affinity groups addressing the unique challenges faced by educators who are Black, Indigenous, and People of Color (BIPoC); educators within the Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, and Asexual (LGBTQIA+) community; educators of Muslim faith; and educators within the neurodiverse community.
MƒA Core Learning Opportunities
The following types of professional development satisfy fellowship minimum attendance requirements. They are the primary way MƒA teachers learn and grow during their fellowship.
Professional Learning Teams (PLTs) are a series of four connected monthly workshops in which small teams of teachers come together to explore a specific problem of practice in depth. Learn more about PLTs here
Mini-Courses are a series of three connected workshops in which experts from academic institutions, local organizations, and the MƒA Master Teacher community engage MƒA teachers in a topic at the cutting edge of their content area or pedagogical practice.
Extended Length Courses are a series of six to eight connected workshops that meet throughout a semester or school year. Experts from academic institutions, local organizations, and within the MƒA Master Teacher community engage MƒA teachers in topics at the cutting edge of their content area or pedagogical practice.
Single Session Workshops are one-time workshops in which experts from the MƒA Master Teacher community, academic institutions, and local organizations engage MƒA teachers in a topic at the cutting edge of their content area or pedagogical practice.
Affinity Groups are a series of workshops in which teachers with shared identities grapple with how their particular identities intersect and inform their role as STEM educators, their classroom practice, and their engagement with the broader MƒA community.
Thursday Thinks (in-person) are monthly STEM talks open to MƒA teachers, their colleagues, and guests from the broader STEM community. This speaker series features engaging and accomplished experts who delve into cutting-edge mathematics, science, computer science, and education topics. For winter/spring 2025, in-person Thursday Think attendance is credit-bearing, meaning it will count towards your fellowship minimum attendance requirements.
Equity Webinars are virtual workshops open to MƒA teachers, other Master Teacher programs, and those interested in learning more about MƒA. Each webinar leads with a nationally recognized STEM educator talk, followed by breakout sessions, where small groups discuss applying these powerful ideas in their classrooms. For winter/spring 2025, Equity Webinar attendance is credit-bearing, meaning it will count towards your fellowship minimum attendance requirements. To receive credit, teachers are expected to stay for the entire session, including the talk and the small group discussion.
MƒA Additional Learning Opportunities
The following meetings and events do not count towards fellowship attendance requirements. They are opportunities for MƒA teachers to expand their professional network, develop leadership skills, and explore their personal and professional passions.
Thursday Thinks (virtual) are monthly STEM talks open to MƒA teachers, their colleagues, and guests from the broader STEM community. This speaker series features engaging and accomplished experts who delve into cutting-edge mathematics, science, computer science, and education topics.
Interest Groups are usually one-time workshops where small groups of teachers meet informally around a common interest or identity. They provide opportunities to make connections and begin conversations with MƒA colleagues.
MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet MƒA community members outside the MƒA office.
Community Contributions are leadership opportunities for MTII+ (teachers in at least their second Master Teacher Fellowship) to deepen their connections within the MƒA community by becoming involved with admissions, recruitment, communications, facilitation, supporting new MƒA teachers, and other leadership activities. Please review each contribution to understand its unique structure and requirements.
Annual MƒA Events
MƒA Family Adventure Series honors and celebrates our community. MƒA plans to host engaging and interactive wellness events for MƒA Master Teachers and their families. We will share more information this spring.
The End of Year Celebration and Muller Award Ceremony takes place June 3, 2025, as MƒA teachers come together to mark the end of the school year. During this event, we honor the winners of the MƒA Muller Award for Professional Influence in Education, an annual honor given to two extraordinary teachers from within the MƒA Master Teacher community who influence the teaching profession in exceptional ways. Register to attend here.
2025 MƒA Summer Think is a three-day, teacher-designed, teacher-focused, and teacher-led conference held each July. The next Summer Think will take place July 8-10, 2025. Register to attend here. The MƒA Summer Think empowers teachers to explore and collaborate over the summer, from hands-on events to deep dives into specific topics. We will share more information this winter.
Summary of Core Learning Opportunities
COMMUNITY
Asian American, Native Hawaiian, and Pacific Islander Affinity Group p (AG)
Black, Latinx, and PoC Affinity Group p (AG)
Jewish Educators Affinity Group p (AG)
LGBTQIA+ Affinity Group p (AG)
Muslim Educators Affinity Group p (AG)
Neurodiversity Affinity Group p (AG)
Space to Breathe: Women of Color Affinity Group p (AG)
COMPUTER SCIENCE AND TECHNOLOGY
3D Printing, Laser Cutting, and More: Enhancing Your Class With Models and Swag (SSW)
Code²: Using Code to Grade Code (MINI)
Coding Across the K-5 Curriculum (PLT)
Crack the Code: Mastering the AP CSP Create Task (PLT)
Creative Coding With MakeyMakey and Scratch (SSW)
Designing Engaging Units and Lessons With Inkwire Artificial Intelligence (MINI)
Emerging Technology: Cryptocurrency and Blockchain Essentials (MINI)
Making Mathematics Tangible: Manipulatives in the Classroom (SSW)
Mathematics Meets History: Critical Thinking Through Interdisciplinary Learning p (SSW)
Mathematics of Investing With Practical Applications (MINI)
The Mathematics of Poker: Combinatorics and Mathematical Expectation (SSW)
Math Recovery: A Crash Course (SSW)
My Teacher’s Problems: Bringing Mathematics From Your Life Into Your Classroom (SSW)
Our Math Roots: Expanding an Ethnomathematics Curriculum p (PLT)
Play With Polypad: Virtual Manipulatives for All (MINI) Rubik³s Cube: An Introduction (MINI)
Sangaku, Kissing Circles, and the Geometry of Shinto Shrines (SSW)
Stick the Landing: End a Lesson With Purpose (MINI)
Stories and Stanzas: Expressing Mathematics Through Poetry p (SSW)
Supporting High School Mathematics Instruction With Illustrative Mathematics (PLT)
Tell Me Why: Understanding the Mathematics Behind the Tricks (SSW) Ten Minute Mathematics Fun for the Classroom (SSW)
Thinking Classrooms That Engage SWDs in Meaningful Group Discussions p (MINI)
Untangling the Proficiency Strands: Teaching Mathematics With Purpose (MINI)
Using Group Work Protocols to Explore Discrete Mathematics (PLT)
Using Illustrative Mathematics in a Thinking Classroom (PLT)
Variation Theory in a High School Mathematics Classroom (SSW)
SCIENCE
The 6th E: Equity! Engaging MLLs and SWDs in Earth and Space Science p (PLT)
Adapting APES Labs for Your Classroom p (PLT)
Addressing NGSS With the New Visions Biology Curriculum (PLT)
All Things Assessment: NGSS and High School Science (PLT)
Amplify: Elementary Science for All p (PLT)
And Now to the Weather... (SSW)
Beyond the Horizon: Secrets of Spacetime and Black Holes (SSW)
Breathing Underwater: The Science of Scuba (SSW)
Bringing Observational Astronomy Into the Classroom (MINI)
Building a Culture of Science Research at Your School (PLT)
Building Thinking Classrooms in Science: Part 1 (PLT)
Building Thinking Classrooms in Science: Part 2 (PLT)
Build Your Own Electric Vehicle! Renewable Energy With Engineering Tomorrow (MINI)
KEY
Professional Learning Teams (PLT)
Mini-Courses (MINI)
Extended Length Courses (ELC)
Single Session Workshops (SSW)
Affinity Groups (AG)
Summary of Core Learning Opportunities cont.
Citizen Science by Birding the Concrete Jungle (PLT)
Conservation in the Classroom (SSW)
Designing Science PBATs for RealWorld Engagement (PLT)
Designing Student-Led Lab Investigations in Biology (PLT)
Designing Student-Led Lab Investigations in Chemistry (PLT)
Dinosaur Discoveries (SSW)
Environmental Stories From History: Science Lessons for Today (SSW)
Exploring Cancer Equity in NYC: Leveraging Public Data for the Classroom p (MINI)
Exploring Dog Genetics (SSW)
Exploring the Geology of Central Park (MINI)
The Four Course Problem: Assessment in the AP Physics Classroom (PLT)
From Awareness to Action: Planning Meaningful Earth Day Experiences (SSW)
From Distance to Resistance: Physics Demo Derby (SSW)
From LEED to Learning: Exploring Green Infrastructure With EcoRise (MINI)
From Solar Flares to Aurora: A Look at NASA’s Heliophysics Program (MINI)
Hard Core Discoveries and Ocean Drilling: Anything but Bore-ing! (MINI)
Horseshoe Crabs: Rendezvous With Living Fossils (SSW)
Lights, Camera, Action: Harness the Power of Video Projects in Science (MINI)
Making Waves: NGSS Shifts in Physics Assessments (SSW)
The Mathematics of Chemistry: From Dimensional Analysis to Dimensional Thinking (SSW)
A Matter of Taste: An Exploration of the PTC Bitterness Tasting Gene (MINI)
Modeling Natural Selection in Human Skin Color With HHMI BioInteractive (SSW)
Naturally Queer: Exploring the Range of Queerness in the Natural World p (SSW)
New York City Virus Hunters: From Data to Action (MINI)
No More Chaos in Teaching Entropy (MINI)
One Water: Exploring NYC’s Water in A Changing Climate (MINI)
Paleobiological Puzzling: NGSS and Primary Data (SSW)
Picassos in the Laboratory: Creating Agar Art in the Classroom (MINI) Planning for Climate Action Days (SSW)
Planting and Growing Your Green Team by Utilizing Data Seeds (SSW)
Preserving NYC Biodiversity With the E.O. Wilson Foundation (SSW)
Queering Curriculum: Designing More Inclusive Biology Lessons p (SSW)
Reflecting on the New Earth and Space Science Investigations (MINI)
Seeing the Invisible: Visualizing Mineral Properties Using Nanoscience (SSW)
Sensors and Sensing With FloodNet NYC p (MINI)
Soaps, Lotions, and Bath Bombs: Emulsions in the Classroom (MINI)
Sonification: From Data to Sound p (SSW)
Squirm and Learn: Let’s Get Comfortable With Bugs! (SSW)
Stop and DRAW the Flowers: The Power Behind Nature Journaling (MINI)
Tackling the New Regents Biology Investigations (PLT)
Three Ways to Find the Speed of Light (SSW)
Towering Triumphs!: Unlocking the Potential of Hydroponic Grow Towers (SSW)
Whale, Whale, Whale: What Do We Have Here? (SSW)
THURSDAY THINKS
Productive Failure: Learning How to Fail Toward Success
The Teacher’s Superpower: Building and Using Your Pedagogical Knowledge
Legacy: Mobilizing for Health Equity p
EQUITY WEBINARS
Climate Justice Challenge: Classroom and Community Action p
Learning From Black Teachers’ Pedagogical Practices in the Science Classroom p
KEY
Professional Learning Teams (PLT)
Mini-Courses (MINI)
Extended Length Courses (ELC)
Single Session Workshops (SSW)
Affinity Groups (AG)
Summary of Additional Learning Opportunities
INTEREST GROUPS
Adventure Awaits! Starting an International Travel Program at Your School
All-Levels Vinyasa Yoga
AP Biology Interest Group
Be a Conference Speaker!
Beyond the Classroom: Transformative Travel Opportunities for Educators
Board Game Night
Brainstorm and Build: MƒA Course Proposal Support
Bridging the Gap: College Chemistry Readiness
Building Your Department
Childbirth Education: Exploring Pregnancy, Birth, and Postpartum
Creating Math Clubs and Teams for All!
Earth and Space Science Teacher Meetup
How to Best the NGSS: Breaking Down the New Science Regents
IB Biology Teachers Meetup
Illustrative Mathematics for Grades 9-12: A Conversation With Dr. Bill McCallum
Illustrative Mathematics for Grades K-8: A Conversation With Dr. Bill McCallum
Let’s Do Calculus!
Let’s Play Spades!
Let’s Play Spades! Beginner
Let’s Take Action! p
Math Night!
MƒA Teacher Poker Tournament
Mindful Yoga
A New Professional Home: How to Decide When to Find a New Teaching Gig
One No Trump: Play Bridge!
Overbooked
Planning for Retirement as a NYCDOE Teacher
Practice Your Poker Face for the MƒA Poker Tournament
Project Kindle NYC Fundraising Planning
Reflecting and Planning for Black Lives Matter in Schools p
Sci-Fi Book Club: Educational Utopias
Side Hustles: Ways to Supplement Your Income
Sleep is Self-Care: Promoting Better Sleep Hygiene in Students and Educators
Solve a Rubik’s Cube!
Sound Meditation: Exploration and Experience
Special Educators United
SpEd-ACT Study Session
Teachers as Parent Leaders
Tutoring: Growing Your Tutoring Side Gig
M ƒADVENTURES
Bronx and Upper Manhattan Meetup
Come Paddle! Outrigger Canoeing on the Hudson
Day at the American Museum of Natural History
Escape the Room Adventure
Explore Alley Pond Park!
Fermentation 101: The Science of Suds
Hiking Staten Island’s Greenbelt
Horseshoe Crab Walk
The Journey North: Spring Migration in Prospect Park
MƒA Goes to Broadway!
MƒAle: A Brewery Adventure
MƒA Potluck Recipe Swap
MƒA Pride March p
MƒA Summer Softball
Mosaics: Beginner
Pi Day Run Around!
Spring Into Action! Beach Clean-Up
Stained Glass Creations: Beginner
Star Party
STEM Holidays: Pi Day and Beyond!
Teachers, Take a Hike!
Visit to Governors Island!
COMMUNITY CONTRIBUTIONS
Applicant Screener
Course Proposal Support: Brainstorm and Build Facilitators
Equity Webinar Series Facilitator p
Information Session Host
MƒA Orientation Host
Praxis Prep Session Facilitator
Professional Development Catalog Builders p
Shared Knowledge Materials Screener
Small-World Network Mobilizer
Summary of Equity & Inclusion Courses p
AFFINITY GROUPS
Asian American, Native Hawaiian, and Pacific Islander Affinity Group p
Black, Latinx, and PoC Affinity Group p
Jewish Educators Affinity Group p
LGBTQIA+ Affinity Group p
Muslim Educators Affinity Group p
Neurodiversity Affinity Group p
Space to Breathe: Women of Color Affinity Group p
PROFESSIONAL LEANING TEAMS (PLTS)
The 6th E: Equity! Engaging MLLs and SWDs in Earth and Space Science p
Activities and Projects in Algebra II: Building Blocks for Accessible Learning p
Adapting APES Labs for Your Classroom p
Amplify: Elementary Science for All p
Analyzing Discretionary Spaces in Our Mathematics Classrooms p
Book Club: Education Lead(her)shipDisrupting Gender Bias and Gendered Racism p
A Deeper Look at ASD and ADHD: Advocacy and Allyship p
De-escalation Strategies for Peers, Parents, and Students p
Elevate Your Equitable Grading Practice p
Explain This! Verbal Assessments to Deepen Understanding p
From Me to We: Transforming Classrooms With Ubuntu Pedagogy p
Improving the Special Education Classroom for Students and Teachers p
Making Nontraditional Grading Work in Traditional Schools p
Our Math Roots: Expanding an Ethnomathematics Curriculum p
The Power of Different: The Link Between Disorder and Genius p
MINI-COURSES
Actionable Practices to Support and Include Our Most Marginalized Students p
Agency, Inquiry, and Play: Liberated Teaching and Learning p
The Dark Side of the Sciences (STEM) p
Elevating Justice: Advanced Practices for Antiracist Mathematics Teaching p
Empowering Students in STEM: A Culturally Relevant Approach p
Excel Training for Novices and Prospective Data Specialists p
Exploring Cancer Equity in NYC: Leveraging Public Data for the Classroom p
HipHopEd as Theory and Practice p
Sensors and Sensing With FloodNet NYC p
Thinking Classrooms That Engage SWDs in Meaningful Group Discussions p
Transformation Through Translanguaging: Planning and Implementation p
SINGLE SESSION WORKSHOPS
Centering Critical Consciousness in Science According to Black Women Teachers p
Concept Circles: Talking, Visualizing, and Thinking Mathematically p
Considering Linguistic Complexity: Not Just for English Teachers p
Countering Islamophobia: Supporting Muslim Students in Our Schools p
Gender-Inclusive Data Collection in STEM Classrooms p
Mathematics Meets History: Sparking Critical Thinking Through Interdisciplinary p
Naturally Queer: Exploring the Range of Queerness in the Natural World p
Queering Curriculum: Designing More Inclusive Biology Lessons p
Radically Inclusive Classrooms: Celebrating and Supporting Autistic Students p
Seeing Others and Being Seen: Strategies for Representation in STEM p
Sonification: From Data to Sound p Stories and Stanzas: Expressing Mathematics Through Poetry p
THURSDAY THINKS
Legacy: Mobilizing for Health Equity p
EQUITY WEBINARS
Climate Justice Challenge: Classroom and Community Action p
Learning From Black Teachers’ Pedagogical Practices in the Science Classroom p
INTEREST GROUPS
Let’s Take Action! p
Reflecting and Planning for Black Lives Matter in Schools p
M ƒADVENTURES
MƒA Pride March p
COMMUNITY CONTRIBUTIONS
Equity Webinar Series Facilitator p
Professional Development Catalog Builders p
Professional Learning Teams (PLTs)
Professional Learning Teams (PLTs) are a series of four connected workshops that meet monthly over the semester and consist of small teams of teachers who come together to explore a specific problem of practice in depth.
Professional Learning Teams (PLTs)
The 6th E: Equity! Engaging MLLs and SWDs in Earth and Space Science p
Facilitated By: MƒA Master Teachers Mike Fernandez and Bridget Mahoney
WEDNESDAYS, MAR 12, APR 9, MAY 14, JUN 11
M
SCIENCE
How might we ensure access for all students in the NGSS-aligned New Visions Earth and Space Sciences Curriculum? Join us to make this new curriculum accessible to all learners, especially multilingual learners (MLLs) and students with disabilities (SWDs). In this PLT, we will evaluate New Visions units for accessibility, share best practices in using the 5E model to support MLLs and SWDs, and collaborate to create a shared set of scaffolds and modifications to support our transition to new standards, labs, and assessments. We will support our work using the NYC Office of Multilingual Learners Unit-Based Scaffolds , glossaries and visual dictionaries, checklists, and AI tools. First, we will reflect on the best practices and challenges of adapting New Visions Units 1-4 to serve various student populations. Then, we will form small groups based on each of the six units. In our second session, each group will examine their respective unit’s aligned state standards and sample Regents question clusters to begin backwards planning and examine alignment between the NYSSLS and New Visions. For sessions two and three, we will create lesson and assessment scaffolds and modifications. Finally, we will discuss support for niche populations of students, including low-incidence language learners and students with interrupted formal education, share our small group work for feedback and resource collaboration, and determine the next steps. This course is best for Earth and Space Science teachers using the New Visions curriculum.
Activities and Projects in Algebra II: Building Blocks for Accessible Learning p
Facilitated By: MƒA Master Teachers Brooke NixonFriedheim and Christina Varghese, Ph.D.
MONDAYS, MAR 3, MAR 17, APR 7, JUN 9
ONLINE
MATHEMATICS
How might we create Algebra II activities with multiple entry points? Sometimes, Algebra II tasks can be lengthy and complicated or assume students already have a strong understanding of concepts. How can using short tasks and projects ensure this conceptual understanding? In this PLT, we will build on pre-existing tasks, create new ones, use the TRU framework to support teacher learning and growth, and appropriately scaffold activities for our diverse learners, including students of color, transgender and gender-expansive students, students with disabilities, and multilingual learners. We will develop activities and projects, implement them in our classrooms, reflect on our experiences, and share feedback as we modify studentvetted tasks. By the end of this PLT, we will have a toolbox of activities, projects, and rubrics for Algebra II units that challenge students, foster creative discussions, and maintain individual accountability. This PLT is best for Algebra II teachers.
Adapting APES Labs for Your Classroom p
Facilitated By: MƒA Master Teachers Cynthia Jimenez and Stephen McClellan
TUESDAYS, FEB 11, MAR 18, APR 22, MAY 27
M ƒA
SCIENCE
How might we adapt some of the nineteen new College Board laboratory investigations to meet the unique time and budget constraints of New York City classrooms? Join us to collaborate with other AP Environmental Science teachers on testing and adapting these new labs. During the first session, we will explore the newly released labs and create working groups for those we plan to test. In the second and third sessions, each
group will run through their chosen lab experiments and develop resources, tips, and tricks for running them in classrooms. In the last session, teachers will present their lab experiences and share lesson plans, student facing handouts, and slide decks to help facilitate a smooth lab experience. All current or future APES teachers are welcome.
Addressing NGSS With the New Visions Biology Curriculum
How might we transition from Regents-based Living Environment to NGSS (NYSSLS) Biology? Join us to better understand the New Visions Biology curriculum and work toward a smooth transition and integration of the new Regent’s investigations. In our first session, we will introduce the New Visions framework, discuss how storylines and anchoring phenomena engage students in three-dimensional learning, share previous experiences using NGSS in our classrooms, and form working groups based on content and interest for each of the six New Visions Biology units. In our second and third sessions, we will work in groups to adapt curricular materials and plan implementation. Checkpoints will allow for troubleshooting and sharing ideas between groups. The final session will allow us to share and reflect on our work and implementation. Teachers will leave with concrete classroom materials and the confidence to deliver this curriculum successfully. This course is best for any life science teacher interested in using the New Visions Biology curriculum. Both new and returning teachers are welcome.
Professional Learning Teams (PLTs)
Alleviating Assessment Anxiety in Mathematics and Science Classrooms
Facilitated By:
MƒA Master Teachers Katie Davey and Josh Paugh
TUESDAYS, FEB 11, MAR 11, APR 8, MAY 13
M ƒA & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.
How might we decrease our students’ anxiety related to assessments, instead providing them with opportunities to focus on demonstrating content understanding? Join us in this PLT as we discuss reasons students have test anxiety and consider ways to create more accessible assessments for all students. In each session, we will model strategies aiming to reduce grade anxiety and adapt or develop assessments to increase student
comfort in demonstrating mastery. In session one, we will focus on tiered assessments and corrections. In session two, we will discuss collaborative and take-home assessments. In session three, we will concentrate on benchmarks and assessment retakes. Finally, we will end with safety nets, which incentivize students to practice more before assessments and by giving them a minimum grade they can earn on the assessment. Teachers will be encouraged to try at least one new assessment strategy in their classrooms between sessions. This course is best for high school mathematics and science teachers.
All Things Assessment: NGSS and High School Science
Facilitated
By:
MƒA Master Teachers Brittany Beck and Constance Giannakakis
WEDNESDAYS, MAR 12, APR 9, MAY 14, JUN 11
M ƒA
SCIENCE
How might we develop effective NGSS-aligned assessments for our high school science courses?
Join us to discuss the skills and resources necessary in creating assessments to accurately measure student understanding of NGSS standards. In session one, we will introduce NGSS principles, discuss their implications, and identify the key components of an effective NGSS-aligned assessment by analyzing those recently released for middle and high school. In session two, we will work in content-specific groups to examine formative assessment strategies and begin creating our own. In session three, we will explore summative assessment formats and best practices for NGSS alignment, engage in practical exercises to develop mastery-based assessments, and discuss strategies for post-assessment data analysis. Finally, we will share the assessments we created, give and receive feedback, and plan our next steps. This course is best for middle or high school science teachers who have not yet participated in this PLT.
Amplify: Elementary Science for All p
Facilitated By: MƒA Master Teachers Constance Clark and Graham White
WEDNESDAYS, MAR 12, APR 9, MAY 14, JUN 11
M ƒA
SCIENCE
How might we adapt and design the Amplify curriculum to be more well-paced and appropriate for all of our elementary learners? In this PLT, we will leverage our diverse backgrounds, prior knowledge, and expertise to redesign elementary Amplify Science units to address the needs of all students, specifically those with disabilities and multilingual learners. In our first session, we will identify student needs, share examples of modifications, select units of focus, and create a system for planning and sharing our work. In session two, we will establish realistic pacing goals, identify essential lesson components, and share resources and ideas as we modify our selected units. In session three, we will explore and adapt a unit together, focusing on accommodations for multilingual learners and students with disabilities. In our last session, we will finalize our
Professional Learning Teams (PLTs)
units, share our progress, plan next steps, and submit our updated units to the MƒA Shared Knowledge site This course is best for elementary science teachers.
Analyzing Discretionary Spaces in Our Mathematics Classrooms p
Facilitated By: MƒA Master Teachers Liz ClarkGarvey and Sendy Keenan and MƒA Emeritus Teacher Carl Oliver
WEDNESDAYS, MAR 5, APR 2, MAY 7, JUN 4
M ƒA
MATHEMATICS
+ PLEASE NOTE: WHILE SHARING VIDEO CLIPS FROM YOUR CLASSROOM IS ENCOURAGED, IT IS NOT REQUIRED.
How might we ensure the implicit and explicit messages we send to students provide space for all students to learn? Throughout a given day, a teacher is estimated to have 1,200 to 1,500 student interactions, each one a message signaling to students their capacity and capability. In Deborah Ball’s 2018 American Educational Research Association (AERA) Presidential Address, she argues these messages, which she calls “discretionary spaces,” create room for teachers to make decisions that unintentionally exclude students, particularly those from historically marginalized groups. First, we will listen to Ball’s address and observe her classroom to introduce and investigate the idea of discretionary spaces in teaching. Then, we will use a protocol to analyze facilitator classroom video clips showing critical moments of discretion. Finally, we will bring in and examine video clips from teachers’ classrooms through the lens of increasing student access. Throughout the PLT, we will discuss ways to use our discretion and identify generalizable practices to support making decisions, ensuring all students have multiple learning opportunities. All mathematics teachers are welcome!
Book Club: Education Lead(her)ship - Disrupting Gender Bias and Gendered Racism p Facilitated By: MƒA Master Teachers Antigone Cox and Caroline Phillips
WEDNESDAYS, FEB 26, MAR 26, APR 30, MAY 28
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF EDUCATION LEAD(HER)SHIP: ADVANCING WOMEN IN K-12 ADMINISTRATION BY JENNIE M. WEINER AND MONICA C. HIGGINS AND CAN BE REIMBURSED THROUGH THE M ƒA FLEX FUNDS PROGRAM.
How might we, as women and allies, analyze and disrupt systems of gender bias and gendered racism in education? In their book, Education Lead(her)ship: Advancing Women in K-12 Administration, Weiner and Higgins delve into racial and gender disparities persisting in K-12 education leadership and beyond. We are calling all women and allies to join us in exploring their findings and becoming disruptors of the status quo! In our first session, we will explore “care work” and unpack how sexism is operationalized within education systems. In session two, we will deconstruct the “male-centric” leadership model and reevaluate the idea of “breaking the glass ceiling.” In session three, we will explore the nuanced experiences of women facing gendered and racial microaggressions in the workplace. In our final session, we will collectively develop a toolbox of strategies and actions for teacher leaders to spur change within and beyond our schools. This PLT is open to teacher leaders of all gender and racial identities who are committed to fostering greater equity across educational spaces. Together, we will build awareness, understanding, and momentum for systemic change.
Building a Culture of Science Research at Your School
Facilitated By: MƒA Master Teachers Jason Econome and Stacy Goldstein
THURSDAYS, MAR 13, APR 3, MAY 1, MAY 29
ONLINE
SCIENCE
How might we integrate and enhance science research programs at our schools to better develop skills and independence in the classroom? Join us in this PLT to develop resources to teach students the tools and skills to produce outstanding research projects. In our first session, we will share our current research and competitions experiences, identify areas of need, and divide into groups based on goals such as diversifying research programs, developing inquiry project designs, writing effective grant proposals, creating scaffolds for written reports, completing competition applications, or designing citizen science projects. Our second and third sessions will be structured work time towards our goals, and in between sessions, we will try new ideas and strategies with our students. Finally, in our last session we will fine-tune and share our resources. This course is best for current science research teachers, those planning to teach research in the future, or those wanting to integrate experimental design into their classes.
Building Mathematical Literacy Across the Content Areas
Facilitated By: MƒA Master Teachers Carlyn Sherman and Sarah Van Etten-Thomas and MƒA Emeritus Teacher Phiola McFarlane
TUESDAYS, MAR 4, APR 1, MAY 6, JUN 10
ONLINE
MATHEMATICS
How might we encourage cross-curricular engagement with mathematical literacy aligned with expectations of universal literacy instruction? In this PLT, we will explore the concept of mathematical literacy and develop strategies for integration into non-mathematics classrooms. In our first session, we will collaboratively
Professional Learning Teams (PLTs)
define mathematical literacy and identify the essential skills students need for extracurricular and postsecondary lives. Then, we will brainstorm how to apply mathematics strategies from our classrooms to other subject areas. Next, we will refine our ideas for crossover integration. Finally, we will collaboratively create a bank of mathematical literacy integration strategies and resources to share with non-mathematics classrooms in our school communities. This PLT is best for mathematics teachers, but anyone interested in collaborating on ways mathematical literacy can be integrated into other content areas is welcome.
Building Thinking Classrooms for Algebra II and Beyond
Facilitated By: MƒA Master Teachers Matt Baker and Sarah Geist
WEDNESDAYS, MAR 19, APR 23, MAY 21, JUN 18
M ƒA
MATHEMATICS
+ PLEASE NOTE: TEACHERS ARE ENCOURAGED TO PURCHASE THEIR OWN COPY OF BUILDING THINKING CLASSROOMS BY DR. PETER LILJEDAHL, WHICH CAN BE REIMBURSED THROUGH THE M ƒA FLEX FUNDS PROGRAM.
How might we incorporate more non-routine tasks into our Algebra II, precalculus, calculus, and statistics classrooms to support student collaboration, problemsolving, and critical thinking? In this PLT, teachers will collaboratively design engaging, open-ended tasks and explore strategies for effective implementation, guided by Dr. Peter Liljedahl’s Building Thinking Classrooms. In the first session, we will use an equity lens to engage in a variety of facilitator thinking tasks, discuss impactful excerpts from Building Thinking Classrooms, and explore content-specific tasks. Subsequent sessions will focus on collaboratively planning thinking tasks for upcoming units, implementing these lessons, reflecting on our experiences, and practicing facilitating thinking tasks with each other. This PLT is best for Algebra II, precalculus, calculus, and statistics teachers who want to create dynamic, student-centered learning environments.
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF BUILDING THINKING CLASSROOMS BY DR. PETER LILJEDAHL, WHICH CAN BE REIMBURSED THROUGH THE M ƒA FLEX FUNDS PROGRAM.
How might we reimagine and rebuild our science classrooms to prioritize thinking? Join us in this PLT to develop thinking tasks (highly engaging noncurricular tasks) and assessments aligned to the routines outlined in Dr. Peter Liljedahl’s book, Building Thinking
Classrooms. In the first session, we will review Dr. Liljedahl’s 14 strategies (including using vertical nonpermanent surfaces, visually random groupings, and defronting the classroom) by first experiencing them as students and then reflecting on them as educators. Next, we will collaboratively create thinking tasks in working groups based on science discipline. We will present these tasks, give and receive feedback from peers, and implement our tasks with students. Finally, we will share photos and videos of student work, reflect on our successes and challenges with the routines, and identify the next steps to advance our practice. Any science teacher is welcome.
Building Thinking Classrooms in Science: Part 2
Facilitated By: MƒA Master Teachers Erik Shold and Andrew Wallace
TUESDAYS, MAR 11, APR 1, MAY 6, JUN 17
M ƒA
SCIENCE
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF BUILDING THINKING CLASSROOMS BY DR. PETER LILJEDAHL, WHICH CAN BE REIMBURSED THROUGH THE M ƒA FLEX FUNDS PROGRAM.
How might we continue reimagining and rebuilding our science classrooms to prioritize thinking? Have you tried vertical non-permanent surfaces, visibly random grouping, and other thinking tasks and seen the positive results? Join us as we level up to build strategies and methods of evaluation specific to a science classroom based on Dr. Peter Liljedahl’s book, Building Thinking Classrooms. In the first session, we will discuss how to generate co-created rubrics for collaboration, persistence, and academic risk-taking. Next, we will create learning targets for navigation instruments— documents allowing students to see their progress and goals. Then, we will break up our learning targets into leveled expectations and practice using navigation instruments for both teacher-directed assessment and student self-assessment. Finally, we will troubleshoot how to merge the evaluation system recommended in Building Thinking Classrooms with each of our school’s learning management systems, including how to integrate Liljedahl’s systems with the New Visions
Professional Learning Teams (PLTs)
curriculum. This PLT is best for teachers who either have taken the “Building Thinking Classrooms in Science: Part 1” PLT or have implemented the first cycle of Dr. Liljedahl’s practices and are ready to enact those around evaluation.
Building Thinking Geometry Classrooms: An Immersive Experience
Facilitated By: MƒA Master Teachers Patricia Fox and Diane Thole
WEDNESDAYS, MAR 5, APR 2, MAY 7, JUN 4
M ƒA
MATHEMATICS
+ PLEASE NOTE: BETWEEN SESSIONS 2, 3, AND 4, TEACHERS WILL PARTICIPATE IN CLASSROOM INTERVISITATIONS, WITH DATES AND LOCATIONS TO BE DETERMINED. TEACHERS ARE EXPECTED TO PURCHASE THEIR OWN COPY OF BUILDING THINKING CLASSROOMS BY DR. PETER LILJEDAHL, WHICH CAN BE REIMBURSED THROUGH THE M ƒA FLEX FUNDS PROGRAM.
How might we support and expand student thinking in our geometry classrooms using Dr. Peter Liljedahl’s Building Thinking Classrooms? In this PLT, we will reflect on our current teaching practices and consider how to adapt our geometry instruction using Liljedahl’s 14 teaching practices. We will begin by experiencing these practices firsthand as we explore how vertical non-permanent surfaces, visually random groupings, and thin-slicing problems impact student learning in geometry classrooms. Then, we will collaboratively develop, implement, and refine strategies to support student thinking in our classrooms. Between sessions, we will engage in classroom intervisitations to observe our adapted practices in action and debrief successes, challenges, and constructive feedback. These discussions will inform ongoing curricular adaptations to further empower our geometry learners through Building Thinking Classrooms strategies and activities. This PLT is best for high school geometry teachers, whether new or experienced with Building Thinking Classrooms
Citizen Science by Birding the Concrete Jungle
Facilitated By: MƒA Master Teachers Laura Paulino and Jordan Wolf
WEDNESDAYS, APR 2, APR 23, MAY 21, MAY 28
M ƒA
SCIENCE
How might we collect and use citizen science data to teach biodiversity, conservation, and environmental justice? Birds are all around us with surprising diversity, even in our city! If you can tell a pigeon from a starling, you’re halfway to being able to do species counts and population studies. In session one, we will conduct activities to teach students and teachers how to be better bird identifiers. In session two, we’ll take our work outside as we collect real bird and environmental data to conduct our own population studies. In session three, we’ll plan activities to use and implement eBird and iNaturalist , tools and databases developed by citizen scientists and used by professional scientists to better understand the avian world. Finally, in session four, we’ll refine and reflect on our activities for future use. Throughout, teachers will contribute to a shared database of topics and resources to take back to their classrooms. Any teacher interested in birding, citizen science, or guiding their students into the concrete jungle is welcome.
Coding Across the K-5 Curriculum
Facilitated By: MƒA Master Teachers Brandie Hayes and Rebecca Lugo
MONDAYS, FEB 24, MAR 24, APR 28, JUN 2 ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
How might we integrate computer science perspectives, practices, and concepts into the elementary classroom? In this PLT, we will investigate various block-based coding platforms, including codeSpark , code.org, and CS First , from the viewpoint of both students and educators. We will consider how computer science can be integrated into our content areas in accessible and engaging ways for all elementary students. Each session
will focus on one platform and include opportunities for guided play and exploration through individual and pair programming models. We will dive into available resources, brainstorm content integration for our classrooms, and collaboratively lesson plan. By the end of this PLT, teachers will leave with the confidence to teach elementary computer science concepts and the materials and structures needed to implement their lesson plans in the classroom. While this course is best for K-5 teachers, anyone looking for support introducing or integrating entry-level computer science options into their content area is welcome.
Crack the Code: Mastering the AP CSP Create Task
Facilitated
By: MƒA Master Teachers
Phylicia Hoyt and Marisa Shuman
TUESDAYS, FEB 11, MAR 4, MAR 18, MAR 25
ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
How might we design effective strategies and structures to support students in mastering the AP Computer Science Principles (AP CSP) Create performance task? With the recent shift requiring students to write responses on AP Exam Day using their student-created personalized project reference (PPR), our focus will be on equipping students to code effective programs, craft strong written responses, and create high-quality PPRs to prepare for success. First, we will analyze the 2024 exam to identify key adjustments needed for our inclass projects. Next, we will use a student work protocol to check for alignment between programs, PPRs, and written responses, refining classroom strategies as needed. Then, we will collaboratively develop structures to guide the Create Task administration and share best practices for crafting effective PPRs. Finally, we will develop strategies for free-response practice. This PLT is best for AP CSP teachers of any background and experience level.
Professional Learning Teams (PLTs)
A Deeper Look at ASD and ADHD: Advocacy and Allyship p
Facilitated By: MƒA Master Teachers Laura Brando and Rachel
Mushell
TUESDAYS, MAR 4, APR 1, MAY 6, JUN 10
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we best accommodate our students with autism spectrum disorder (ASD) and attention-deficit/ hyperactivity disorder (ADHD)? This PLT aims to support educators in creating inclusive learning environments that promote a culture of respect and acceptance for all learners. In the first two sessions, we will delve into research on ASD and ADHD to understand the biology and prevalence of these conditions and how they affect our students. In the final two sessions, we will identify effective teaching strategies and routines for accommodating students with ASD and ADHD, including modifying lessons to meet their needs. Our work will be grounded in texts and podcasts from authors Barry M. Prizant, Ph.D., and Russell A. Barkley, Ph.D., as well as powerful accounts from individuals with these disorders. All teachers are welcome; no prerequisite knowledge is required.
De-escalation Strategies for Peers, Parents, and Students
p
Facilitated By: Lindsey Charles and MƒA Master Teachers Sage Forbes-Gray and Naomi Hawkins
THURSDAYS, FEB 27, MAR 27, APR 24, MAY 22
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we respond to conflict in skillful, effective, and just ways? In a time when conflict is abundant locally, nationally, and globally, we must hone our skills to address and help resolve conflict. In session one, Lindsey Charles will help us build community, introduce
restorative justice concepts, and guide us through an internal exploration of how we relate to conflict. We will consider how conflict arises in our personal lives to begin learning conflict-resolution strategies. Before session two, we will reflect on our de-escalation needs and identify the background, context, and rationale for arising conflicts. In session two, we will learn and practice more strategies for de-escalation in pairs and small groups and discuss our individual goals. Before the third session, we will choose one specific area of conflict we would like to address with de-escalation, and in session three, we will create a plan to apply what we have learned in our school communities. In our final session, we will reflect on the outcomes of our shifts, consider the impact of our work, and brainstorm the next steps to take both personally and professionally, in and out of MƒA. All teachers interested in learning de-escalation strategies to better support their school communities are welcome.
Lindsey Charles was a consultant for Vision Change Win, where she worked with clients on various issues, including conflict resolution and mediation, restorative practice policies and protocols, diversity and inclusion strategies, and physical and verbal de-escalation. She is a licensed social worker and a certified health coach with over 10 years of non-profit experience.
Designing Science PBATs for Real-World Engagement
Facilitated By: MƒA Master Teachers Kara MacDevitt and Raka Spoerri
THURSDAYS, FEB 27, MAR 27, MAY 1, MAY 22 ONLINE
SCIENCE
How might we design engaging and meaningful science Performance Based Assessment Tasks (PBATs) to empower our students and connect them with the real world? In this PLT, we aim to develop PBATs that measure student achievement and cultivate authentic, real-world connections and engagement with content. Whether you are new to PBATs or an experienced expert, join us to foster a collaborative environment where we can share best practices, refine our
assessment strategies, and enhance student learning outcomes. In our first session, we will examine the “why” of PBATs through readings, analyses of existing PBATs from our schools, and exploration of resources from The New York Performance Standards Consortium. In our second and third sessions, we will split into content-based working groups to collaboratively plan an assessment task, including a description and supporting curriculum plan. In our final session, we will share our work and engage in a feedback protocol. Teachers will have access to and are encouraged to share their assessment rubric templates, examples of successful PBATs, presentation videos, and curated readings on assessment theory. This course is best for Consortium School teachers, but all high school teachers seeking to integrate PBATs into their classrooms are welcome.
Professional Learning Teams (PLTs)
Designing
Student-Led Lab Investigations in Biology
Facilitated By: MƒA Master Teachers Martine Paulynice and Sarah Tazghini, Ed.D.
WEDNESDAYS, MAR 5, APR 2, MAY 7, JUN 4 ONLINE
SCIENCE
How might we balance teaching biology content with time for students to “plan and carry out investigations?” Join us in this PLT as we strengthen our knowledge and implementation of this science and engineering practice through NSTA’s Argument-Driven Inquiry (ADI). We will open by discussing ADI and how to scaffold this process for all learners. Then, we will work in small groups to brainstorm experiments for classroom implementation. In the second and third sessions, we will co-create and adapt experimental instructions, slideshows, kits, and rubrics to optimize student leadership. In our final session, we will present our experiments and engage in feedback cycles for further improvement and iteration. Teachers will leave with a shared resource folder to take back to their science departments and classrooms. All biology teachers are welcome.
Designing Student-Led Lab Investigations in Chemistry
Facilitated By: MƒA Master Teachers Pravesh Shiwnarain and Kevin Wright
THURSDAYS, FEB 27, MAR 27, APR 24, MAY 22
ONLINE
SCIENCE
How might we balance teaching chemistry content with time for students to “plan and carry out investigations?” Join us in this PLT as we strengthen our knowledge and implementation of this science and engineering practice through NSTA’s Argument-Driven Inquiry (ADI). We will open by discussing ADI and how to scaffold the process
for all learners. Then, we will work in small groups to brainstorm experiments for classroom implementation. In the second and third sessions, we will co-create and adapt experimental instructions, slideshows, kits, and rubrics to optimize student leadership. In our final session, we will present our experiments and engage in feedback cycles for further improvement and iteration. Teachers will leave with a shared resource folder to take back to their science departments and classrooms. This course is best for high school chemistry teachers.
Designing With Purpose: A PBL Approach to STEM
Facilitated By:
MƒA Master Teachers Olivia Bello, Rebecca Daczka, and John Derian
THURSDAYS, FEB 27, MAR 27, APR 24, MAY 22
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we design more meaningful and engaging STEM projects extending beyond the classroom? This PLT aims to move beyond STEM projects for which students create something simply for the sake of creating. Instead, we will explore how to design purposeful activities with real-world impact and relevance. Join this PLT to develop ready-to-use STEM projects grounded in design process models such as the Liberatory Design Process and frameworks from the Stanford School of Design and IDEO. We will also draw inspiration from project-based learning (PBL) frameworks, including PBLWorks , High Quality PBL , and Challenge Based Learning. In the first session, teachers will review STEM and PBL curriculum to collaboratively identify core criteria for meaningful projects. Using these criteria, teachers will begin developing individual projects. In the second session, we will conduct our first feedback protocol, where teachers will share project ideas and strategies for organizing them into rich PBL experiences. The third session will be a collaborative exploration of various STEM and PBL topics in stations. During the final session, we will revisit the feedback protocol, refine projects, and further explore topics through station-based activities. This PLT is for all
teachers who facilitate STEM projects and are eager to create engaging, impactful, student-centered experiences.
Effective Professional Development of Teachers
Facilitated By: MƒA Master Teachers Adam Brulhardt and KC Hankins
TUESDAYS, MAR 11, APR 8, MAY 13, JUN 17
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we design professional learning opportunities for teachers that lead to enduring improvements in teacher practice? This PLT offers a collaborative space to refine your PD plans through a research-based lens. Teachers will gain a deeper understanding of the key principles of adult learning, the characteristics of effective teacher professional development, the strengths and limitations of common activities, and strategies for creating sustainable, impactful learning experiences. In the first session, we will share our past experiences with PD, explore adult learning theory, and reflect on implications for PD design. In the second session, we will analyze classroom videos, case studies, and student work to connect PD to classroom practice. In the third session, we will discuss sustainable PD practices, including strategies for coaching and mentoring. In the last session, we will examine approaches for evaluating the impact of PD on teacher practice and student outcomes. This PLT is open to anyone interested in designing and facilitating meaningful and effective teacher learning opportunities.
Elevate Your Equitable Grading Practice p
Facilitated By: MƒA Master Teachers Samantha Adams and Beth Henry
WEDNESDAYS, MAR 19, APR 23, MAY 21, JUN 18
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we identify challenges within our grading practices and collaborate to find meaningful solutions? Join us to further develop your already
Professional Learning Teams (PLTs)
existing equitable grading practices, including grades based on summative or most recent assessments, a fixed minimums, or mastery rather than behavior, compliance, or extra credit. In the first session, we will identify challenges in implementing equitable grading practices and form working groups to address them. In subsequent sessions, we will use consultancy protocols to examine problems of practice and collaboratively develop strategies, materials, and classroom structures. Each working group will identify actionable next steps to take before each new session. During sessions three and four, teachers will reflect on their progress, share insights, and refine strategies. We will conclude with a showcase of developed resources and practices to provide opportunities for collaboration and inspiration. This PLT is best for those who have participated in the Grading For Equity Book Club PLT or those already using equitable grading practices in their classrooms.
Explain This! Verbal Assessments to Deepen
Understanding p
Facilitated By:
MƒA Master Teachers Kristen Brown and JC Whittaker
THURSDAYS, MAR 13, APR 3, MAY 1, MAY 29
M
INQUIRY, PRACTICE, AND LEADERSHIP
How might we use formal verbal assessments to gain deeper insight into our classrooms and students’ understanding? In an era of AI tools like ChatGPT and Mathway, assessing students’ depth of knowledge is becoming increasingly complex. While most teachers engage in informal verbal assessments daily, this PLT invites you to explore how to formalize these practices into meaningful structured assessments. Together, we will develop a framework for implementing formal verbal assessments. In session one, we will explore a structure for integrating verbal assessments into a
differentiated, self-paced curriculum. During session two, we will collaboratively design authentic verbal assessments tailored to our curricula, using Grading for Equity by Joe Felsman as an anchor for developing fair and effective rubrics. In session three, teachers will share their experiences, collaboratively refine assessments and rubrics, and plan for future classroom integration. Finally, in session four, we will reflect on our learning, share takeaways, and consider our next steps. This PLT is best for middle and high school teachers seeking innovative and authentic ways to evaluate and understand their students’ learning.
Exploring Math Games With Bad Drawings
Facilitated By: MƒA Master Teachers Jeffrey Lowenhaupt and Brian Palacios
TUESDAYS, FEB 11, MAR 18, APR 22, MAY 20
M ƒA
MATHEMATICS
+ PLEASE NOTE: TEACHERS ARE ENCOURAGED TO PURCHASE THEIR OWN COPY OF MATH GAMES WITH BAD DRAWINGS BY BEN ORLIN, WHICH CAN BE REIMBURSED THROUGH THE M ƒA FLEX FUNDS PROGRAM.
How might we use mathematical games to encourage play, engagement, and friendly classroom competition? Join us as we immerse ourselves in a game-playing mathematics atmosphere anchored in Ben Orlin’s fascinating book Math Games with Bad Drawings. Each session of the PLT will find us lost in one or more of 75 games spanning five different sections of the book: (1) spatial games, (2) number games, (3) combination games, (4) games of risk and reward, and (5) information games. We will guide each other through gameplay,
Professional Learning Teams (PLTs)
investigate the underlying mathematical structure of the games, dig into deeper historical and mathematical roots of the games, and explore implications for our instructional practice and our classrooms. A joyful experience awaits! All teachers are welcome.
The Four Course Problem: Assessment in the AP Physics Classroom
How might we align our AP Physics assessments to the new College Board requirements? The 2024-2025 school year has seen revisions to all four AP Physics courses. Join us in designing assessments aligned with the new standards, from single questions to entire exams. In session one, we will collaborate in teams to create assessments for upcoming units. In session two, we will return with student work to analyze and evaluate the efficacy of our questions and make improvements. In session three, we will iterate on our experiences to develop additional review assignments for AP exam preparation. Finally, we will review the AP exam and scoring guidelines to better support our alignment to AP expectations. This course is best for all AP Physics teachers, especially those who took the Fall 2024 iteration of this PLT.
From
Me to We: Transforming Classrooms With Ubuntu Pedagogy p
Facilitated By:
MƒA Master Teachers Kernita Sylvester-Mwalumogo, Ellie Williamson, and Alvis Wilson
WEDNESDAYS, MAR 5, APR 2, MAY 7, JUN 4
M ƒA & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE IN-PERSON AT MƒA. SESSIONS 2 AND 3 WILL TAKE PLACE VIRTUALLY.
How might we build transformative and cohesive classroom communities with Ubuntu pedagogy? Ubuntu pedagogy is grounded in the African philosophy of Ubuntu, meaning “humanity to others” in Bantu. It is a transformative decolonial approach, emphasizing social justice, inclusion, and shared humanity. In this PLT, we will infuse Ubuntu pedagogy into our teaching as we collectively and critically examine our practices to better create supportive, inclusive, and empowering learning environments for all students. In our first session, we will discuss the principles of Ubuntu pedagogy and brainstorm ways to practice those principles in our classrooms. We will create surveys to grant insight into students’ perceptions of the classroom community before and after implementing strategies aligned with specific Ubuntu tenets. In the second and third sessions, teachers will share one Ubuntu principle of interest and how they integrated it into their practice. In the fourth session, we will discuss the implications of our work and how we can turnkey our learnings within our communities. This PLT is open to all teachers.
Illustrative Mathematics in the Middle School Classroom
Facilitated By: MƒA Master Teachers Corey Levin and Michael Paoli and MƒA Emeritus Teacher Justin Chao-Day
THURSDAYS, FEB 27, MAR 27, APR 24, MAY 22 ONLINE
MATHEMATICS
How might we implement the Illustrative Mathematics (IM) curriculum in our middle school classrooms to
facilitate powerful mathematics work, equitable access, and student agency? Together, we will introduce the structures of IM, create adaptive curriculum maps, take part in lesson studies, explore how to engage students and troubleshoot issues. In our first session, we will share our hopes and fears about teaching mathematics while digging into the philosophy of the IM curriculum. Then, we will examine how IM supports deep mathematical thinking and brainstorm classroom implementation to facilitate learning. During each session, we will model an IM lesson structure and plan within grade bands for implementation. We will also discuss differentiation, student data, engagement, test prep, understanding IM language and learning routines, and the intersection of IM with Building Thinking Classrooms (Liljedahl, 2020). This PLT will allow teachers to delve into the complexities of the IM curriculum while leaning on each others’ various experiences and expertise for support. All middle school mathematics teachers, both new and experienced with IM, are welcome.
Illustrative Math in Your Elementary School
Classroom: Making it Count
Facilitated By: MƒA Master Teachers Rachel Woolley and Meera Zucker
WEDNESDAYS, MAR 5, APR 2, MAY 7, JUN 4
M ƒA
MATHEMATICS
How might we use the Illustrative Mathematics (IM) curriculum to support powerful mathematics work, equitable access to content, and student agency in our elementary classrooms? As more elementary schools implement IM, we face challenges regarding pacing, differentiating, and adapting new lesson structures. In this PLT, we aim to address these issues by exploring this curriculum, experiencing IM lessons, and planning within elementary grade bands. In our first session, we will share our hopes, challenges, and experiences with teaching mathematics and the IM curriculum while exploring its underlying philosophy and lesson structure. In our second session, we will
Professional Learning Teams (PLTs)
examine how IM supports deep mathematical thinking and adjustments we can make to optimize learning. Subsequent sessions will be tailored to teacher interests, addressing topics such as differentiation, student work, engagement, IM talk routines, IM learning routines, test prep, and connections to Building Thinking Classrooms (Liljedahl, 2020). This PLT is best for elementary school mathematics teachers, both new and experienced with IM.
Improving the Special Education Classroom for Students and Teachers p
Facilitated By: MƒA Master Teachers Shari Eng and Yanique Sears
TUESDAYS, FEB 11, MAR 18, APR 22, MAY 20 ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
How might collaboration elevate our special education practice? Join us in this PLT to exchange pedagogical insights, strengthen co-teaching relationships, and develop strategies empowering our students to be confident thinkers. In the first session, we will reflect on our day-to-day lives as special educators, read The Five Dimensions of Differentiation by Sally M. Reis & Joseph S. Renzulli to discuss differentiation, and share our experiences. In the second session, we will look at applications of data collection to IEPs and the IEP writing process, including creating meaningful SMART goals. In session three, we will discuss navigating co-teaching relationships to support student success through role-play and scenario-based challenges. In our last session, we will explore ways to support students’ executive functioning skills, sharing resources, best practices, and personal insights. This PLT is best for special education teachers and anyone passionate about advocating for students with special needs.
Integrating Technology Tools and Applications in Statistics
Facilitated By: MƒA Master Teachers Kent Hansan and Mimi Ong Ante
WEDNESDAYS, FEB 26, MAR 26, APR 30, MAY 28
M ƒA
MATHEMATICS
How might we effectively integrate technology tools into statistics curricula? In this PLT, we will investigate and evaluate different web tools and applications to create technology-based statistics activities, lessons, and assessments. During each session, at least one teacher will share work they have implemented or want to implement in their classrooms for collaborative review and feedback. We will also evaluate future units to identify opportunities for integrating technology with statistical analyses. Throughout the PLT, we will collect ideas and work samples to create a bank of tools for different types of activities, lessons, and assessments. This PLT is for any statistics teacher, AP or not, looking to integrate more technology tools to support student learning.
Making Nontraditional Grading Work in Traditional Schools p
Facilitated By: MƒA Master Teachers Ronnie Almonte and Devin Sprague
TUESDAYS, FEB 11, MAR 18, APR 22, MAY 20
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we implement grading for equity, standardsbased grading, or other nontraditional grading practices in schools prioritizing traditional practices? Join us to collaboratively explore and implement concrete improvements to our assessment, feedback, and grading systems. In the first session, we will examine how traditional grading practices introduce mathematical inaccuracies and biases, while identifying areas of focus for each teacher’s grading practice. In the second session, we will study some practical approaches to grading reform, including the mechanics of different grading systems and methods of hacking traditional
gradebook software. The third session will focus on planning and implementing a small but impactful shift toward grading reform within our classrooms. Finally, in the fourth session, teachers will share their experiences, reflect on their implementation, and receive feedback from the group. Our work will be anchored in Joe Feldman’s Grading for Equity, supplemented by resources from the Grading for Growth Blog and The Grading Podcast . This PLT is best for middle and high school teachers in traditional schools looking to shift their grading practices to be more mathematically accurate, bias-resistant, and motivational. Teachers at all levels of the nontraditional grading journeys are welcome.
Professional Learning Teams (PLTs)
The Notorious MBG: Working Towards MasteryBased Grading
Facilitated By: MƒA Master Teachers Eddie Fletcher and Benjamin Siegel
TUESDAYS, MAR 4, APR 1, MAY 6, JUN 10
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we implement and refine mastery-based grading (MBG) systems to better support student learning? In this PLT, we will create a supportive community for teachers interested in transitioning to or enhancing existing MBG practices. Together, we will explore different approaches to MBG, share insights, and refine our grading systems to align more closely with mastery-based principles. In our first session, we will develop a shared understanding of MBG, discuss its advantages and challenges, and examine concrete examples of its implementation using the text Changing the System from Within: Using Competency-Based Education to Transform Teaching by Tkatchov et al. In subsequent sessions, we will refine our grading practices through an iterative process in which we share our unique grading contexts, redesign aspects of our grading practices, implement these shifts, and reflect on their success. Throughout, we will work to improve assessments, units, or course structures using the principles of MBG. This PLT is best for any STEM teacher ready to take the leap into MBG or seeking to improve their existing MBG practices.
Our Math Roots: Expanding an Ethnomathematics Curriculum p
Facilitated By: MƒA Master Teachers Rebecca Caporale-Guarino and Carol Kinney, Ph.D.
WEDNESDAYS, FEB 26, MAR 26, APR 30, MAY 28
M ƒA
MATHEMATICS
How might we create, implement, and share lessons connecting students to their ethnicity, history, family, and interests through the lens of mathematics?
Join us as we explore the rich non-European histories of mathematics, deepen our knowledge of ethnomathematics, and expand our teaching practices.
In this PLT, we will create and implement engaging ethnomathematics lessons inspired by teacher and student interests, building on and contributing to the growing resource bank on Our Math Roots . First, we will reflect on existing lesson materials to deepen and enrich the curriculum. Then, we will collaboratively research new topics in ethnomathematics, anchoring our work in George Gheverghese Joseph’s The Crest of the Peacock: Non-European Roots of Mathematics and Arthur Powell and Marilyn Frankenstein’s Ethnomathematics: Challenging Eurocentrism. Both texts will inform our development of innovative lessons highlighting diverse mathematical traditions and histories. This PLT is best for middle and high school mathematics teachers, but any mathematics teacher curious about integrating ethnomathematics into their practice is welcome.
The Power of Different: The Link Between Disorder and Genius p
Facilitated By: MƒA Master Teachers Maureen Stewart and Crystal Thiele
WEDNESDAYS, FEB 26, MAR 26, APR 30, MAY 28 ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
How might we reconsider our understanding of disorder, creativity, and genius to better unlock the hidden strengths within our students? Join us for an eye-opening book club on The Power of Different by
Gail Saltz. This book examines the intricate relationship between mental disorders and the unique cognitive strengths they can foster. Through a blend of research and personal anecdotes, we will explore the brain differences of some of the most innovative and creative minds in history. In our discussions, we will reflect on how the challenges our students face might also be their greatest strengths. Together, we will consider how to design classrooms that celebrate and nurture cognitive diversity so that all students can thrive. Each session will include discussions of the reading, followed by collaborative exploration and development of practical strategies to integrate into our teaching. This PLT is open to all teachers wanting to deepen their understanding of the power of diversity in learning and thinking.
Supporting High School Mathematics Instruction With Illustrative Mathematics
How might we use the Teaching for Robust Understanding (TRU) framework and the Illustrative Mathematics (IM) curriculum to help students make sense of mathematics, take academic risks, and gain access to rich mathematical content? In this PLT, we will blend the rigor of IM and the principles of TRU to create high-quality, equitable, and student-centered classrooms that nurture mathematical understanding and foster a positive learning environment for all. First, we will refresh our understanding of the TRU Framework and what makes mathematical content rich. Then, we will brainstorm ways to facilitate productive struggle, sense-making, and student engagement. Next, we will focus on equitable access, supporting all learners, and strategies for an inclusive and equitable mathematics classroom. Finally, we will plan a lesson or unit using key understandings that we have learned. Throughout the PLT, we will unpack the IM curriculum to increase our
Professional Learning Teams (PLTs)
confidence in teaching its lessons and plan concrete strategies and next steps for immediate implementation. This PLT is best for high school mathematics teachers implementing Illustrative Mathematics in their classrooms.
Tackling the New Regents Biology Investigations
Facilitated By: MƒA Master Teachers Napoleon Knight and Marilyn Wells
WEDNESDAYS, FEB 26, MAR 5, MAR 12, MAR 19
M ƒA
SCIENCE
How might we best prepare our students for the new NY state Biology investigations? As of fall 2024, teachers must assess students’ knowledge and skills through a series of three new investigations. In the first three sessions, we will dive deep into these investigations: (1) Structure and Function: Balancing Act; (2) Inheritance and Variation of Traits: Unraveling the Mystery of Lactose Tolerance; and (3) Interdependent Relationships in Ecosystems: For the Birds. We will review materials, complete each investigation as students, and brainstorm modifications and possible scaffolds to support student success. In the final session, we will reflect on our work, share resources, provide feedback, and set goals for our next steps. This course is best for Regents biology teachers.
Teacher as Writer
Facilitated By: MƒA Master Teachers Brady and James Kostka
TUESDAYS, MAR 11, APR 8, MAY 13, JUN 17
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
How might we create space to nurture our creativity and unique voices while also mastering the art of feedback and revision? As teachers, we do a lot of
obligatory writing—lesson plans, emails, letters of recommendation—and we are constantly trying to improve our feedback delivery. In this PLT, we will approach writing as a restorative practice and means for creative expression. Join us in this brave and supportive community as we nurture communication skills by refining our written work and providing feedback to others. In our first session, we will break down the elements of strong writing based on our favorite works, establish the norms of a writing workshop, and introduce a feedback protocol in fishbowl format using an original piece by one participant. In sessions two and three, we will start with a theme of interest (e.g., publishing or revision strategies), then continue to share work and implement our feedback protocol, all while refining the workshop process. In our final session, we’ll use the feedback protocol on a fourth original work and close with an “open mic” to celebrate our progress. We will not only improve our writing, but also elevate our classroom practice by refining our delivery of feedback as well as our process of revision. All genres of writing and experience level are welcome.
Using Group Work Protocols to Explore Discrete Mathematics
Facilitated By: MƒA Master Teachers Ishrat Ahmed and Jasper DeAntonio
THURSDAYS, MAR 13, APR 3, MAY 1, MAY 29
MATHEMATICS
How might we deepen our understanding of discrete mathematics and combinatorics while enhancing our pedagogical practice? In this PLT, teachers will not only explore these mathematical areas, but also develop and refine strategies for group work protocol implementation in classrooms through collaborative problem-solving. Each session will involve groupbased explorations of a graduate-level discrete mathematics and combinatorics curriculum taught by Dr. Nick Wasserman at Teachers College, Columbia University. Teachers will experience various group work protocols inspired by Dr. Peter Liljedahl’s Building
Thinking Classrooms, Open Middle, Dan Meyer’s dy/ dan, and other collaboration-focused frameworks. After each session, we will reflect on our mathematics discoveries and analyze the efficacy of the protocols we experienced to grow both mathematically and pedagogically. Additionally, teachers will have opportunities to bring their own group work protocols for testing and collective feedback. This PLT is best for mathematics teachers seeking to expand their content knowledge and refine their teaching practices.
Professional Learning Teams (PLTs)
Using Illustrative Mathematics in a Thinking Classroom
Facilitated By: MƒA Master Teachers Johanna Cinquegrana and Jeremy Owens-Fajardo
TUESDAYS, MAR 4, MAR 25, APR 29, JUN 10
M ƒA
MATHEMATICS
+ PLEASE NOTE: BETWEEN SESSIONS 3 AND 4, TEACHERS WILL PARTICIPATE IN CLASSROOM INTERVISITATIONS, WITH DATES AND LOCATIONS TO BE DETERMINED. TEACHERS ARE ENCOURAGED TO PURCHASE THEIR OWN COPY OF BUILDING THINKING CLASSROOMS BY DR. PETER LILJEDAHL, WHICH CAN BE REIMBURSED THROUGH THE M ƒA FLEX FUNDS PROGRAM.
How might we align the required Algebra I Illustrative Mathematics (IM) curriculum with a desire to create Thinking Classrooms with our students? In this PLT, we will investigate how to adapt the IM Algebra I curriculum through the lens of Dr. Peter Liljedahl’s Building Thinking Classrooms (BTC). In the first session, we will introduce the principles of the IM curriculum and highlight overlaps with BTC practices. The following two sessions will focus on adapting a specific unit from the IM curriculum, emphasizing Liljedahl’s meaningful notes, “check your understanding” questions, and grading practices centered on student learning. We will also explore strategies for facilitating mathematical independence and empowering students as problemsolvers. Following session 3, we will implement the adapted materials in our classrooms and structure intervisitations so we can observe and reflect on practices in action. During session 4, we will debrief our experiences, share successes and challenges, and collaboratively plan the next steps to continue aligning IM’s inquiry-based approach with BTC strategies. This PLT is best for IM Algebra teachers seeking to implement BTC in their classrooms, but all are welcome.
Working Towards National Board Certification
Facilitated By: MƒA Master Teachers Sharon Collins and Chereese Gardner
THURSDAYS, FEB 27, MAR 27, APR 24, MAY 1
M ƒA & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 4 WILL TAKE PLACE VIRTUALLY. SESSIONS 2 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA.
How might we support one another in achieving National Board Certification? Whether you are currently applying or planning to apply during the 2024-2025 or 2025-2026 academic year, join this collaborative community of MƒA teachers to navigate the certification journey together. In the first two sessions, we will introduce the National Board Certification process and its benefits, provide an overview of the four application
components, and share planning documents to help teachers organize lessons, assessments and student work for submission. In the final two sessions, teachers will share their progress and receive detailed feedback from peers using structured protocols. By leveraging our collective expertise, we will help each other move closer to achieving certification. This PLT is for any STEM teacher interested in becoming a National Board Certified Teacher.
Mini-Courses
Mini-Courses are a series of three connected workshops in which experts from academic institutions, local organizations, and within the MƒA Master Teacher community engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.
Mini-Courses
Actionable Practices to Support and Include Our Most Marginalized Students p Facilitated By:
Pamela Harris, Ph.D., and
Aris
Winger, Ph.D.
MONDAYS, MAR 17, MAR 24, APR 7
ONLINE
MATHEMATICS
We see them daily—students physically in our classes but emotionally or mentally not able to engage. These students often remain on the margins. How can we transform our mathematical environments to ensure all students feel like they truly belong? Based on their book Practices and Policies: Advocating for Students of Color in Mathematics, Dr. Pamela E. Harris and Dr. Aris Winger will share actionable practices and strategies to motivate and empower students in mathematical classrooms and beyond. Each session will offer a range of approaches, from easily implementable tactics to long-term strategies for systemic change, all aimed at supporting student success within classrooms, hallways, and entire schools. Through highly interactive sessions, teachers will coalesce their expertise and experience with insights from the facilitators, building a collaborative community focused on creating inclusive and supportive spaces for students in mathematics. All are welcome!
Dr. Pamela E. Harris is a Mexican-American mathematician and Professor of Mathematics at the University of Wisconsin-Milwaukee. She received her B.S. from Marquette University and M.S. and Ph.D. in mathematics from the University of Wisconsin-Milwaukee. Dr. Harris’s research is in algebraic combinatorics, and she is the author of over 70 peer-reviewed research articles in internationally recognized journals. She is an award-winning educator, a fellow of the American Mathematical Society and the Association for Women in Mathematics, the President and co-founder of Lathisms: Latinxs and Hispanics in the Mathematical Sciences , and co-hosts the podcast ”Mathematically Uncensored.”
Dr. Aris Winger is the National Association of Mathematicians Executive Director and a mathematics professor at Georgia Gwinnett College. A native of Washington D.C., he graduated from Howard University (B.S. in Mathematics) and Carnegie Mellon University (M.S. and Ph.D.
in mathematical sciences). His current areas of interest and research include equity in mathematical spaces, culturally responsive teaching, social justice mathematics, and creating spaces where marginalized groups feel a sense of belonging in STEM. This mission has led him to co-author a book series, Advocating for Students of Color in Mathematics , and consult around the United States, working with educators and administrators at all levels. He founded and currently codirects Hybridge Academy, a non-traditional accredited school serving marginalized middle and high school students in greater Atlanta.
Advisory: The Heart of the School
Facilitated By: MƒA Master Teachers Kate Belin and Molly Shabica
TUESDAYS, MAR 18, MAR 25, APR 1
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Since the pandemic, resources about social-emotional learning and restorative justice have flourished, but to what extent is advisory actually implementing these practices? Join us in this mini-course to learn a variety of practical and ready-to-use advisory moves. We will create space for teachers to consider how to advocate for more advisory space and build new advisory structures into their current school. In our first session, teachers will share their own understandings and experiences of advisory as an academic course. Next, they will have access to the curriculum implemented at Fannie Lou Hamer Freedom High School and determine whether it is a possible match for their own school. Finally, they will develop new and improved advisory activities for immediate implementation. This mini-course is best for any teacher who wants to deepen social-emotional learning in their classroom and school.
Kate Belin is an MƒA Master Teacher and mathematics teacher at Fannie
Lou Hamer Freedom High School in the Bronx.
Molly Shabica is an MƒA Master Teacher and science teacher at Fannie Lou Hamer Freedom High School in the Bronx.
Agency, Inquiry, and Play: Liberated Teaching and Learning p
Facilitated By:
Denisha Jones, Ph.D.
MONDAYS, MAR 3, MAR 10
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
With challenges like unrealistic curricular expectations, increased accountability demands, and pressure from standardized testing, schools remain spaces of stress for many students and teachers. While the typical response is to impose more structure, demands, and rigor on students, what if we considered a different approach? When teachers allow students more agency over their learning, students become more engaged, teachers feel more motivated, and classrooms transform into joyful spaces. In the first session, we explore how agency is routinely denied to low-income children of color and why it is essential for students to have more agency to expand their capabilities. We will read sections of the text Segregation by Experience by Addiar and Colegrove, which unpacks the connection between agency, race, and class in the early years. In the second session, we will examine play as pedagogy for all ages to enhance agentic learning and liberate teachers and students. This course is best for any K-6 teachers interested in incorporating play, inquiry, and agency into their teaching practice.
Dr. Denisha Jones is the Executive Director of Defending the Early Years and an adjunct professor at Sarah Lawrence College and Howard University. Her research interests include organizing activist research projects that examine grassroots movements to achieve racial justice in education, documenting the value of play as a tool for liberation with an emphasis on global approaches to play, and collaborating with parents and educators to foster positive racial, ethnic, and cultural identity development in the early years. Her first co-edited book, Black Lives Matter at School: An Uprising for Educational Justice , was published in December 2020 by Haymarket Books.
Mini-Courses
Are You Ready to Teach Calculus?
Facilitated By: MƒA Master Teachers Stephanie Bohbot and Vivi Nguyen
WEDNESDAYS, APR 30, MAY 14, MAY 28
M ƒA
MATHEMATICS
Are you new to teaching calculus or considering it and feeling overwhelmed by the abundance of resources available? This mini-course is designed to help you navigate calculus content and curriculum while exploring resources to enhance your classroom teaching, including AP Classroom , Calc Medic , Flipped Math , and Desmos activities. In the first two sessions,
we will review the AP exam format, experience turnkey curricula as students, and discuss essential topics to better prepare students for calculus. We’ll also explore strategies for keeping students motivated, differentiating instruction for diverse learning needs, and implementing effective classroom practices. Finally, we will provide space for teachers to suggest and share engaging calculus activities, classroomtested strategies, and calculator tips with one another. Teachers will leave this mini-course with greater confidence and a robust toolkit for teaching calculus. This course is best for new or future calculus teachers seeking guidance or an experienced calculus teacher looking for fresh inspiration!
Stephanie Bohbot is an MƒA Master Teacher and mathematics teacher at the High School of Telecommunication Arts and Technology in Brooklyn.
Vivi Nguyen is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Bringing Observational Astronomy Into the Classroom
Facilitated By: MƒA Master Teachers David Deutsch, Alia Jackson, and Peter Williams
THURSDAYS, MAR 6, MAR 13, & TBD
M ƒA & OFFSITE
SCIENCE
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 2 WILL TAKE PLACE IN-PERSON AT MƒA. SESSION 3 WILL TAKE PLACE OFFSITE AT PIONEER WORKS IN BROOKLYN, DATE TBD.
Since the dawn of humanity, we have looked up—stars have guided us, inspired wonder, and sparked curiosity. Yet today, we look down at screens. Reignite your students’ desire to look up and wonder at the universe in this engaging hands-on mini-course. Discover how to bring observational astronomy into the classroom, with or without telescopes, to help students engage with science on a whole new level. In our first session, we will build Galileoscopes (refracting telescopes), explore different telescope types through interactive stations, and discuss practical ways to integrate them into the classroom. Then, we will dive into digital tools like Stellarium and the Harvard & Smithsonian
MicroObservatory to think through multimodal access and the next steps in shaping our curricula. For our final session, we will gather at Pioneer Works for an outdoor sky observation session. With planispheres, we’ll identify celestial objects, collect micrometeorites, and observe the night sky through telescopes, guided by the Amateur Astronomers Association. Teachers will leave with creative strategies and practical resources to inspire students with the wonders of the cosmos!
David Deutsch is
Peter Williams is an MƒA Master Teacher and science teacher at Urban Assembly New York Harbor School in Manhattan.
Build Your Own Electric Vehicle! Renewable Energy With Engineering Tomorrow
Facilitated By: Joanna Caudle, Edgar Martinez, and MƒA Master Teachers Everton Henriques and TJ Smolka
WEDNESDAYS, MAY 21, MAY 28, JUN 4
M ƒA
SCIENCE
Do you own an electric vehicle (EV), wish to own one, or just want to learn how they work? Then join Engineering Tomorrow (ET) to learn about the history and future of electric vehicles, and—get this—build your own! In this mini-course, teachers will explore three ET renewable energy labs. In session one, we will explore the history, development, and design of EVs and build our own using a solar cell. In session two, we will discuss the global need for renewable energy sources as we engage with a solar and wind power lab. In our final session, we will learn about the basic structure of an electrical power grid and the impact of renewable energy sources. Throughout the process, teachers will be guided by engineers and supported with NGSS-aligned teacher guides and interactive student workbooks. All teachers will leave with sample kits and the opportunity to schedule Zoom sessions with engineers to introduce the lab content, support
an MƒA Master Teacher and science teacher at Manhattan Center for Science and Mathematics in Manhattan.
Alia Jackson is an MƒA Master Teacher and science teacher at Curtis High School in Staten Island.
Mini-Courses
students with design challenges, and provide direct feedback on students’ engineered solutions—all for free! This course is best for high school chemistry and physics teachers, but anyone interested in bringing engineering to their classroom is welcome.
Joanna Caudle spent the first half of her career as an engineer with the Bechtel Corporation, where she designed and oversaw the construction and startup of power projects in the U.S. and abroad. She holds a B.S. in Physics from the University of the South in Sewanee, Tennessee, and a BME from the Georgia Institute of Technology in Atlanta, Georgia. After a rewarding engineering career, Joanna transitioned to teaching in 2002 and has taught physics and exploratory engineering at the Stone Ridge School of the Sacred Heart in Rockville, Maryland, where she also serves as the chair of the science department and the STEM Program Coordinator.
Edgar Martinez has eight years of teaching experience in mathematics, physics, and engineering in grades 7-12. Prior to teaching, Edgar worked for John P. Picone, Inc. as a project engineer and assistant project manager on several multi-million dollar rehabilitation contracts owned by the NYC DEP. He also tenured for Skanska USA in their Underpinning and Foundation Division working on geotechnical projects in the tri-state area. Edgar holds a B.S. from the Fu Foundation School of Engineering and Applied Science of Columbia University. He is an NY EIT.
Everton Henriques is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.
TJ Smolka is an MƒA Master Teacher and science teacher at Ralph R. McKee Career and Technical Education High in Staten Island.
Category Theory: An Introduction p Facilitated By: Eugenia Cheng, Ph.D.
WEDNESDAYS, FEB 26, MAR 5, MAR 12
M ƒA MATHEMATICS
Category theory, a transformative branch of abstract mathematics originating in the 20th century, has become vital to a variety of diverse fields, including pure mathematics, theoretical physics, computer science, philosophy, biology, chemistry, artificial intelligence, and linguistics. Often referred to as the “mathematics of mathematics,” it offers a framework
for understanding mathematical structures and fostering connections across different topics and disciplines. Rather than focusing on solving specific problems, category theory illuminates underlying patterns and provides a powerful language for mathematical thought. In this mini-course, we will explore the foundational ideas of category theory, emphasizing its ideology, motivation, and relevance to all mathematical thinking. While engaging with graduate-level concepts, we will also explore accessible problems connected to middle and high school mathematics classrooms. Using examples rooted in social justice, current events, and everyday life, we will show how abstract mathematical ideas can inspire students, especially those who may feel excluded from traditional mathematics education. We will challenge the notion that “abstract” means “irrelevant” by illustrating how abstract thinking helps us grapple with some of the world’s most urgent issues. All curious and open minds are welcome!
Dr. Eugenia Cheng is a Scientist-in-Residence at the School of the Art Institute of Chicago. She won tenure in Pure Mathematics at the University of Sheffield, UK, and has a Ph.D. in Pure Mathematics from the University of Cambridge. In addition to teaching undergraduates, she has assisted with mathematics in elementary, middle, and high schools for 30 years. Dr. Cheng is the author of popular mathematics books, including How to Bake Pi, The Art of Logic , and x+y: A Mathematician’s Manifesto for Rethinking Gender The Joy of Abstraction: An Exploration of Math, Category Theory, and Life , demystifies mathematical thought processes and helps you dig deeper into mathematical concepts and build your mathematical background. She was also math columnist for the Wall Street Journal from 2017 to 2024, and is a concert pianist.
Code²: Using Code to Grade Code
Facilitated By: MƒA Master Teachers Brian Mueller and Margaret Tanzosh
TUESDAYS, MAY 20, MAY 27, JUN 10
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
Streamline your grading and unlock the power of automation to assess code with ease! In this minicourse, you will discover tools and techniques to automate repetitive grading tasks, optimize workflows, and free up time for meaningful feedback. Together,
we will explore practical strategies to manage assignments efficiently, from file organization to automated feedback generation. In the first session, we will introduce foundational tools such as AppleScripts, BetterTouchTool, Google Sheets, and GitHub Classroom while exploring how ChatGPT can enhance the code review process. In the second session, we will dive deeper into automation by using Python and JavaScript to manipulate CSV files and perform pattern matching. Finally, we will explore commandline commands and scripting for file manipulation and code review automation to help simplify workflows and deliver actionable feedback faster. Whether you’re new to automation or an experienced coder, this course will equip you with the skills to build efficient grading workflows and inspire students to see coding as a powerful problem-solving tool. This mini-course is best for high school computer science teachers working with text-based languages such as HTML, CSS, Javascript, Java, Python, and more.
Brian Mueller is an MƒA Master Teacher and computer science teacher at the High School of Telecommunication Arts and Technology in Brooklyn.
Margaret Tanzosh is an MƒA Master Teacher and computer science teacher at New Explorations into Science, Technology and Math in Manhattan.
Cultivating Creative Independence With Mathematical Tools
Facilitated By: MƒA Master Teachers Kyla MacDonald, Melanie Pflaum, and Rachel Woolley
TUESDAYS, APR 8, APR 22, APR 29, MAY 6
M ƒA
MATHEMATICS
+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.
How might we use mathematical tools to foster independence and cultivate a culture of creativity in classrooms of any grade level? In this mini-course, we will explore how different mathematical tools enhance student understanding and create lessons and physical classroom environments, supporting students to independently seek and use tools to
Mini-Courses
facilitate their own learning. In the first session, we will define mathematical tools, share those we use in our classrooms, and analyze tasks aligned with each tool. Next, we will explore how to organize tools within physical classroom spaces to encourage student access and use. Then, we will plan lessons to teach students how to independently use tools, discuss best practices in integrating tools into our current curriculum, and consider how tools can support differentiated instruction. Finally, we will reflect on our classroom implementation, share insights, and discuss how mathematical tools have changed our teaching practice. All are welcome!
Kyla MacDonald is an MƒA Master Teacher and mathematics teacher at P.S. 321 William Penn in Brooklyn.
Melanie Pflaum is an MƒA Master Teacher and mathematics teacher at Bard High School Early College in Manhattan.
Rachel Woolley is an MƒA Master Teacher and mathematics teacher at P.S. 139 Alexine A. Fenty in Brooklyn.
The
Dark Side of the Sciences (STEM) p Facilitated By: MƒA Master Teacher Megan Berdugo
THURSDAYS, FEB 27, MAR 13, MAR 27
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
A review of our nation’s history tells an intriguing and disturbing story involving the weaponization of the sciences (STEM) as instruments of harm. More recently, big data and algorithms have perpetuated the trend of maltreatment in virtually every aspect of our sociocultural, economic, medical, and psychological lives. In this mini-course, we will first explore these hard and complex truths through a broader historical lens, followed by a modern frame of reference. We will use various resources to ponder the focus question: How has STEM’s application, rationale, and methodology been used to cause harm in our democratic society? Join us to learn about and discuss the nature and
limitations of scientific objectivity and how to engage students in examining these hard truths. All are welcome.
Megan Berdugo is an MƒA Master Teacher and mathematics teacher at Brooklyn International High School in Brooklyn.
Designing Engaging Units and Lessons With Inkwire Artificial Intelligence
Facilitated By: Jared Fox, Ph.D., Aatash Parikh, and Moni Yupa
TUESDAYS, MAR 4, MAR 11, APR 29
M ƒA & ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 3 WILL TAKE PLACE IN-PERSON AT MƒA. SESSION 2 WILL TAKE PLACE VIRTUALLY.
Imagine having an AI copilot help you design your next project or lesson plan in a fraction of the time it would take to do it alone. In this mini-course, we will introduce Inkwire , an AI tool designed to assist K-12 teachers in creating project-based curriculum aligned to academic standards. First, we will explore a high-level overview of AI in education—with a specific focus on curriculum and planning—and introduce Inkwire. Then, we will use Inkwire’s AI tool to design or redesign a unit or lesson. Next, we will revisit our Inkwire inspired units or lessons and refine them for implementation in our classrooms. Finally, we will reflect on our experiences, share our learnings, discuss best practices, and help improve Inkwire’s tool for teachers in the classroom. All teachers are welcome
Dr. Jared Fox has two decades of experience in education with 17 years teaching science in NYC public schools. Today, he supports schools and organizations in designing learning environments that integrate science, the environment, and social justice. In the classroom, Jared co-founded the award-winning Clean Air Green Corridor and was also an MƒA Fellow. His doctoral research explored mobile science labs’ impact on urban students. Outside work, Jared enjoys family time, soccer, cycling, and writing Learning Environment , an actionable guidebook about his time in the classroom—coming August 2025.
Aatash Parikh is the co-founder and CEO of Inkwire, an AI copilot that allows K-12 teachers to design project-based curriculum aligned to academic standards as well as workforce competencies. Aatash has worked as a software engineer at companies like Google and Khan Academy and as a middle school teacher in Oakland Unified School
District. He holds a B.S. in Electrical Engineering and Computer Science from UC Berkeley and an M.Ed. in Educational Leadership from the High Tech High Graduate School of Education.
Moni Yupa is a software engineer and educator dedicated to expanding quality education access. With computer science and education degrees from Stanford, she introduced the first computer science classes at Oakland’s Urban Promise Academy and developed project-based assessments for tech companies at Byteboard. As co-founder of Inkwire with fellow educator Aatash Parikh, Moni champions classroom learning that equips students with skills for a rapidly evolving workplace.
Elevating Justice: Advanced Practices for Antiracist Mathematics Teaching p
+ PLEASE NOTE: TEACHERS WILL BE INVITED TO IMPLEMENT LESSONS FROM THE COURSE, SHARE WRITTEN ARTIFACTS, PARTICIPATE IN AUDIO RECORDINGS AND INTERVIEWS, AND PROVIDE FEEDBACK TO SUPPORT FACILITATOR RESEARCH. PARTICIPATION IN SUPPORTING FACILITATOR RESEARCH IS NOT REQUIRED TO JOIN THE COURSE. TEACHERS SHOULD COME TO THE FIRST SESSION WITH AN IDEA FOR A SOCIAL JUSTICE LESSON THEY HOPE TO IMPLEMENT IN THEIR CLASSROOM.
Are you already teaching mathematics through a social justice lens and looking to deepen your practice? This mini-course is designed for those committed to refining their lesson design and fostering a community of antiracist, social justice oriented mathematics teachers. Through collaborative discussions, teachers will analyze and enhance lessons to be implemented, explore frameworks like those of Gutstein and Felton-Koestler, and address dilemmas such as navigating resistance or scaling impact within schools. Then, teachers will share student work and classroom insights, reflect on the effectiveness of their approaches, and develop strategies to elevate critical thinking and social justice engagement in their teaching. By the end of the course, teachers will have a repertoire of refined lessons, actionable solutions to common challenges, and a clear plan for sustaining their antiracist practice. Join us to sharpen your skills, connect with like-minded teachers, and empower students to use mathematics as a tool for social
Mini-Courses
change. This mini-course is best for mathematics teachers who have taken related MƒA courses by the facilitators though all teachers experienced with teaching mathematics through a social justice lens are welcome.
Dr. Debasmita Basu is an Assistant Professor of Mathematics and Quantitative Reasoning at The New School. She began her career as a high school teacher in India before coming to the US to earn her Ph.D. in mathematics education from Montclair State University. Her research focuses on creating mathematics curricula that foster students’ critical awareness of social and environmental justice issues, demonstrating the power and value of mathematics. These activities help students appreciate the practical value of mathematics in their daily lives and use mathematical literacy to understand social and environmental phenomena relevant to their experiences.
Dr. Tanya Maloney is an Associate Professor in the Department of Teaching and Learning and Co-Director of the Transformative Education Network at Montclair State University. Her research considers issues of race, racism, and justice in teacher, leadership, and mathematics education. More specifically, her research focuses on understanding how educators learn to teach and lead toward antiracism and social justice. She began her career as a mathematics teacher in Chicago, IL.
Dr. Madhavi Vishnubhotla is an Assistant Professor of Mathematics and Quantitative Reasoning at The New School. She previously taught high school mathematics in the US and India. Dr. Vishnubhotla works with in-service and pre-service teachers to understand their pedagogical practices and the meanings of mathematical ideas. Her research and professional interests are geared toward teaching mathematics for social justice. She received her Ph.D. in mathematics education from Montclair State University.
Emerging Technology: Cryptocurrency and Blockchain Essentials
Facilitated By: MƒA Master Teachers Karen Guzman and Yassine Mouaddab
WEDNESDAYS, MAR 5, MAR 19, APR 2 ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
Imagine a world where value is exchanged without intermediaries, data is inherently secure, and digital ownership feels as tangible as owning a house or a car. Cryptocurrency and blockchain technology
brings this vision to life, but how do they actually work? This mini-course will demystify the mechanics behind these transformative technologies and equip you with the foundational knowledge to explore their potential in the classroom. In the first session, we will explore the evolution of money from traditional currency to digital assets, examine digital transactions and the double-spend problem, and compare decentralization with centralized databases. In the second session, we will dive into blockchain architecture and consensus mechanisms such as proof of work, mining, and hashing to understand how transactions are validated. In the third session, we will focus on Ethereum and smart contracts, highlighting how programmable contracts expand blockchain’s use. Finally, we’ll address ethical considerations, including environmental impact, privacy concerns, and regulatory challenges. All teachers wanting to learn more about cryptocurrency and blockchain technology are welcome.
Karen Guzman is an MƒA Master Teacher and computer science teacher at High School of Telecommunication Arts and Technology in Brooklyn. Yassine Mouaddab is an MƒA Master Teacher and science teacher at High School of Telecommunication Arts and Technology in Brooklyn.
Empowering Students in STEM: A Culturally Relevant Approach p
Facilitated By: Yolanda Sealey-Ruiz, Ph.D.
MONDAYS, FEB 10, FEB 24, MAR 10, MAR 24 ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.
Calling all teachers interested in creating STEM classrooms centering equity, joy, and empowerment! Join us in this mini-course focusing on racial literacy development, implicit bias recognition, and culturally relevant pedagogy to uplift our students and ourselves. Grounded in a commitment to equity, the course invites teachers to reflect on their own identities and recognize the full potential within their students, and recognize them as cultural beings. A variety of multimodal texts (videos, podcasts, short
articles) will support this learning experience and offer practical insights. Each session is intentionally interactive, designed to encourage self-interrogation, collaboration, dialogue, and reflection. By the end of the course, teachers will have engaged in components of the Racial Literacy Development Model . All are welcome.
Dr. Yolanda Sealey-Ruiz (she/her) is a Professor of English Education at Teachers College, Columbia University. In May 2024, Yolanda was recognized with the prestigious Dorothy Height Distinguished Alumni Award from New York University. She is co-editor of five books and coauthored the multiple award-winning book Advancing Racial Literacies in Teacher Education: Activism for Equity in Digital Spaces (2021), where she examines her Archeology of Self ™ concept in education. She has also published two poetry collections: Love from the Vortex & Other Poems and The Peace Chronicles . For three years in a row, she was named as one of EdWeek’s EduScholar Influencers—a list of the top 1% of educational scholars in the United States. At Teachers College, she founded the Racial Literacy Project @ TC and the Racial Literacy Roundtables Series, where, for 15 years, national scholars, teachers, and students facilitated conversations around race and other issues involving diversity. Yolanda appeared in Spike Lee’s “2 Fists Up: We Gon’ Be Alright” (2016), a documentary about the Black Lives Matter movement and the campus protests at Mizzou, and “Defining Us, Children at the Crossroads of Change,” a documentary about supporting and educating Black and Latinx boys. Connect with Yolanda on X at @RuizSealey and on Instagram at @yolie_sealeyruiz.
Mini-Courses
Excel Training for Novices and Prospective Data Specialists p
Facilitated By: MƒA Master Teachers Soni Midha and Dave Richardson
WEDNESDAYS, APR 23, APR 30, MAY 7
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
Are you curious about the role of a data specialist or how to effectively use Excel to analyze and share school data? In this mini-course, we’ll take you from Excel basics to creating impactful reports that support equity and inform decision making in your school communities. First, we’ll cover foundational Excel formulas such as VLOOKUP, SUMPRODUCT, and COUNTIF to create a master data sheet. Next, we’ll use this sheet to analyze and uncover bias with tools like the Fergus disproportionality calculator. Finally, we’ll explore pivot tables to help sort and filter data in meaningful ways. By the end of this mini-course, you will have the confidence to create detailed data reports for your school community and use them to call specific attention to existing inequities and significant trends. This course is best for teachers new to Excel who are looking to learn the data specialist role from start to finish.
Exploring Cancer Equity in NYC: Leveraging Public Data for the Classroom p
Facilitated By: Jasmine McDonald, Ph.D., and Mary Beth Terry, Ph.D.
THURSDAYS, FEB 27, MAR 13, MAR 27
M ƒA
SCIENCE
Do you want to integrate real-world cancer statistics into your classroom and help students understand the importance of public health data? Join us to explore cancer statistics from communities across New York City and New York State and discuss how public health experts analyze and disseminate this information. In session one, we will dive into a cancer health dataset from the NYC Environment and Health Data Portal , examining a cancer type by borough and sociodemographic characteristics. In session two, we will discuss how datasets can be used for policy and public health practice and then develop our own public health research questions. Finally, in session three, we will collaborate on different approaches to incorporating data and data analyses into existing or new lessons or projects. This mini-course is best for middle and high school life science, health, and mathematics teachers. We will build on the “Equipping Educators With an Equity Lens on Cancer” mini-course. However, it is not a prerequisite.
Dr. Jasmine McDonald is an Associate Professor in the Department of Epidemiology at the Mailman School of Public Health at Columbia University. She received her Ph.D. from Harvard University in Biological Sciences in Public Health. Her research aims to explore the etiology of breast cancer and breast cancer risk reduction across the lifecourse. An avid teacher and mentor, Dr. McDonald is also the Associate CoDirector of the Cancer Research, Training, and Education Core and the Co-Director of the YES Pipeline Program at the Herbert Irving Comprehensive Cancer Center. She was awarded the 2021 Columbia University Teaching Award for her dedication and excellence in teaching, mentoring, and community engagement. In her free time, she enjoys gardening with her son and hanging out with their hedgehog and bearded dragon.
Dr. Mary Beth Terry is a Professor in the Department of Epidemiology at the Mailman School of Public Health at Columbia University, where she leads the Chronic Disease Unit. She conducts research addressing the etiology, prevention, distribution, natural history, and treatment outcomes of chronic diseases, including cancer and cardiovascular
disease. She co-leads multi-institutional efforts in New York City to reduce health disparities in multiple chronic diseases and increase diversity in cancer clinical trials. She also serves as Associate Director of Population Science and Community Outreach and teaches epidemiological methods and data science to public health students, medical students, and undergraduate students. She also serves on the Board of Scientific Counselors and the PDQ Genetics Board for the National Cancer Institute.
Exploring the Geology of Central Park
Facilitated By: Steven Jaret, Ph.D., and MƒA Master Teachers Denise Bou and Stivaly Paulino
WEDNESDAYS, APR 30, MAY 14, MAY 28
M ƒA & OFFSITE
SCIENCE
+ PLEASE NOTE: THIS IS A HYBRID COURSE. SESSIONS 1 AND 3 WILL TAKE PLACE OFFSITE IN CENTRAL PARK. SESSION 2 WILL TAKE PLACE IN-PERSON AT M ƒA.
How does New York City’s geology shape its topography? Join us as we explore and link Central Park’s bedrock structures and outcrops to the greater topography and geologic history of New York City. In our first session, we will venture into Central Park to examine bedrock structures and outcrops, discuss how we can use these features to help our students better understand what their city is built on, and uncover how these geologic features came to be. We will ground our fieldwork in the published “Field Guide for the Geology of Central Park and New York City,” coauthored by Dr. Steven Jaret and MƒA Master Teacher Emmett DiPadova. For our second session, we will work indoors to apply our field data to topographic maps, historical data, and other resources as we design NGSS-aligned, phenomenon-based experiences. During our final session, we will return to Central Park to revisit and deepen our understanding of the geologic concepts covered, while continuing to investigate the park’s unique geological features. This course is best for Earth and Space Science teachers who want to dig a little deeper and get their students out of the classroom and into their local environment.
Dr. Steven Jaret is a geologist at the American Museum of Natural History working in Earth and Planetary Sciences and is faculty in their Masters in Teaching (Earth Science) program. He holds a Ph.D. in
Soni Midha is an MƒA Master Teacher and mathematics teacher at East Side Community School in Manhattan.
Dave Richardson is an MƒA Master Teacher and mathematics teacher at High School of Economics and Finance in Manhattan.
Mini-Courses
geosciences from Stony Brook University, a master’s in geology from Harvard University, and a bachelor’s in geology from the University of Tennessee, Knoxville. Steven’s research focuses on the geology and geochemistry of New York City and broader New England, as well as planetary geology, where he studies the effects of meteorite impacts on the Earth.
Denise Bou is an MƒA Master Teacher and science teacher at Murray Hill Academy in Manhattan.
Stivaly Paulino is an MƒA Master Teacher and science teacher at Professional Performing Arts High School in Manhattan.
From LEED to Learning: Exploring Green Infrastructure With EcoRise
Facilitated By: Zakhia Grant and MƒA Master Teacher JoEllen Schuleman
THURSDAYS, APR 24, MAY 1
M ƒA
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
Do you want to support student discovery of sustainable structures, explore the fundamentals of green infrastructure, and guide students in designing solutions to environmental challenges? Join EcoRise in this two session mini-course to discover practical ways to integrate sustainability lessons into your classroom. In session one, we’ll begin with an overview of green infrastructure based on the U.S. Green Building Council’s LEED (Leadership in Energy and Environmental Design) Rating System. Then, we’ll discuss “green city” features with New York City-based examples of green infrastructure. Finally, we’ll explore hands-on student activities relevant to each LEED category. In session two, we will create an action plan based on green infrastructure concepts, complete with examples of guest speakers, field trip experiences, and project ideas. This course is best for science teachers of grades 4-8.
Zakhia Grant is the Northeast Program Manager for EcoRise and provides professional development to K-12 teachers participating in the Sustainable Intelligence Program in New York, New Jersey, and
Massachusetts. She is a geologist and a LEED Green Associate and brings with her more than a decade of experience teaching science and sustainability at both the high school and collegiate levels in NYC. She is passionate about equity and justice in sustainability and environmental education. Zakhia holds a B.A. in Geology from George Washington University and an M.S. in Geology from Bowling Green State University.
JoEllen Schuleman is an MƒA Master Teacher and science teacher at P.S. 199 Jessie Isador Straus in Manhattan.
From Solar Flares to Aurora: A Look at NASA’s Heliophysics Program
Facilitated By: MƒA Master Teacher Jared Jax, Ed.D.
THURSDAYS, APR 24, MAY 1
M ƒA
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
Have you ever wondered what takes place on the surface of the Sun and how these events might impact our lives on Earth? Abrupt changes in the Sun’s activity—such as flares and coronal mass ejections— generate powerful solar storms that ripple across space. In this course, we will explore these Sun-Earth connections using free online resources from NASA focusing on solar structure, magnetic fields, orbits, light, aurora, convection, and radiation. In session one, we will examine how NASA scientists leverage satellite and observatory data to predict solarstorms and protect human interests in space and on Earth. In session two, we will discuss using this authentic data to promote inquiry-based learning, enabling students to analyze scientific information through technology. All STEM teachers are welcome, as these resources can be easily incorporated into most middle or high school curricula.
Dr. Jared Jax is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.
Game Theory: The Mathematics of DecisionMaking
Facilitated By: Francis Su, Ph.D.
TUESDAYS, APR 22, APR 29, MAY 6 ONLINE
MATHEMATICS
Game theory goes far beyond parlor games—this fascinating branch of mathematics models decisionmaking and is applicable in economics, politics, computer science, and more. In this mini-course, we’ll explore some beautiful ideas of game theory, including (1) game values, the ‘optimal’ outcome of a noncooperative game; (2) utilities, which model people’s preferences; (3) the Nash equilibrium, a powerful idea underlying much of modern economic theory; (4) the Vickrey auction, which incentivizes people to be truthful; and (5) the Shapley value, which helps quantify the power or influence of agents in a cooperative venture. Throughout, we will see how axioms define importance in a model and appreciate the beauty and
Mini-Courses
practicality of these mathematical tools. While we may touch on some advanced mathematical ideas to pique your interest, the prerequisites for this course are minimal and all are welcome!
Dr. Francis Su is the Benediktsson-Karwa Professor of Mathematics at Harvey Mudd College and a former president of the Mathematical Association of America. In 2013, he received the Haimo Award, a nationwide teaching prize for college mathematics faculty, and in 2018 he won the Halmos-Ford writing award. His work has been featured in Quanta Magazine , Wired , and The New York Times . His book Mathematics for Human Flourishing , winner of the 2021 Euler Book Prize, has been translated into eight languages. It is an inclusive vision of what mathematics is, who it’s for, and why everyone should learn it.
Generating Functions
Facilitated By: MƒA Master Teachers Stan Kats and Juan Rodriguez
WEDNESDAYS, MAY 7, MAY 21, JUN 4
M ƒA
MATHEMATICS
Generating functions—polynomial structures closely related to sequences and series—can be used to make challenging problems in counting, probability, Algebra II, and calculus more accessible. In this mini-course, we will learn how to create generating functions and use them to solve complex problems by manipulating sequences. We will also introduce various approaches to generating functions and dive into different types of application problems to solve them. This mini-course is best for mathematics teachers or any teacher with a solid foundation in Algebra II and probability.
Stan Kats is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Juan Rodriguez is an MƒA Master Teacher and mathematics teacher at Home Instruction in the Bronx.
Get On Board With Onshape!
Facilitated By: MƒA Master Teachers Joseph Blay and Jonathan Rothman
TUESDAYS, APR 29, MAY 13, MAY 27
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
Are you a STEAM teacher interested in learning how to design and 3D print original models using CAD? In this mini-course, we will learn how to use and integrate Onshape into our classes. Onshape is a cloud-based CAD platform functional on almost any device, used by industry professionals, and well-resourced with learning modules for classrooms with diverse learning needs. First, we will explore an overview of Onshape, do sketch work, and introduce available learning tutorials. Next, we will focus on 3D modeling our sketches using various tools and designing a part to be 3D printed. Finally, we will work in Onshape assemblies to model relationships between multiple 3D parts and brainstorm ways to incorporate Onshape in our classrooms. All STEAM teachers are welcome, regardless of CAD experience.
Joseph Blay is an MƒA Master Teacher and computer science teacher at Stuyvesant High School in Manhattan.
Jonathan Rothman is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.
Hard Core Discoveries
and Ocean Drilling: Anything but Bore-ing!
Facilitated By: Maya Pincus and MƒA Master Teachers Soraya Abdelaziz and Arthur Funk
THURSDAYS, APR 24, MAY 1
M ƒA & OFFSITE
SCIENCE
+ PLEASE NOTE: THIS IS A HYBRID, TWO SESSION MINI-COURSE. SESSION 1 WILL TAKE PLACE OFFSITE AT THE AMERICAN MUSEUM OF NATURAL HISTORY. SESSION 2 WILL TAKE PLACE IN-PERSON AT M ƒA.
How can the science of ocean drilling bring NGSS cross-cutting concepts to life to inspire students’ sense of wonder and curiosity about the Earth? Join us in this dynamic course to immerse yourself in the world of oceanic exploration. Drawing from the voyages
of the JOIDES Resolution, we will connect scientific drilling insights with NGSS concepts through handson, inquiry-based activities. In the first session, held at the American Museum of Natural History, we will examine sediment core replicas to understand Earth’s climate history and engage with interactive exhibits highlighting geological processes. In the second session, we will explore real ocean drilling tools and samples, analyze microfossil microscope slides to explore the biological impacts of ocean drilling, and collaborate on integrating NGSS concepts into teaching. Teachers will leave with digital resources and actionable inquiry-based strategies for bringing real-world science in their classrooms. This course is best for science teachers, especially those with a basic understanding of Earth and Space science, but all are welcome. Let’s make STEM anything but bore-ing!
Maya Pincus began her career as a geologist, earning a BA from Oberlin College and an MS from the University of Puerto Rico-Mayagüez. After witnessing the geoscience diversity problem firsthand, she pivoted to Earth science education, earning an MAT from the American Museum of Natural History. Since then, she has worked as a high school science teacher in New York City’s public schools and as an informal educator with the International Ocean Discovery Program, with the goal of making science exciting and accessible to everyone.
Soraya Abdelaziz and Arthur Funk are MƒA Master Teachers and science teachers at The Celia Cruz Bronx High School of Music in the Bronx.
HipHopEd as Theory and Practice p
Facilitated By: Timothy Jones
MONDAYS, FEB 24, MAR 10, MAR 24 ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Hip Hop is a collection of creative expressions with the potential to transform and enhance our curricula and learning environments. Both a mindset and an ecosystem, Hip Hop provides opportunities for infusing core content with creativity, critical thinking, collaboration, and communication. In this minicourse, teachers will deepen their understanding of Hip Hop and develop strategies for integration and implementation. In session one, we will investigate the origins of Hip Hop to identify components to
Mini-Courses
be integrated into our curricula. In session two, we will examine Hip Hop as an approach and mindset and explore how to cultivate it within an academic setting. In session three, we will create strategies for incorporating HipHopEd into our teaching and curriculum design. Throughout the course, we will study a collection of materials including articles, videos, project samples, and music. We will draw heavily from The Hip-Hop Mindset by Dr. Toby Jenkins. All are welcome.
Timothy Jones is a writer, trainer, educator, ordained minister, and pundit of Hip Hop and youth development. His writing credits include the books Prayers Proverbs Parables and Where Are We Going and contributions to various anthologies including The Bloomsbury Handbook of Hip Hop Pedagogy. Timothy is an Adjunct Professor at Howard University’s Chadwick A. Boseman College of Fine Arts, where he teaches a Seminar in Hip Hop course. He is the owner of Techniques4Learning LLC, a company dedicated to supporting organizations, colleges, K-12 schools, and school districts across the country in youth engagement, youth development, staff training, and curriculum/content creation. Timothy is also the Chief Visionary Officer of HipHopEd, an organization committed to highlighting the scholarship, educational opportunities, and genius within Hip-Hop culture and its youth. The roles Timothy cherishes the most are being Jasmine and Isaiah’s father and Vanessa’s husband
Hooked on Art Activism: Crochet Coral Reef
Facilitated By: MƒA Master Teachers Kai Xin Chen, Breair Gethers, and Brandon Lotti
WEDNESDAYS, MAR 5, MAR 12, MAR 19
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How can we use crocheting to make and examine connections between the structure of hyperbolic planes and coral reefs? The Crochet Coral Reef is “artwork responding to climate change and also a global community-based exercise in applied mathematics and evolutionary theory,” living at the unique intersection of art activism, science, and mathematics. Join us in crocheting corals to contribute to an MƒA reef. First, we will learn about coral reefs
and their importance. Then, we will discuss hyperbolic planes and how they are reflected in nature. Finally, we will end with a discussion of how to bring our learning back to our own communities. Each session will include time to learn and crochet a coral of your own. There will be multiple coral patterns to accommodate different crocheting levels. All are welcome; no prior experience is required.
Kai Xin Chen and Brandon Lotti are MƒA Master Teachers and mathematics teachers at Leaders High School in Brooklyn.
Breair Gethers is an MƒA Master Teacher and science teacher at Leaders High School in Brooklyn.
Implementing Mindfulness Practices in Your STEM Classroom
Do you want to help improve your students’ mental health while cultivating a classroom of support and
responsiveness? Classroom teachers have the unique ability and responsibility of creating and fostering healthy learning environments for their students and themselves. Mindfulness practice is an effective Social-Emotional Learning (SEL) strategy promoting well-being and supporting “students in accessing and applying knowledge and skills needed to manage emotions, forge positive relationships, achieve goals and make responsible choices” (Kuranishi et al., 2018). This mini-course will provide teachers with research-based methods of incorporating mindfulness practices into general education, ICT, and/or 12:1 STEM classroom settings. In each session, educators will engage in mindfulness and have time to practice, reflect, create tools, and set specific goals for their classroom. We will also collaboratively provide and reflect on feedback and strategize ways to improve our practices. This course is best for those new to mindfulness practices in the classroom or in need of a refresher of previously learned practices, but all are welcome.
Simone O. Kuranishi is dance, yoga, mindfulness, and special education certified with almost two decades of experience teaching in public
Mini-Courses
schools. She is currently an educator in Long Island, where she teaches dance and mindfulness practices. Simone is also pursuing her doctorate in K-12 educational leadership.
Erika Stafne is an MƒA Master Teacher and science teacher at Independence High School in Manhattan.
It’s a Spherical World After All
Facilitated By: MƒA Master Teachers Michael Archetti and Shari Eng
WEDNESDAYS, MAR 5, MAR 19, APR 2
M
MATHEMATICS
Did you know over a century ago, spherical geometry and trigonometry were staples of high school mathematics and appeared on Regents exams? In this mini-course, we will delve into spherical mathematics, how it relates to Euclidean geometry, and how it was historically taught. We will begin by exploring familiar formulas and relationships in trigonometry and their spherical counterparts. Then, we will solve sample problems and use Regents exams from over 100 years ago to reflect on standards, language, and expectations outlined and compare them to current exams. Finally, we will explore how spherical mathematics applies to real-world contexts and our daily lives. This mini-course is best for high school mathematics teachers and anyone enthusiastic about broadening their mathematical knowledge.
Michael Archetti and Shari Eng are MƒA Master Teachers and mathematics teachers at Bayside High School in Queens.
Javascript, Firebase, Google Apps Script: Store and Retrieve Website User Data
Facilitated By:
MƒA Master Teachers Renne Castro, Brian Mueller,
and
Ashwin Ramanathan
WEDNESDAYS, APR 23, APR 30, MAY 7
ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
Websites often rely on databases to store user data, such as restaurant orders, subscription information, and “Like” button clicks, so that the data can be later retrieved and used. Instead of creating static web pages only simulating these functions, we will use pure Javascript to build a functional back-end in Google’s Firebase Realtime Database and Google Apps Script to extend our database into Google Sheets for further use, like emailing custom receipts. In session one, we will create our first website with HTML and CSS, integrating Firebase and Google Sheets to enable dynamic database functionality. Next, we will design a second and third website with Firebase functionality and Google Sheets database extensions. By the end of this course, teachers will have created three websites, each with JavaScript Object Notation (JSON) back-end database functionality, and will know how to leverage Google Sheets for enhanced usability. Our work together will be scaffolded for all levels. This minicourse is open to anyone wanting to create simple, functional, and user-friendly back-end solutions for their websites. While no prior experience is required, a basic understanding of HTML concepts, such as classes and IDs, would be helpful.
Renne Castro is an MƒA Master Teacher and computer science teacher at Bayside High School in Queens.
Brian Mueller is an MƒA Master Teacher and computer science teacher at High School of Telecommunication Arts and Technology in Brooklyn.
Ashwin Ramanathan is an MƒA Master Teacher and computer science teacher at Jamaica Gateway to the Sciences in Queens.
A Journey Through High School Statistical Inference
Facilitated By: MƒA Master Teachers Melanie Battles and Melanie Pflaum
THURSDAYS, FEB 27, MAR 27, APR 3
M ƒA
MATHEMATICS
Are you teaching statistics and wondering how to make the content more exciting and applicable? In this mini-course, we will deepen our understanding of three types of inference: categorical, numerical, and two variable. We will dive into activities to enhance curriculum, sharpen content knowledge, and discover the beauty of statistics through various classroomready activities, applets, and simulations. First, we will explore categorical variables, using differences in probabilities or Chi-squares to determine significance. Then, we will look at means and t-values. Finally, we will examine correlations. This mini-course is best for any teacher wanting to understand the reasoning behind statistical decision making.
Melanie Battles is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Melanie Pflaum is an MƒA Master Teacher and mathematics teacher at Bard High School Early College in Manhattan.
How can middle and high schoolers engage in meaningful mathematics research in the classroom? In this mini-course, join us to explore developmentally appropriate mathematical research. We’ll begin by immersing ourselves in a playful mathematical investigation, uncovering patterns and making conjectures. Next, we’ll practice freewriting to capture and develop our mathematical thinking, explore strategies to refine our writing, and learn to provide meaningful feedback fostering growth and
Mini-Courses
collaboration. Finally, we’ll discuss how to adapt these experiences for your classroom, whether by creating a dedicated mathematics research elective, starting a club, or integrating research components into existing courses. This mini-course is best for mathematics teachers interested in fostering joyful, authentic, mathematical writing and exploration.
Anne Paoletti Bayna (she/her) is a mathematics educator dedicated to bringing more mathematics enrichment opportunities to students, teachers, and schools. She is a PAEMST finalist and the creator of a Mathematics, STEM Research, and Writing Elective for high schoolers. Her program, guided by the themes of PLAY, THINK, CREATE, and LEAD, empowers students to explore their chosen mathematics topics through research, writing, presentation, and even publication. This work helps students build a portfolio of their mathematical journeys, develop their identities as mathematicians, collaborate and think critically, and develop their communication skills.
Lights, Camera, Action: Harness the Power of Video Projects in Science
Facilitated By: Rachel Roberson and Angel Valerio
MONDAYS, FEB 24, MAR 17, APR 7, APR 28
ONLINE
SCIENCE
+ PLEASE NOTE: THIS IS A FOUR SESSION MINI-COURSE.
Do you want to harness the power of video to drive learning, foster creativity, and increase student engagement? In today’s digital landscape, young people are not just passive consumers of media, but are actively shaping it by becoming creators themselves. In this mini-course, teachers will explore how to use video to help students develop science communication skills and showcase their understanding. In session one, teachers will discuss video as a tool to visualize science and connect with content standards and skills. In session two, teachers will become budding video creators, learning the fundamentals of video production by creating model science videos aligned to their content. Session three will focus on classroom implementation, with time
to plan video projects tailored to unique teaching contexts. In the final session, we will reflect on and celebrate our collective efforts by showcasing our teacher-created videos and sharing project plans. All middle and high school science teachers seeking new and creative ways for students to strengthen science communication skills are welcome. No prior mediamaking experience is required.
Rachel Roberson is KQED Education’s senior program manager of education content. As a nonprofit public media partner, Rachel supports educators in integrating media literacy authentically in their practice to help students share their voice through media analysis, evaluation, and creation. She helped develop KQED’s Youth Media Challenge, and serves as a course writer and instructor on KQED Teach. Rachel has taught middle school English, ELD, and social studies in San Francisco, Austin, and internationally. Before becoming a teacher, she was a newspaper reporter in the San Francisco, Bay Area.
Angel Valerio is KQED’s program manager for STEM education professional learning and a secondary science field supervisor for the University of San Francisco’s Urban Education and Social Justice Teacher Education Program. She leads professional development workshops for educators, with the focus on incorporating media literacy skills in science instruction, and is an instructor and course developer for KQED Teach. Prior to her current roles, Angel worked in Los Angeles and Oakland, CA as a high school life science educator, teacher leader, and instructional coach.
Mathematics of Investing With Practical Applications
Facilitated By: Ken Baron, Ph.D.
TUESDAYS, MAR 4, MAR 11, MAR 25
M ƒA
MATHEMATICS
Are you interested in learning about the stock market, the mathematics behind investing, and its practical applications? Join us in a hands-on exploration of some of the critical mathematical insights in modern investing. We will start by overviewing the stock market and important investment insights of Nobel prize winners including Harry Markowitz. We will then discuss the practical applications of their research, including how their work led to the creation of one of the biggest investment firms in the world. No prior finance knowledge is required, but teachers should
have basic knowledge of linear algebra, statistics, and differential calculus.
Dr. Ken Baron has worked in finance and investment management for over 25 years. He is currently a Managing Director at a large NYC investment company. Ken was born and raised in New York City, attending NYC public schools. He majored in Mathematics at the University of Chicago and received a Ph.D. in Statistics from Stanford University. Ken co-authored Parimutuel Applications in Finance , a mathematical finance book. During the summer and on weekends, Ken teaches at BEAM, a program that helps underserved middle and high school students enter advanced study in mathematics.
A Matter of Taste: An Exploration of the PTC Bitterness Tasting Gene
Facilitated By: Kelsie Anson, Ph.D., and MƒA Master Teacher Steve Oszust
TUESDAYS, MAR 4, MAR 18, APR 1 OFFSITE
SCIENCE
+ PLEASE NOTE: ALL SESSIONS WILL TAKE PLACE OFFSITE AT THE DNA LEARNING CENTER IN BROOKLYN.
Do you want to help your students build connections between genetics, evolution, and biotechnology? Join us as we explore this intersection with a deep dive into the bitterness-tasting gene, better known as the PTC gene. In session one, we will review the biology of taste receptors, extract and isolate our own DNA, and use PCR to amplify part of this gene. In session two, we will cut the amplified DNA with a restriction enzyme to easily compare taster and non-taster DNA. We will also discuss the discovery of the PTC receptor and the genetics of PTC tasting. Finally, in session three, we will use gel electrophoresis to determine our tasting genotype and compare it to our phenotype. Throughout, we will discuss how human genetics is often more complicated than traditional Mendelian genetics, consider the evolutionary importance of the PTC gene, and explore how environmental and cultural factors shape the genetics of taste. We will conclude with steps for how to bring this project into your classroom through footlocker kits and educator funding opportunities. This course is best for middle and high school life science teachers.
Mini-Courses
Dr. Kelsie Anson is an Educator at the DNALC NYC, an operating unit of Cold Spring Harbor Laboratory’s DNA Learning Center. Dr. Anson is formally trained as a biochemist, earning her Ph.D. in Biochemistry from the University of Colorado, Boulder.
Steve Oszust is an MƒA Master Teacher and science teacher at Brooklyn International High School in Brooklyn.
New York City Virus Hunters: From Data to Action
Facilitated By:
Christine Marizzi, Ph.D., and Latasha Wright, Ph.D.
WEDNESDAYS, MAR 12, MAR 26
M ƒA
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
Have you ever wondered how viruses like influenza originate? Do you want to know what we can do right now to prevent another pandemic? Join us in this two session mini-course to explore these questions and more. In session one, teachers will learn about emerging infectious disease and the One Health Initiative , an approach that aims to sustainably balance and optimize the health of people, animals, and ecosystems. Teachers will then be trained in the BioBus “Avian Adventures” curriculum, a suite of short handson activities using microscopes, online resources, and crafting materials, that can be easily replicated in classrooms. In session two, teachers will observe birds in a nearby green space and safely collect environmental samples to submit to the New York City Virus Hunter community science initiative. This course is best for middle and high school life science teachers. Dr. Christine Marizzi is an award-winning scientist and educator. She is the Director of Community Science at BioBus and an Adjunct Assistant Professor at the Icahn School of Medicine at Mount Sinai. With more than 14 years in national and international science education, she dedicates her time, energy, and intellect to building frameworks to help students realize their greatest potential in STEM. She provides traditionally under-represented groups with multiple entry points to academic and professional careers in STEM disciplines. She also frequently consults on best practices for student-centered, place-
based science education, and serves as a board member and scientific reviewer for international journals, funding agencies, and science centers.
Dr. Latasha Wright is the Chief Scientific Officer of BioBus. She has co-authored numerous publications and presented her work at national and international conferences. BioBus enables Latasha to share her love of science with a new generation of scientists. Latasha spearheaded the creation of the first BioBase community lab, the BioBus internship program, and the Harlem expansion. Every day Latasha spends teaching students about science in this transformative environment helps her remember science is fun. She loves sharing the journey of discovery with students of all ages.
No More Chaos in Teaching Entropy
Facilitated By: MƒA Master Teacher Patrick Chan, Ph.D.
TUESDAYS, MAR 11, MAR 18
M ƒA
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
What is entropy, randomness, or chaos, and how do we quantify such a “thing”? The second law of thermodynamics is a foundational concept in chemistry, yet its abstract nature often makes it challenging to teach without heavy emphasis on mathematics. In this two session mini-course, we will explore entropy, its importance in understanding chemical spontaneity, and how it connects multiple topics across chemistry. First, we will trace the origin and development of the concept of entropy from Clausius to Boltzmann and discuss how it is understood in thermodynamics and statistical mechanics. Then, in session two, we will explore a simplified mathematical model to help students understand entropy in terms of microstates and share best practices for teaching this crucial topic. Teachers will leave with new strategies and activities to increase student understanding and engagement. All chemistry teachers are welcome.
Dr. Patrick Chan is an MƒA Master Teacher and science teacher at Benjamin N. Cardozo High School in Queens.
One Water: Exploring NYC’s Water in A Changing Climate
Facilitated By: Robin Sanchez
TUESDAYS, MAR 4, MAR 18, APR 1
M ƒA
SCIENCE
How is climate change affecting New York City’s water resources and how can teachers foster student understanding and action? Join the NYC Department of Environmental Protection (DEP) to learn more about the local impacts of climate change and explore DEP’s “One Water” program, a holistic approach to water management in a changing climate. We will also explore new and updated lessons from the DEP’s multi-disciplinary Climate Change Education Module. Each session will focus on one component of NYC’s water—drinking water, wastewater, and stormwater— and highlight how climate change is impacting these systems. Through these module lessons, teachers will learn about activities and resources that incorporate climate resilience, environmental justice, and stewardship and advocacy. Teachers will be encouraged to iterate lessons from the module with their students and brainstorm opportunities to include
Mini-Courses
these themes in the upcoming NYC Public Schools Climate Action Days. This course is best for grade 4-12 science teachers.
Robin Sanchez is the Director of Education for the NYC Department of Environmental Protection, which provides pre-K to 12th grade students and teachers with a wide range of free programs and resources about New York City’s vital water supply, wastewater treatment system, impacts of climate change, and sound and noise quality. Education opportunities include field trips, virtual tours, hands-on activities, the annual Water Resources Art and Poetry Contest, teacher training, online education modules, and more.
Picassos in the Laboratory: Creating Agar Art in the Classroom
Facilitated By: MƒA Master Teachers Brittany Klimowicz and Gilbert Papagayo
THURSDAYS, APR 24, MAY 1
M ƒA
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
Creating microbial agar art can be a fun, relaxing, and educational classroom experience. In this two session mini-course, we will begin by reviewing some of the nonpathogenic microbes we can culture in the classroom, including Escherichia coli, Micrococcus luteus, and Pseudomonas fluorescens. We will also discuss bacterial transformation and protein structure by specifically looking at the structure of GFP and related proteins. Then, we will create our own agar art pieces by culturing E. coli transformed with fluorescent plasmids. In session two, we will observe and admire our pieces, discuss how to bring the activity to our classrooms, and highlight the American Society for Microbiology’s annual Agar Art Contest. This course is best for middle and high school life science teachers, but all are welcome.
Play With Polypad: Virtual Manipulatives for All Facilitated
By: MƒA Master Teacher Kate Litman
TUESDAYS, MAR 4, MAR 18, APR 1
ONLINE
MATHEMATICS
Are you looking for functional and effective virtual manipulatives? Do you want your students to make customizable spinners, watch nets fold threedimensionally, or solve algebraic equations using a balance scale? Mathigon’s Polypad is the answer. First, we will explore the vast array of resources in Polypad, including the question builder tool, data tools, balance scales, number tiles, and more. Then, we will deep dive into existing Polypad lessons and explore exemplars in mathematics and science. Finally, we will build our own original Polypad investigations and complete a digital gallery walk to share constructive and actionable feedback with each other for future implementation. Each session will be interactive, inspirational, and educational—there is no limit to what this tool can accomplish! This course is open to all content areas and is best suited to those with an adventurous attitude towards technology.
Kate Litman is an MƒA Master Teacher and science teacher at Quest to Learn in Manhattan.
Putting the A in STEAM
Facilitated By: MƒA Master Teachers Gabriela Aldave Jordan and Jessica Cimini-Samuels
TUESDAYS, APR 22, MAY 6, MAY 20
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
From the sketches of Darwin and da Vinci to the physical models built by structural engineers, art has long been an integral part of scientific exploration, discovery, and communication. This course will focus on creating science, math, and engineering curricula that present students with opportunities to grapple with content while expressing themselves creatively. From paper circuits and marble painting to rock haikus and songs about the solar system, incorporating
art into scientific pursuits gives all students the opportunity to creatively engage with content in ways that can open their minds to new and exciting possibilities in art and science. In each session, we will create different works of art that can be used in the STEM classroom. We will collaboratively explore ways to modify art projects to fit our individual classrooms, and co-create resources and activities. All are welcome and no prerequisite knowledge is necessary.
Gabriela Aldave Jordan is an MƒA Master Teacher and science teacher at Aviation Career & Technical Education High School in Queens.
Jessica Cimini-Samuels is an MƒA Master Teacher and science teacher at Marsh Avenue School for Expeditionary Learning in Staten Island.
Reflecting on the New Earth and Space Science Investigations
How can we leverage our experiences with the new Earth and Space Science (ESS) investigations to better support our diverse student populations? Join us as we reflect on our implementation and understanding of the three new ESS investigations introduced this year: “Unearthing Mars,” “The Ripple Effect,” and “The Sky is the Limit.” Each session will focus on one of the investigations, allowing teachers to share successes, address challenges, and collaborate on scaffolds and modifications for our diverse classrooms. This course is best for Regents ESS teachers who have conducted the investigations this school year.
Gloria Nicodemi is an MƒA Master Teacher and science teacher at EastWest School of International Studies in Queens.
Brittany Klimowicz is an MƒA Master Teacher and science teacher at NYC iSchool in Manhattan.
Gilbert Papagayo is an MƒA Master Teacher and science teacher at Stuyvesant High School in Manhattan.
Mini-Courses
Rubik³s Cube: An Introduction
Facilitated By: Robert Burton and MƒA Master Teachers Patrick Cox and Shana Elizabeth Henry, Ph.D.
THURSDAYS, FEB 27, MAR 13, MAR 27
M ƒA
MATHEMATICS
There are many approaches for how to solve a Rubik’s Cube with varying degrees of speed and difficulty. In this mini-course, we will focus on solving it using the Beginner’s Method. While the primary goal is that everyone will leave having solved the Cube, we will also explore insights into the mathematics of the Cube, including standard notation, algorithms, and their reflections and inverses. This course is designed for teachers who have little to no experience solving a Rubik’s Cube but have always wanted to learn how to do so. In our first two sessions, we will focus on the notation and representations of the Cube and how to fully solve it. In our last session, teachers will have a choice to either apply their knowledge to solve related puzzles, learn more about the mathematics behind the Cube, or learn how to solve the original cube faster.
Robert Burton has been solving Rubik’s Cubes since 2001. A Former Executive Director of the World Cube Association, a nonprofit organization governing worldwide speedsolving competitions, and a former MƒA Master Teacher, Robert is currently an Instructional Lead for the New York City Mathematics Team. He previously taught high school mathematics and computer science for over sixteen years.
Patrick Cox is an MƒA Master Teacher and mathematics teacher at Central Park East High School in Manhattan.
Dr. Shana Elizabeth Henry is an MƒA Master Teacher and mathematics teacher at The James Baldwin School: A School for Expeditionary Learning in Manhattan.
Sensors and Sensing With FloodNet NYC p Facilitated By:
Véronëque Ignace and Kendra Krueger
WEDNESDAYS, MAR 12, MAR 26, APR 9
M ƒA SCIENCE
As flood risk increases over time due to climate change, how can we use sensor data from our own backyards to help students understand flood impact on public health? Join us to engage in FloodNet’s Sensors & Sensing Module , led in collaboration with CUNY Advanced Science Research Center’s Community Sensor Lab. First, we will determine what a sensor is, how we sense our environments naturally, and the physics of ultrasonic sensing—how sound is used to measure distance. Then, we will build our own Arduino-based ultrasonic sensing kits to light up LEDs and calculate distance and explore accompanying lesson plans and activities. Finally, we will connect flooding to other relevant community issues using flood sensors and FloodNet project logic. We will also
think critically about the scope of flood efforts in NYC and connect our experiences to guide students to create their own community-based action strategies. This course is best for middle and high school science teachers.
Véronëque Ignace serves as the NYC FloodNet Community Engagement Manager based at the Science and Resilience Institute at Jamaica Bay. As a Flatbush, Brooklyn native with a background in public health practice, community-based participatory research, and cultural activism, she develops and leads transdisciplinary community engagement efforts rooted in social change and seeking to improve community health. Through applied public health practice in diverse spaces, she has stewarded strategic design and program planning and evaluation to facilitate growth, racial equity policies, and an orientation toward sociopolitical community engagement at non-profits, grassroots groups, and larger arts institutions. She is an alum of Williams College and SUNY Downstate School of Public Health. She is currently a Ph.D. student at the CUNY Graduate School of Public Health.
Kendra Krueger is an intersectional scientist, educator, artist, and woman of color on many edges. Raised by artists, educated as an electrical engineer (BS Rensselaer Polytechnic Institute, MS CU Boulder), and trained in anti-oppression facilitation, theater, mindfulness, and permaculture. Her work and research are a convergence of these many waters. Fueled by divine curiosity, she
Mini-Courses
seeks to inspire a deeper exploration of ourselves and our universe. Her pedagogy advocates that science can be a transformative tool for our external and internal world if analytical and intuitive skills are combined. She founded 4LoveandScience in 2014 as a platform to teach transformative science at universities, in k12 schools, and in community spaces/gardens throughout the country. She has also developed performative and installation-based projects in collaboration with other artists. She currently works as a science educator at CUNY’s Advanced Science Research Center where she has founded The Community Sensor Lab as a space for DIY community science and advocacy.
Soaps,
Lotions, and Bath Bombs: Emulsions in the Classroom
Facilitated By:
Jeanne Garbarino, Ph.D., and MƒA Master Teacher Laryssa O’Brien
WEDNESDAYS, MAR 26, APR 2, APR 9
M ƒA & OFFSITE
SCIENCE
+ PLEASE NOTE: THIS IS A HYBRID MINI-COURSE. SESSION 1 WILL TAKE PLACE AT ROCKEFELLER UNIVERSITY. SESSIONS 2 AND 3 WILL TAKE PLACE AT MƒA.
Soaps, bath bombs, and lotions, oh my! Emulsions are everywhere in our daily lives, but do our students understand the chemistry behind these common materials? In this mini-course, teachers will engage in a project focused on the chemistry of everyday emulsions. In session one, we will dive into soap making, covering saponification, the advantages and disadvantages of various techniques, and the neutralization process. In session two, we will create lotions and explore the microbiology of the preservatives used in these products. Finally, in session three, we will make bath bombs, investigate their chemistry, and discuss safe preparation and storage methods for common beauty products. Teachers will also have time to create or adapt an existing curriculum or unit map with multiple chemistry entry points and connections. This course is best for chemistry teachers, but life science teachers are also welcome given the connections to biology and human health. Jeanne Garbarino is the Director of RockEDU Science Outreach at
The Rockefeller University, where she works to promote and support science outreach within the scientific community, open channels for community members to develop an appreciation for science as a human endeavor, and to provide equitable access to scientific resources and opportunities that genuinely reflect the process of science. Jeanne is formally trained as a lipid biochemist, earning her Ph.D. in metabolic biology from Columbia University, then conducting postdoctoral studies on cholesterol transport at Rockefeller.
Laryssa O’Brien is an MƒA Master Teacher and science teacher at Frank McCourt High School in Manhattan.
Stick the Landing: End a Lesson With Purpose
Facilitated
By:
Kara Imm, Ph.D.
TUESDAYS, MAR 25, APR 1, APR 8
M ƒA
MATHEMATICS
That the end of a mathematics lesson requires some synthesis, sharing, or summary of ideas is wellaccepted but rarely questioned. In this mini-course, we’ll trace the brief history of curriculum design to understand the origins of this idea and why it still prevails. Then, we’ll explore and design several different approaches, philosophies, and structures to support all students in (1) making sense of lesson activities, (2) creating a conceptual framework connecting learning with previous and future experiences, and (3) articulating their understandings to themselves and others. This course is best for algebra teachers of grades 8 - 10, but all teachers who lead some synthesis, share, or consolidation are welcome.
Dr. Kara Imm is a K-12 mathematics educator based in New York City. In her more than 20-year career, she has been a middle and high school mathematics teacher, staff developer, leadership coach, and teacher education faculty. At MƒA, Kara has designed and led over 20 courses on design thinking, mathematical routines, models and modeling, developing a coaching practice, early algebra, and more. Kara has written several articles and books with and for teachers on the teaching and learning of mathematics. A proud graduate of Minneapolis Public Schools, Kara earned degrees from Stanford University and Bank Street College of Education. Her recent Ph.D. in Urban Education from The Graduate Center, The City University of New York, investigated the impact of mathematical modeling on high school girls of color who had experienced the gate-keeping effects of algebra.
Stop and DRAW the Flowers: The Power Behind Nature Journaling
Facilitated By: MƒA Master Teachers Susie Harter and Kris McPherson
TUESDAYS, APR 22, MAY 6
M ƒA
SCIENCE
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
How can we use nature journaling to not only deepen our students’ observational and scientific thinking skills, but also increase creativity, memory, and joy?
Join us as we use the book How to Teach Nature
Journaling by John Laws and Emilie Lygren to explore the power of nature journaling. In session one, we will discuss the benefits of nature journaling, unpack its three languages—visual, quantitative, and written—and create our own nature journals. In session two, we will examine several introductory journaling techniques, venture outside to try them, and consider how to leverage both urban green and non-green space to pursue this practice. This course is best for elementary and middle school science teachers, though any teacher eager to foster curiosity and observation is welcome.
Susie Harter and Kris McPherson are MƒA Master Teachers and mathematics teachers at Waterside Children’s Studio School in Queens.
Talk Less, Teach More
Facilitated By: MƒA Master Teachers Ryan Bittman, Alex Cristando, and Joshua Wickline
MONDAYS, JUN 2, JUN 9, JUN 16
ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
Looking for strategies to support every student, increase equitable access, and free you up to provide one-on-one or small group support on a daily basis?
Join us to discover the power of video as a tool for learning and engagement. First, we will discuss the use of video in supplementing instruction and supporting blended-learning experiences in our classrooms. Then in small groups with personal iPads and tablets, we will experiment with the Explain Everything software
Mini-Courses
to create, deliver, and enhance video lessons ranging from explanatory help videos to a fully flipped classroom. Next, we will explore more functionalities of Explain Everything and show how to share the videos with students. Finally, we will use Google Classroom and Edpuzzle to create a finished product to share with our students. All are welcome, regardless of experiences with video production.
Ryan Bittman is an MƒA Master Teacher and mathematics teacher at NYC iSchool in Manhattan.
Alex Cristando is an MƒA Master Teacher and mathematics teacher at Metropolitan Expeditionary Learning School in Queens.
Joshua Wickline is an MƒA Master Teacher and science teacher at Talent Unlimited High School in Manhattan.
Teaching Conditional Logic and Proofs Alongside Science
Facilitated By: MƒA Master Teacher Alex Seoh
THURSDAYS, APR 24, MAY 1
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
Explicitly teaching logic not only deepens students’ understanding of science concepts but also ensures they leave with vital, transferrable critical thinking skills. In this mini-course, we will learn the fundamentals of conditional logic (if P, then Q statements) and methods and examples for teaching it. Additionally, we will explore how teaching these concepts explicitly alongside mathematics and science content can deepen students’ conceptual understanding. In the first session, teachers will learn the fundamental axioms of conditional logic. We’ll continue by exploring how chained conditional statements and conjunctive and disjunctive conditional statements can be used to structure proofs in geometry and science. In the second session, we will discuss how valid arguments, syllogisms, and the vocabulary of arguments
(premises and conclusions) help student visualization and organization when constructing responses to open-ended questions. While this course is best for geometry and physics teachers, all are welcome.
Alex Seoh is an MƒA Master Teacher and science teacher at Bard High School Early College in Manhattan.
Thinking Classrooms That Engage SWDs in Meaningful Group Discussions p Facilitated
By: Rhonda Bondie, Ph.D., and MƒA Master Teacher Dwaina Sookhoo
TUESDAYS, MAR 4, MAR 18, APR 1
M ƒA
MATHEMATICS
+ PLEASE NOTE: TEACHERS ARE ENCOURAGED TO PURCHASE THEIR OWN COPY OF BUILDING THINKING CLASSROOMS BY DR. PETER LILJEDAHL AND CAN BE REIMBURSED THROUGH THE MƒA FLEX FUNDS PROGRAM.
Are you interested in better supporting students with autism, learning disabilities, and other learning needs through discussion? Join us as we adapt the teaching routines in Dr. Peter Liljedahl’s Building Thinking Classrooms (BTC) to engage students with disabilities in meaningful peer discussions. Together, we will discuss strategies to ensure all learners thrive as mathematical thinkers, support students’ multiple identities, and build inclusive classroom communities. First, we will define inclusive Thinking Classrooms, discuss motivation and neurodivergence, explore social regulation in peer discussions, and adapt one routine for classroom implementation. Then, we will share and reflect on the successes and challenges of the chosen routines, discuss the supports needed for diverse learners, and brainstorm solutions and next steps. Finally, we will emphasize meaning and collaboration in exploring how students synthesize and express understanding. This course is best for mathematics teachers with prior knowledge and experience with BTC, but all are welcome.
Dr. Rhonda Bondie is an Associate Professor in Special Education at Hunter College, where she directs the Learning Lab. She enjoyed being a classroom teacher and administrator in public schools for over twenty years. Rhonda’s co-authored book, Differentiated Instruction Made Practical , is used by teachers in more than 30 countries. Teachers can
access a variety of free teaching routines and materials at her website: https://agileteacherlab.org/. Teachers are invited to play the online teaching strategy game, Agility, based on Rhonda’s book.
Dwaina Sookhoo is an MƒA Master Teacher and mathematics teacher at N.Y.C. Lab School for Collaborative Studies in Manhattan.
Transformation
Through Translanguaging: Planning and Implementation p Facilitated By: Pamela Jones
WEDNESDAYS, MAY 14, MAY 21, MAY 28 ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Calling on educators to honor the full linguistic repertoires of our students, translanguaging is a critical language pedagogy requiring time and intentional planning in order to succeed. If you’re familiar with translanguaging, but need or want support implementing it within your classroom, join us in this mini-course to map out a specific and measurable translanguaging plan. We will ground our work in The Translanguaging Classroom: Leveraging Student Bilingualism for Learning by Drs. Ofelia García, Susana Ibarra Johnson, and Kate Seltzer. In session one, we will collect data on students’ capacities in all of their languages. In session two, we will plan and construct translanguaging rings, which are scaffolds bridging students’ home languages with the target language. Session three will focus on constructing translanguaged ready-to-use lesson plans. All are welcome.
Pamela M. Jones, M.S.Ed., M.P.A., is an Advisor and Instructor at Bank Street College. Before joining Bank Street, Pam worked as a learning specialist for grades K-1 and as a third and fifth grade classroom teacher. Pam earned a master’s in Public Administration from Columbia University and her Master of Science in Education from Bank Street College of Education. Pam is pursuing her doctorate in literacy at New York University.
Mini-Courses
Untangling the Proficiency Strands: Teaching Mathematics With Purpose
Facilitated By: Eddie Woo
TUESDAYS, MAR 11, MAR 25
ONLINE
MATHEMATICS
+ PLEASE NOTE: THIS IS A TWO SESSION MINI-COURSE.
How do we teach mathematics with integrity when new mandates require us to adopt curriculum or pedagogical practices misaligned with our own convictions about mathematics education? Amidst constant change and top-down policy demands, we must stay grounded in our core purpose and values as mathematics educators. In this mini-course, building on themes from his 2024 Thursday Think Talk, Eddie Woo will delve deeper into the mathematical proficiencies outlined by Kilpatrick et al. (2001). Teachers will explore and develop teaching strategies to foster conceptual understanding, procedural fluency, and productive disposition. To conclude, we will reflect on the challenges and opportunities involved in implementing these practices in a single classroom and across a school context. All mathematics teachers are welcome!
Eddie Woo is a high school mathematics teacher and Mathematics Education Professor in Sydney, Australia. Eddie is also the creator of Wootube, a YouTube channel where he shares his everyday classroom lessons with students and teachers across the world. His channel has more than 1.8 million subscribers and over 160 million views. Eddie leads a statewide government program, the Mathematics Growth Team, and has presented to educators around the world, including Dubai, Uganda, and across Southeast Asia. In 2018, the Global Teacher Prize recognized him as one of the top 10 teachers in the world. When he’s not teaching or uploading YouTube videos, Eddie is a children’s TV host and author. He has published four books on his love of mathematics: It’s A Numberful World (recognized as a Mathical Honor Book in 2020), Woo’s Wonderful World of Maths, Eddie Woo’s Magical Maths 1 & 2, and Whodunnit Eddie Woo?
We Code, You Play
Facilitated By: MƒA Master Teachers Kimberly Benn and Renne Castro
WEDNESDAYS, MAR 12, MAR 26, APR 9 ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
Are you an avid video game player or interested in how video games are created? Join us to discover how video games are an excellent medium for engagement and exploration of computer science. “We Code, You Play” aims to demystify the development of video games by reducing the process down to fundamental computer science concepts such as variables, decisions, loops, and objects. In each session, we will focus on a different video game and the necessary computer science understandings to create them to
then develop replicas of “Whack-a-Mole” and “Flappy Bird.” Next, we will discuss sequencing lessons in order to prepare students to collaboratively plan, implement, and play a game for the project-based learning design challenge, “We Code, You Play.” This course is best for teachers who have taken an introductory Python course offered through MƒA or have prior experience with Python.
Kimberly Benn is an MƒA Master Teacher and mathematics teacher at Bayside High School in Queens.
Renne Castro is an MƒA Master Teacher and computer science teacher at Bayside High School in Queens.
Single Session Workshops
Single Session Workshops are one-time workshops in which experts from the MƒA Master Teacher community, academic institutions, and local organizations engage MƒA teachers in a topic at the cutting edge of their content area and/or pedagogical practice.
Single Session Workshops
3D Printing, Laser Cutting, and More: Enhancing Your Class With Models and Swag
Facilitated B y: MƒA Master Teachers Joseph Buro, Katie Geraghty, and Sandra Rossi
WEDNESDAY, JUN 11
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
Are you tired of your 3D printers and laser cutters gathering dust in your classroom? Are you trying to acquire a 3D printer, or recently received one? Join us as we learn to integrate these fantastic tools into our teaching practice. We’ll cover topics like purchasing devices and supplies, software choices, equipment maintenance, modeling, and slicing during the workshop. We’ll also show how to incorporate 3D printing and laser cutting into lessons and provide examples of class-made products. We will use the Bambu A1 Mini 3D printer from the MƒA lobby to do live demonstrations. This workshop is best for teachers new to 3D printing or laser cutting.
Joseph Buro and Katie Geraghty are MƒA Master Teachers and computer science teachers at Staten Island Technical High School in Staten Island.
Rossi is an MƒA Master Teacher and mathematics teacher at Bayside High School in Queens.
Altitude
Adjustment: Climbing the Flight Path to STEM Fun
Facilitated B y: MƒA Master Teachers Rachel Mancini, Jenny Salerno, and Zachary Rosch
THURSDAY, MAY 22 OFFSITE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS WORKSHOP WILL TAKE PLACE OFFSITE AT TOTTENVILLE HIGH SCHOOL IN STATEN ISLAND.
Imagine the thrill of guiding your students as they “pilot” their way through physics, engineering, and mathematics concepts using flight simulators! Join us to experience the wonder of aviation while transforming STEM lessons into engaging, real-world adventures. In
this workshop, we will learn the foundational science and mathematics behind flight, use flight simulators to connect to STEM content, and collaboratively create aviation-themed lessons. Explore how the principles of flight can inspire students to aim higher, think deeper, and see STEM as the ultimate launchpad for success. This workshop is best for middle and high school teachers; no prior aviation knowledge is required.
Rachel Mancini, Jenny Salerno, and Zachary Rosch are MƒA Master Teachers and science teachers at Tottenville High School in Staten Island.
And Now to the Weather...
Facilitated B y: Bill Karins and MƒA Master Teacher
Joshua Paris
THURSDAY, MAY 29 OFFSITE
SCIENCE
+ PLEASE NOTE: THIS WORKSHOP WILL TAKE PLACE OFFSITE AT ROCKEFELLER CENTER FROM 5:00 - 8:00 P.M.
How does meteorological data inform weather segments seen on the evening news? From hurricanes to blizzards, and summer heat waves to haboob sandstorms, the data simply needs some graphical manipulation and a bit of theatrical flair to come alive! Join WNBC meteorologist Bill Karins at the Rockefeller Center for a behind the scenes look at creating a digital weather segment. We will explore the entire process from start to finish, create our own forecasts, and examine various content and design options to be replicated for the next generation of meteorologists— our students. By providing them with the tools to take ownership of their learning, they will be able to create their own weather forecasts for use on school websites. Teachers will leave with a slide deck of weather templates to make weather reports and forecasts. This workshop is best for middle and high school Earth and Space Science teachers or any atmospheric science elective teachers.
Bill Karins is an NBC Meteorologist, reporting across several NBC platforms including NBC News and MSNBC. He regularly serves as meteorologist for NBC’s “Early Today,” MSNBC’s “Morning Joe,” and NBC’s “Weekend Today” every Saturday morning. He has also made
appearances as the weather anchor on “NBC Nightly News,” “TODAY,” and “Dateline” and he even reported on-site from the inaugural “Winter Classic” hockey game in Buffalo for NBC Sports. Karins has been with NBC since 2004.
Joshua Paris is an MƒA Master Teacher and science teacher at Pace High School in Manhattan.
Beyond the Horizon: Secrets of Spacetime and Black Holes
Facilitated B y: Savan Kharel, Ph.D.
TUESDAY, MAR 4
SCIENCE
Captivating our imaginations, black holes are fascinating intersections of gravity, quantum mechanics, and thermodynamics. Join us to journey into the captivating aspects of black holes, from their formation and structure to the profound implications of Hawking radiation and black hole entropy. Teachers will explore and anchor advanced astrophysics concepts in realworld recent breakthroughs, including the Event Horizon Telescope’s imaging and LIGO’s detection of gravitational waves. Through a blend of theoretical insights and interactive activities, teachers will be equipped with ready-to-use tools to make these concepts engaging and approachable for students, including accessible texts, simulations, and curated online resources. This workshop is best for middle and high school physics and mathematics teachers.
Dr. Savan Kharel is a physicist and Professor at the University of Chicago, specializing in high-energy theoretical physics and quantum gravity. His research focuses on the interplay between quantum field theory and curved spacetimes, with an emphasis on scattering amplitudes in cosmological settings. Dr. Kharel is also deeply committed to education research, with a focus on equity and inclusion. He has designed and taught innovative courses, such as Being Human in STEM at Yale University and Williams College, that address these essential themes.
A dedicated teacher and mentor, Dr. Kharel has taught at institutions like Yale and Williams College, guiding students across all levels and inspiring the next generation of scientists.
Sandra
Single Session Workshops
Breathing Underwater: The Science of Scuba
Facilitated B y: MƒA Master Teachers Stephen Kos and Katie McCarthy
WEDNESDAY, MAR 26
M ƒA
SCIENCE
Dive into the fascinating world of underwater science where physics, biology, and engineering converge! Join us as we transform SCUBA diving from an adventure sport into a dynamic learning laboratory. Through hands-on experiments, we’ll review the fundamental principles of SCUBA, including pressure dynamics, thermal regulation, and gas exchange, and discuss how underwater exploration can spark curiosity and inspire the next generation of marine scientists, engineers, and environmental stewards. This workshop is best for middle and high school life science teachers but is open to all. No prior diving experience is required—only curiosity and a willingness to explore scientific concepts through an engaging lens.
Stephen Kos is an MƒA Master Teacher and science teacher at M.S. M245 The Computer School in Manhattan.
Katie McCarthy is an MƒA Master Teacher and science teacher at Sunset Park High School in Brooklyn.
Building
Thinking Classrooms Through Intervisitation
Facilitated B y: MƒA Master Teachers Isabelle Giannella and Bushra Makiya
THURSDAY, FEB 27
OFFSITE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: THIS WORKSHOP WILL OCCUR DURING THE SCHOOL DAY AT A MANHATTAN SCHOOL. THE EXACT LOCATION IS TBD. MƒA CAN PROVIDE A SUPPORT LETTER FOR ADMINISTRATIVE APPROVAL TO ATTEND.
Are you inspired by the ideas in Dr. Peter Liljedahl’s Building Thinking Classrooms (BTC) and want feedback on your implementation? Join us for this single session, all-day, two-school intervisitation to bring together teachers at all stages of their BTC journeys to try out and observe these powerful practices. As we step into real classrooms, we’ll observe, reflect, and collaborate to refine our own teaching strategies with the goal of creating inclusive and engaging learning communities. Whether new to the ideas in Building Thinking Classrooms or experienced implementing them for years, all teachers can learn from each other to ignite curiosity, engagement, motivation, and perseverance in our students.
Isabelle Giannella is an MƒA Master Teacher and science teacher at West End Secondary School in Manhattan.
Bushra Makiya is an MƒA Master Teacher and mathematics teacher at I.S. X303 Leadership & Community Service in the Bronx.
Centering Critical Consciousness in Science
According to Black Women Teachers p
Facilitated B y: Alexis Riley, Ph.D.
WEDNESDAY, MAR 19
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How can we inspire social action in K-12 science classrooms while also redressing the misuse of science
in U.S. history? In the face of climate change denial and inequitable practices impacting the health of people from minoritized backgrounds (e.g., limited or no access to vaccines during the COVID-19 lockdown), students are witnessing the effects of a lack of critical consciousness in science education in everyday life, but have few opportunities to learn and discuss these injustices and engage in social action. For many students, this disconnect results in a disinterest in science as a course of study or a career to pursue. Our STEM curriculum and classroom ideologies must bridge this gap, and the first steps include learning from Black women science teachers, as they have long practiced antiracist and anti-oppressionist science teaching. In this session, teachers will explore their current curriculum, interrogate examples of science teaching centering critical consciousness, and plan minimal and drastic changes they can make throughout the school year and beyond.
Dr. Alexis D. Riley (she/her) is a teacher-educator and Stevie Wonder enthusiast. She is a tenure-track Assistant Professor at New York University-Steinhardt in the Teaching & Learning Department. Alexis has been in education since 2011, teaching social studies and science in Harlem for four years and then 9th grade Physics for five years. Her experiences with culturally relevant pedagogy heavily influenced her teaching and vision for the classroom. Alexis’ research has prioritized the legacy, innovations, and healing of Black women teachers by placing their instinctual and improvisational teaching skills at the center of science education.
Collaboration Across Disciplines: Exploring Horizontal Alignment
Facilitated B y: MƒA Master Teachers Dylan Persaud and Monika Siepsiak
WEDNESDAY, MAY 14
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: TEACHERS ARE ENCOURAGED TO BRING A COLLABORATIVE TEACHER FROM THEIR SCHOOL TO THIS WORKSHOP. IF THIS TEACHER IS NOT AN M ƒA MASTER TEACHER, PLEASE REGISTER THEM USING THIS FORM
How can collaboration across disciplines create richer, more meaningful learning experiences for students?
Join us for this engaging workshop designed to inspire
Single Session Workshops
and equip teachers with the tools to transform their practice through interdisciplinary learning. We will begin with an interactive overview of interdisciplinary learning. Then, we will share real-world examples of successful interdisciplinary assignments aimed at sparking creativity and critical thinking. The second part of the workshop provides teachers space to brainstorm and begin planning their own interdisciplinary lessons or assignments. Teachers will leave with fresh ideas and actionable steps to implement in their classrooms. This workshop is best for teachers working with the same group of students and requires only a willingness to collaborate and innovate!
Dylan Persaud is an MƒA Master Teacher and mathematics teacher at Scholars’ Academy in Queens.
Monika Siepsiak is an MƒA Master Teacher and science teacher at Scholars’ Academy in Queens.
Concept Circles: Talking, Visualizing, and Thinking Mathematically p
Facilitated B y: Cathy Marks Krpan, Ph.D.
THURSDAY, MAY 29
ONLINE
MATHEMATICS
How can we leverage concept circles to engage all students in talking, visualizing, and thinking mathematically? In this workshop, we will explore how concept circles, a graphic organizer for visuals, promote mathematical discourse and support the learning of concepts like proportional reasoning, geometry, fractions, and decimals for all students, specifically multilingual learners. We will dive into how concept circles invite diverse mathematical representations enabling rich student-driven connections between discourse, visuals, and numerical notations. We will also navigate student thinking through think-alouds to encourage quiet self-talk as part of mathematical thinking. By the end of this session, teachers will walk
away with ready-to-use tasks and strategies. This workshop is best for elementary mathematics teachers, but all are welcome!
Dr. Cathy Marks Krpan, a former classroom teacher and district education consultant, is a professor at the Ontario Institute for Studies in Education where she teaches graduate courses in mathematics education. Cathy often advises educators and school districts across North America, Asia, and Europe on effective teaching and learning strategies in mathematics. An award-winning author and educator, Cathy’s recent publication, Teaching Math with Meaning , explores practical ways to foster teacher and student self-efficacies in mathematics. She is a Margaret Sinclair Award recipient, a national award that recognizes innovation and excellence in promoting mathematics education at the elementary, secondary, college, or university level. She can often be seen in the early hours of the morning loading up her car with many boxes of mathy things.
Connecting, Curating, and Constructing:
Interdisciplinary Mathematics Activities
Facilitated B y: Dyanne Baptiste Porter, Ph.D.
MONDAY, MAR 3 ONLINE
MATHEMATICS
How can we design interdisciplinary mathematics lessons to deepen understanding and foster student engagement? This workshop will focus on pedagogical approaches bridging traditional stand-alone mathematics instruction and interdisciplinary teaching. Drawing inspiration from a research study spanning K-16 educators, we’ll analyze how instructors perceive and implement interdisciplinary approaches to mathematics teaching. We will examine examples, including standards-based assessments, instructional activities, and student reflections, to uncover practical strategies for designing lessons connecting mathematics with other disciplines. Teachers are encouraged (but not required) to bring a lesson or activity to keep in mind as they reimagine ways to transform it into an interdisciplinary experience. All are welcome, especially those new to interdisciplinary mathematics pedagogy.
Dr. Dyanne Baptiste Porter is a postdoctoral research fellow at Georgia Institute of Technology’s Center for Education Integrating Science, Mathematics, and Computing. Before completing a Ph.D. in mathematics education, she spent nine years as a high school
mathematics teacher, 9th grade dean of students, and mentor teacher. Her research interests include interdisciplinary mathematics pedagogy, equitable teaching and learning practices in STEM, and increasing representation in advanced mathematical sciences. Currently, she is working on two projects implementing engineering curricula in middle and high schools. She is also very passionate about mentoring first-generation students of color in pursuing and completing doctoral degrees.
Conservation in the Classroom
Facilitated B y: MƒA Master Teacher Jimmy Booth
THURSDAY, APR 3
M ƒA
SCIENCE
Would you like to bring conservation into your classroom while inspiring students with stories from international field scientists? Join us in this workshop to learn more about the Bronx Zoo’s Field Sight modules, an inclusive and culturally responsive curriculum incorporating conservation stories from communities around the world. We will begin by sharing our own wildlife, travel, and conservation experiences. Then, as students, we will explore Field Sight lessons to learn more about the available resources. Finally, we will work in groups to adapt a module to meet the needs of our students. All science teachers are welcome.
Jimmy Booth is an MƒA Master Teacher and science teacher at Queens High School for Language Studies in Queens.
Considering Linguistic Complexity: Not Just for English Teachers p
Facilitated B y: Rhys McGovern
WEDNESDAY, FEB 12
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
How does the language level at school impact students? From simple acronyms to dense passages in textbooks, the complexity of academic language can present barriers to successful school experiences regardless of student age or demographics. In this workshop, teachers will explore the presence and complexity of language across STEAM topics, identify who can be
Single Session Workshops
impacted by various lexile levels and why, and problemsolve common areas of linguistic challenge. Our work and learning will be grounded in the concepts of Universal Design for Learning, Cognitive Load Theory, and reflective pedagogy. Teachers will leave with a foundational understanding of why language matters in teaching—regardless of subject!—and new strategies and resources for adjusting linguistic complexity in their classrooms.
Rhys is a hard-of-hearing, bilingual speech-language pathologist and teacher who grew up in New England. Rhys has been working with children, teens, and young adults for over 15 years, and holds state SLP and teaching licensure through the Massachusetts Department of Elementary and Secondary Education, as well as the Certificate of Clinical Competence through the American Speech, Language, and Hearing Association. A constant in Rhys’ personal and professional life is a love of learning and teaching.
Countering Islamophobia: Supporting Muslim Students in Our Schools p
Facilitated B y: MƒA Master Teachers Hareem Ahmed-Zia and Quratul Waqas
TUESDAY, APR 8
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Did you know that 1 in 10 NYC Public School students are Muslim? Would you like to create a safe and inclusive space for these students? In this workshop, we will equip teachers with the tools to foster a more inclusive and supportive learning environment. We’ll begin by sharing personal experiences and identifying challenges faced in our classrooms. Next, we will explore relevant policies from the Chancellor’s Regulations that address antiMuslim discrimination. Finally, we will discuss practical strategies to prevent and respond to discrimination so every Muslim student feels safe, valued, and able to learn. This workshop is for teachers interested in more effectively supporting their Muslim students and combating Islamophobia in their classrooms and schools.
Hareem Ahmed-Zia is an MƒA Master Teacher and science teacher at John Adams High School in Queens.
Quratul Waqas is an MƒA Master Teacher and mathematics teacher at I.S. 230 in Queens.
Creative Coding With MakeyMakey and Scratch
Facilitated B y: MƒA Master Teacher Olivia Bello
TUESDAY, APR 1
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
Unleash your creativity and bring coding to life with MakeyMakey and Scratch—hands-on tools that make STEAM learning fun, interactive, and accessible for all! In this workshop, we will explore using the MakeyMakey microcontroller with Scratch to develop our coding and physical computing skills. We will introduce the structure of the MakeyMakey device and practice with premade code. From there, we’ll create interactive projects encouraging problem-solving, creativity, and collaboration, elevating cognitive engagement in STEAM learning. We will cover both beginner and advanced projects along with practical tips for integrating these tools into your classroom. This workshop is best for elementary and middle school teachers, however the technology and coding skills are applicable to high school students as well! No prior coding experience needed!
Olivia Bello is an MƒA Master Teacher and science teacher at M.S. 297 in Manhattan.
Dinosaur Discoveries
Facilitated B y: MƒA Master Teacher Christine Kola
WEDNESDAY, MAR 26
M ƒA
SCIENCE
Do you want to ignite your students’ curiosity and build their science skills by exploring the thrilling world of dinosaurs? Join us to discover how paleontological evidence can foster mastery of collecting data, analyzing patterns, and formulating conclusions. We will gain a foundational understanding of dinosaur biology,
behavior, and evolution while exploring current scientific research and discoveries in the field. After exploring a series of hands-on activities designed for immediate classroom implementation, we will collaboratively discuss next steps and strategies for fostering student interest and addressing common misconceptions. This workshop is best for science teachers of any grade level interested in incorporating dinosaurs and paleontology into their classrooms.
Empowering Education: AI-Enhanced Lesson Planning
Facilitated B y: MƒA Master Teachers Nathaly Caraballo, Shea Crockett, and Michelle Simeon
TUESDAY, APR 22 ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
What if you could harness the power of artificial intelligence to streamline your workload, enhance your teaching methodologies, revolutionize your lesson
Christine Kola is an MƒA Master Teacher and science teacher at Pelham Lab High School in the Bronx.
Single Session Workshops
planning, and boost student engagement? Join us to demystify AI tools and transform your classroom. In this workshop, we will introduce AI in education, highlight potential impacts, and demonstrate tools such as ChatGPT, MagicSchool , Eduaide, and Diffit . Teachers will explore tool functionality through hands-on activities, followed by collaborative group discussions to brainstorm how AI can address subject-specific challenges. Finally, we will share integration strategies to foster a peer-learning environment. By the end of the workshop, teachers will have the knowledge and skills to integrate these AI tools effectively. All are welcome!
Nathaly Caraballo is an MƒA Master Teacher and science teacher at Stephen T. Mather Building Arts & Craftsmanship High School in Manhattan.
Shea Crockett is an MƒA Master Teacher and mathematics teacher at Stephen T. Mather Building Arts & Craftsmanship High School in Manhattan.
Michelle Simeon is an MƒA Master Teacher and science teacher at Stephen T. Mather Building Arts & Craftsmanship High School in Manhattan.
Engaging All Learners With Desmos Mathematics 6-8 and Algebra I Curricula
Facilitated B y: MƒA Master Teacher Jeffrey Hamilton
WEDNESDAY, MAY 21
M ƒA
MATHEMATICS
How can the Desmos curriculum engage all students, from warm-up to cool-down, through interactive lessons and structured learning? Join this workshop to explore different Desmos curricula features, all easily modifiable to meet student needs. First, we will engage in select activities and progress to practical strategies for adapting lessons for diverse learners. Then, we will participate in collaborative discussions, sharing best practices, pacing guides, and differentiation strategies for integrating this platform into our classrooms. By the end of the workshop, teachers will be equipped
to use Desmos tools to enhance student engagement and to personalize instruction for diverse learners. This workshop is best for middle school mathematics and Algebra I teachers.
Nathaly Caraballo and Michelle Simeon are MƒA Master Teachers and science teachers at Stephen T. Mather Building Arts & Craftsmanship High School in Manhattan.
Shea Crockett is an MƒA Master Teacher and mathematics teacher at Stephen T. Mather Building Arts & Craftsmanship High School in Manhattan.
Environmental Stories From History: Science Lessons for Today
Facilitated B y: Isadora Varejão and MƒA Master Teachers Derek Dubossi
WEDNESDAY, MAY 28
M ƒA
SCIENCE
According to organizational psychologist Peg Neuhauser, “Learning which stems from a well-told story is remembered more accurately, and for far longer, than learning derived from facts and figures.” Retro Report , an award-winning, New York City-based news nonprofit, has mastered the art of storytelling through mini-documentaries, bringing historical events to life. In this workshop, we will explore how two documentaries on genetically modified foods and nuclear power and their accompanying lesson plans can help students make historical connections, develop critical thinking skills, and demonstrate how science and society intersect. Teachers will also have an opportunity to explore a catalog of videos and craft a lesson for their own classroom. All science teachers are welcome.
Isadora Varejão is the engagement producer at Retro Report, a nonprofit news organization dedicated to making historical documentaries that give context to current news events. She helped develop Retro Report in the Classroom, an education site that offers free lesson plans based on the organization’s award-winning short documentaries. Varejão supports high school and college educators from all over the country to teach them how Retro Report can help them include more videos in their curriculum. Varejão is from Brazil, where she graduated in journalism from the Pontifical Catholic University of Rio de Janeiro and worked for eight years as a reporter, four of which were dedicated to covering science and public health. She holds a master’s degree
in Engagement Journalism from the Newmark Graduate School of Journalism at CUNY.
Derek Dubossi is an MƒA Master Teacher and science teacher at Fiorello H. LaGuardia High School of Music & Art and Performing Arts in Manhattan.
Exploring Dog Genetics
Facilitated B y: MƒA Master Teacher Sarah Slack
WEDNESDAY, MAY 21
M ƒA
SCIENCE
From wolf to husky to chihuahua, the genetic relationships between wild canids and their diverse domesticated descendants provide a fascinating window into the science of evolution and heredity. In this workshop, we’ll explore strategies for using the evolutionary history of dogs to engage students and teach genetics. We’ll begin by exploring the genetic foundations of the remarkable phenotypic diversity found in domestic dogs. Next, we’ll look at the domestication process and its connections to key concepts in evolution. Finally, we will discuss simple dog behavior experiments you can conduct in your own classroom with students as researchers. Teachers will leave with lesson plans on genetic variation, physical and behavioral differences, and the role of variation in evolutionary change. The course is best for middle and high school life science teachers, but all cynophiles are welcome!
Sarah Slack is an MƒA Master Teacher and science teacher at J.H.S. 223 The Montauk in Brooklyn.
From Awareness to Action: Planning Meaningful Earth Day Experiences
Facilitated B y: MƒA Master Teachers Shakira Provasoli and Jeanne Salchli, Ph.D.
MONDAY, MAR 10
ONLINE
SCIENCE
Imagine an Earth Day with students at the helm, leading activities, sharing ideas, and inspiring each other to protect and appreciate our planet. What if they could
Single Session Workshops
transform Earth Day from a one-time event into an ongoing commitment to environmental stewardship? Join us to gain practical resources and strategies to design impactful Earth Day activities and foster student ownership and environmental awareness. In this interactive workshop, teachers will share Climate Action Day successes, explore adaptable Earth Day slides, and discuss low-lift, high-impact project ideas. From single-day celebrations to month-long initiatives, teachers will collaborate to create tailored lesson plans to engage students across various content areas. We will wrap up with a Climate Mixer—a lively activity to help students connect with Earth Day through movement and interaction. This workshop is best for elementary and middle school teachers who want to instill a love of nature as they celebrate Earth Day or any teacher who leads a Green Team.
Shakira Provasoli is an MƒA Master Teacher and science teacher at P.S. 333 Manhattan School for Children in Manhattan.
Dr. Jeanne Salchli is an MƒA Master Teacher and science teacher at P.S. 376 in Brooklyn.
From Distance to Resistance: Physics Demo Derby
Facilitated B y: MƒA Master Teachers Jared Jax, Ed.D., and Nate Wight
WEDNESDAY, MAR 12
M ƒA
SCIENCE
+ PLEASE NOTE: TEACHERS WILL BE EXPECTED TO SHARE A DEMO OR EXPERIMENT DURING THE WORKSHOP.
Looking for ways to spice up your physics classroom?
From sports to smartphones, physics applies to nearly every aspect of our daily lives, yet students often complain it is the most abstract and difficult scientific discipline. Live demos spark interest, make abstract concepts come alive, and connect students to physics in their daily lives. In this workshop, each teacher will share a demo or activity showcasing a principle of physics, along with a short written description so others can
replicate the demo in their classrooms. Every teacher will leave with new ideas and activities on how to anchor lessons and units to phenomena, deepening students’ physical intuition and understanding through the beauty of physics. This workshop is best for high school physics teachers or middle school teachers who teach a physics unit, but all physical science teachers are welcome.
Dr. Jared Jax is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.
Nate Wight is an MƒA Master Teacher and science teacher at Beacon High School in Manhattan.
Fun With Fibonacci
Facilitated B y: MƒA Master Teachers Amy Lee and Alexander Lord, Ed.D.
THURSDAY, MAY 29
M ƒA
MATHEMATICS
Did you know the Fibonacci sequence has origins in the evaluation of Sanskrit poetry dating over 2,000 years
ago, long before Fibonacci himself was born? Join us in this workshop to explore fun facts related to this famous sequence, including its origins, rich history, and occurrence in art and nature. Teachers will define the sequence using recursion, derive a key formula using the golden ratio, identify connections using matrices, and consider the sequence in terms of negative indices (the Negafibonacci numbers), real indices (rather than just positive integers), and even a Fibonacci base. Any teacher interested in learning more about the Fibonacci sequence is welcome.
Amy Lee is an MƒA Master Teacher and mathematics teacher at Brooklyn Technical High School in Brooklyn.
Dr. Alexander Lord is an MƒA Master Teacher and mathematics teacher at Francis Lewis High School in Queens.
Single Session Workshops
Gender-Inclusive Data Collection in STEM Classrooms
Facilitated B y: MƒA Master Teachers Susie Kang and Akil Wilson
WEDNESDAY, FEB 26
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How might we establish gender-inclusive data collection practices to help students understand the importance of accurate and equitable gender representation in surveys and experiments? In this workshop, we’ll be examining activities illuminating potential gender-related pitfalls in statistical and experimental data collection and reviewing excerpts from modern research to educate ourselves, model potential solutions with students, and generate new strategies for addressing these issues in the classroom. While a big part of our focus will be on the classroom, we’ll also discuss how genderinclusive data collection affects real-world data and its importance. All are welcome.
Susie Kang is an MƒA Master Teacher and science teacher at Essex Street Academy in Manhattan.
Akil Wilson is an MƒA Master Teacher and mathematics teacher at School of the Future High School in Manhattan.
Generative AI in the STEM Classroom
Facilitated B y: MƒA Master Teachers Jared Jax, Ed.D., Kirk Schneider, and Andrew Ziegelstein
WEDNESDAY, FEB 12
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
How can we harness the power of generative AI to enhance our STEM classrooms? Together, we will explore the emergence of large language models (LLMs) and generative AI tools such as ChatGPT, Gemini, MagicSchool, Co-Pilot, CK12, Canva, and Playlab.ai. We will discover how these tools can support research, content creation, lesson planning and provide additional
student support. We will also discuss teacher evaluation tools, ethical implications, and the evolving role of AI in education. By the end of the workshop, teachers will leave with practical strategies, a curated list of AI tools, and insights into certifications as an AI Tool Designer and Prompt Engineer. This workshop is for all teachers interested in using AI to enhance their practice—no prior experience is required.
Dr. Jared Jax is an MƒA Master Teacher and science teacher at Staten Island Technical High School in Staten Island.
Kirk Schneider is an MƒA Master Teacher and mathematics teacher at Urban Assembly Gateway School for Technology in Manhattan.
Andrew Ziegelstein is an MƒA Master Teacher and science teacher at Urban Assembly Gateway School for Technology in Manhattan.
HackMƒA
Facilitated B y: MƒA Master Teachers Kate Maschmeyer and Marisa Shuman
TUESDAY, JUN 10
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
Are you looking for a chance to use your programming skills to build something useful, fun, or meaningful? In this workshop, teachers will share expertise, collaboratively code projects meaningful to them, and showcase their work at the session’s end. This workshop is best for teachers proficient in at least one coding language, ready to deepen their knowledge, and wanting to reinvigorate their love of coding. We will collaborate in groups based on coding language preference. Take the leap and join us—you may code a mess or a gem, but it’ll be a blast either way.
Kate Maschmeyer is an MƒA Master Teacher and mathematics teacher at Community Roots Charter School in Brooklyn.
Marisa Shuman is an MƒA Master Teacher and computer science teacher at Young Women’s Leadership School of the Bronx in the Bronx.
Horseshoe Crabs: Rendezvous With Living Fossils
Facilitated B y: MƒA Master Teachers Melissa Dowd, Rebecca Haverstick, and Cynthia Jimenez
THURSDAY, MAY 29
M ƒA
SCIENCE
Horseshoe crabs have lived for over 450 million years— predating dinosaurs, surviving multiple mass extinctions, and mostly remaining structurally unchanged throughout. Join us in this workshop to learn about the science of these phenomenal, blue-blooded living fossils. We will also discuss how to integrate horseshoe crabs into our curriculum and plan a field study to spark curiosity and connection to the marine environment. The possibilities are “Limulus!”
Melissa Dowd is an MƒA Master Teacher and science teacher at Urban Assembly New York Harbor School in Manhattan.
Rebecca Haverstick is an MƒA Master Teacher and science teacher at Battery Park City School in Manhattan.
Cynthia Jimenez is an MƒA Master Teacher and science teacher at Frank Sinatra School of the Arts High School in Queens.
Innovating Coding Education: Ada’s Approach to Teaching AI Tools
Facilitated B y: Adrian Prado and Kelsey Steven
MONDAY, FEB 24
ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
Discover how Ada Developers Academy transforms coding education with AI tools like ChatGPT and GitHub copilot. In this workshop, teachers will explore Ada’s innovative methodology for teaching students to effectively and ethically leverage AI to enhance their programming skills. We will begin with an overview of Ada’s AI-enabled curriculum, focusing on fostering critical thinking and responsible AI use. Teachers will then examine best practices for integrating AI tools into coding instruction, accompanied by demonstrations of hands-on activities that simulate real-world coding challenges using AI support. Finally, teachers will develop actionable strategies for adapting these
Single Session Workshops
techniques to diverse classroom settings. By the end, teachers will be equipped to empower students with the skills they need to navigate and thrive in an AI-driven world. This workshop is designed for teachers with a basic understanding of programming who are eager to incorporate cutting-edge AI tools into their teaching.
Adrian Prado (he/him) has been an Instructor at Ada Developers Academy for two years, focusing primarily on classroom instruction and student mentorship. He also contributes to curriculum development, recently emphasizing incorporating AI. Before joining Ada, Adrian spent seven years teaching high school computer science and cybersecurity. In his spare time, Adrian enjoys performing improv onstage or experimenting in the kitchen with new recipes.
Kelsey Steven (they/them or he/him) is an Instructor at Ada Developers Academy, where they focus on class instruction, student mentorship, and developing the full-stack web development and AI-enabled engineering curriculum. Before joining Ada, Kelsey spent six years as a Senior Mobile Engineer at SAP Concur, specializing in iOS & Android development. Outside of tech, Kelsey loves crafting, cosplay, and exploring the world of plants and birds!
Interaction of Color
Facilitated B y: Fritz Horstman
WEDNESDAY, MAY 7
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How can we foster exploration and abstract thinking by presenting instances in which two or more contradictory ideas can all be true with only a few applicable materials? By exploring Josef Albers’ experiments with the relativity of color, we will make three colors appear to be four, make three colors appear to be two, and create illusions of transparency. All activities use only colored paper, scissors, and glue. Teachers will work together to articulate the color phenomena they are experiencing and build flexible thinking skills through rapid reiterations of color combinations. These simple activities can be used in the classroom to encourage creativity and design sense in students. All are welcome and no previous experience with color is required.
Fritz Horstman is the education director of the Josef and Anni Albers Foundation, as well as an artist and curator. Since 2014 he has presented workshops and lectures on the Alberses’ art and has taught at organizations including the Bauhaus-Dessau; École des BeauxArts, Paris; Harvard University; Lebanese American University, Beirut; Museum of Modern Art, New York; Princeton University; Royal Academy of Arts, London; and Yale University. He is the author of Interacting With Color: A Practical Guide To Josef Albers’s Color Experiments, published by Yale University Press in 2024. An exhibition of his artwork will be on view at Planthouse Gallery’s Chelsea location from April 10 - May 15, 2025.
It’s All About That Base
Facilitated B y: Michael Riccardo and MƒA Master Teacher Scott Schwartz
WEDNESDAY, FEB 26
MATHEMATICS
Have you ever wondered why we use ten as the base of our number system? Is there any reason to ever use a different base? In this workshop, we will explore how expressing numbers in bases other than ten can often lead to more elegant solutions. We will discuss
magic tricks, ancient methods of multiplication, and real-world applications such as Braille and bar codes. We will review the mathematical ideas behind bases and investigate various number base problems. As number bases are often missing from the mathematics curriculum, we hope teachers will gain an appreciation for number bases and find ways to integrate these ideas into their lessons. This workshop is best for middle or high school mathematics teachers.
Michael Riccardo is a former MƒA master teacher who just retired in 2023 after teaching for over 37 years in the NYC Department of Education. He is currently teaching mathematics as an adjunct professor at Queens College.
Scott Schwartz is an MƒA Master Teacher and mathematics teacher at Bayside High School in Queens.
Let’s Get Motivated About Motivation
Facilitated B y: MƒA Master Teachers Sjene Kendrick Matt Pastore
MONDAY, MAR 3 ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Do you ever find yourself wondering what research says about intrinsic versus extrinsic motivation or using rewards and competition to increase motivation? In this workshop, we will examine and discuss articles, podcasts, and videos on the common misconceptions and the latest research about motivation, working collaboratively to make connections to our practice. Teachers will be able to select an element of motivation (intrinsic, praise, reward, etc.) to explore based on their needs and interests. Our goal is to leave with ideas to better motivate all learners. All are welcome.
Sjene Kendrick is an MƒA Master Teacher and mathematics teacher at The Emily Warren Roebling School in Brooklyn.
Matt Pastore is an MƒA Master Teacher and mathematics teacher at Fort Hamilton High School in Brooklyn.
Single Session Workshops
The Light-Switch Problem: A Computational Approach
Facilitated B y: MƒA Master Teachers Danilsa Fernandez and Andrés Rodríguez-Aponte
THURSDAY, MAY 29
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
What happens when you toggle 100 light switches following a sequence of rules? Which bulbs remain lit, and why? In this workshop, we will tackle the Light Switch Problem using Octave, a free programming platform. First, we will introduce basic programming concepts and the Octave interface. Then, we will outline the algorithm to solve the problem and translate it into Octave code. By the end of the session, teachers will create a program that solves the problem in less than a second! We will also explore extensions, such as scaling the problem to 200, 500, or 1,000 light switches and modifying our programs to analyze these scenarios. Whether new to programming or looking to expand your computational toolkit, this workshop is for you! No prior knowledge of programming or Octave is required.
Danilsa Fernandez is an MƒA Master Teacher and mathematics teacher at City College Academy of the Arts in Manhattan.
Andrés Rodríguez-Aponte is an MƒA Master Teacher and mathematics teacher at Gregorio Luperon High School for Science and Mathematics in Manhattan.
Making Mathematics Tangible: Manipulatives in the Classroom
Facilitated B y: Jon DeLise
WEDNESDAY, FEB 26
M ƒA
MATHEMATICS
Let’s take the edge off mathematics! In this workshop, mathematics teachers will discover engaging strategies and hands-on activities to introduce topics using simple, easily obtained materials like inexpensive household items. These manipulatives foster mathematical
thinking, problem-solving, and conceptual understanding and can be adapted to all grade levels. Teachers will also develop activities for their classrooms and student needs. The workshop is best for middle and high school teachers, but all mathematics teachers are welcome to attend.
Jon DeLise is a “retired” mathematics department chairperson with over forty years of experience. He focuses on using hands-on activities to motivate students and help develop their understanding of mathematics. Jon taught mathematics in middle and high school and served as an adjunct at local colleges. He has presented at local, regional, and national professional conferences. Jon is a graduate of The City College of New York with advanced degrees from Yeshiva University and Queens College. His favorite math formula is V+F=E+2.
Making Waves: NGSS Shifts in Physics Assessments
Facilitated B y: MƒA Master Teacher Andrew Wallace
WEDNESDAY, APR 23
M ƒA
SCIENCE
Can a pill protect you from skin cancer? Can new siding on your house reduce the effects of climate change? How can electromagnetic radiation’s effects on matter provide insight into NGSS assessment shifts for physics next year? Join us in this workshop to explore the new physics standards and collaboratively discuss shifts in pedagogical practice and assessment. By addressing a single standard—HS-PS4-4 Waves and their Applications in Technologies for Information Transfer—we will explore how to break down Performance Expectations and Performance Level Descriptions. Teachers will leave the workshop with a classroom-ready assessment and rubric, internally rated for validity and reliability. This workshop is best for high school physics teachers looking for tools to integrate the new NGSS/NYSSLS standards.
Andrew Wallace is an MƒA Master Teacher and science teacher at World View High School in the Bronx.
Mastering Student Mastery: Crafting Checks for Understanding
Facilitated B y: MƒA Master Teacher Hadiya Cameron
THURSDAY, MAR 27
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Imagine transforming your classroom into a dynamic learning environment built on nurturing student understanding and unlocking their potential through formative assessment. In this workshop, we will delve into the art of creating intentional learning checks, known as Checks for Understanding (CFUs) to effectively gauge student mastery. Teachers will leave with the skills to design CFUs not only reflective of students’ current understanding but also indicative of future instructional shifts through data-driven decision making. We will explore mastery learning concepts and pedagogical ideas, beginning with foundational theories and moving toward practical application. Teachers will engage in collaborative hands-on activities to design CFUs tailored to their specific teaching contexts. All are welcome.
Hadiya Cameron is an MƒA Master Teacher and mathematics teacher at Young Women’s Leadership School of Brooklyn in Brooklyn.
Mathematics Meets History: Critical Thinking Through Interdisciplinary Learning p
Facilitated B y: Martha St. Jean
WEDNESDAY, APR 9
M ƒA
MATHEMATICS
Unlock the transformative potential of combining mathematics and history to inspire critical thinking and empower your students! In this workshop, teachers will explore innovative ways to integrate mathematical concepts with historical narratives to foster critical consciousness and interdisciplinary thinking. Guided by bell hooks’s idea that “Once you learn to look at yourself critically, you look at everything around you with new eyes” (1994), we will analyze the interplay between the content students encounter and the
Single Session Workshops
broader context in which it exists. Together, we’ll uncover how mathematical principles and historical events are often deeply intertwined—whether through the data underlying pivotal moments, the influence of mathematical models on historical narratives, or the persistence of patterns of inequality over time. Through collaborative discussions and practical activities, you’ll gain tools to help students build critical awareness and connect the past with the present, using mathematics as a lens to understand and address social inequities. All are welcome!
Martha St. Jean is a former MƒA Early Career Teacher and currently the Head of Upper Middle School at Nightingale-Bamford. She has a background in special education, focusing on inclusive practices and culturally relevant curricula. Martha has also served as Senior Program Manager for iMentor, a nonprofit promoting college and career readiness. She holds master’s degrees in educational leadership from Bank Street College and secondary inclusive education from Teachers College, Columbia University, along with an MS in journalism from Columbia and a BS in communication studies from NYU. Martha is a board member of America Needs You and mentors for Braven.
The Mathematics of Chemistry: From Dimensional Analysis to Dimensional Thinking
Facilitated B y: MƒA Master Teacher Brittany Klimowicz
TUESDAY, MAR 4
M ƒA
SCIENCE
For many chemistry students, mathematics can be distracting rather than empowering. By getting caught in the “how-to” of numbers and calculations, many struggle to step back and see how mathematics explains the larger chemistry phenomena. Join us in this workshop to learn how to shift your students’ perspectives on mathematics. We will first identify the barriers to using applied mathematics in chemistry, then analyze the common strategies we currently use, and finally brainstorm new and unique ways to integrate mathematics in the chemistry classroom. This workshop
is best for high school chemistry teachers.
Brittany Klimowicz is an MƒA Master Teacher and science teacher at NYC iSchool in Manhattan.
The Mathematics of Poker: Combinatorics and Mathematical Expectation
Facilitated B y: Michael Riccardo and MƒA Master Teacher Scott Schwartz
TUESDAY, MAR 18
M ƒA
MATHEMATICS
You are at the final table of the MƒA Poker Tournament. Your two cards are an ace of hearts and a three of hearts. There are two hearts on the flop. What is the probability of hitting your nut flush? In this workshop, we will use combinatorics to compute poker hand probabilities of various games, including Texas Holdem, and use the concept of mathematical expectation to drive decision-making in various situations. We will also discuss pot odds (the ratio between the size of the pot and the size of the bet), implied odds (the amount of money that you expect to win after completing your draw), and the fundamental theorem of poker so that the players can make informed decisions. This workshop is recommended for middle and high school mathematics and computer science teachers.
Michael Riccardo is a former MƒA master teacher who just retired in 2023 after teaching for over 37 years in the NYC Department of Education. He is currently teaching mathematics as an adjunct professor at Queens College.
Scott Schwartz is an MƒA Master Teacher and mathematics teacher at Bayside High School in Queens.
Math Recovery: A Crash Course
Facilitated B y: MƒA Master Teacher Marcelle Good
THURSDAY, FEB 27
M ƒA
MATHEMATICS
As mathematics teachers, how can we help students build the numeracy skills they need for future mathematical success, enabling them to fluently and confidently perform operations like addition
and subtraction? In this workshop, teachers will be introduced to one-on-one assessments from Math Recovery that provide insight into students’ concept of numbers and early numeracy understanding. Teachers will also explore engaging whole-class and small-group games and routines to strengthen students’ foundational numeracy skills. While the workshop is open to any teacher curious about numeracy development, it is best for K-2 teachers looking to build a solid foundation in early numeracy for their students.
Marcelle Good is an MƒA Master Teacher and mathematics teacher at Academy of Arts and Letters in Brooklyn.
Modeling Natural Selection in Human Skin Color With HHMI BioInteractive
Facilitated B y: Alexis Black and Deanna DigitaleGrider
WEDNESDAY, APR 23 ONLINE
SCIENCE
Why do humans have such a wide variety of skin tones? Join us in this workshop as we dive into the short film The Biology of Skin Color from HHMI BioInteractive Teachers will engage in a sequence of differentiated activities based on the film to support students with the science and engineering practice of “Developing and Using Models.” As learners, we will begin by gathering evidence about the biological basis of skin color and how its evolution demonstrates the principles of natural selection. Then, we will use this evidence to construct explanatory models of how skin color evolved in different regions of the world. Teachers will leave with a deeper understanding of the science behind skin color and greater confidence in using explanatory models. This course is best for middle and high school life science teachers.
Alexis Black is an instructional coach at Explore Academy in Las Cruces, New Mexico. She is currently in her 26th year of teaching and has taught every level of 6-12 grade science, with the majority of her career spent teaching Biology, Honors Biology, and AP Biology. As an HHMI BioInteractive ambassador, she focuses on helping teachers think about scientific phenomena in new ways. When she’s not teaching, she enjoys spending time with her husband and two boys, reading, and baking
Single Session Workshops
sourdough bread.
Deanna Digitale-Grider is an instructional coach and honors and dual credit/AP Biology teacher at Solorio Academy High School, a neighborhood high school on the southwest side of Chicago. As an HHMI ambassador, she loves how BioInteractive resources help her students make sense of the natural world through interesting phenomena, real data, and stories of scientists’ work. When she’s not teaching, you can find her reading, singing in her community women’s choir, and making crafts.
My Teacher’s Problems: Bringing Mathematics from Your Life into Your Classroom
Facilitated B y: MƒA Emeritus Teacher Michele Stassfurth
THURSDAY, APR 3
M ƒA
MATHEMATICS
How can we incorporate real-life problems into our mathematics classrooms to spark curiosity and foster collaborative problem-solving? In this workshop, we’ll explore how to design engaging, real-world mathematics problems that connect to our own lives, like figuring out how far to run into a park for a five-mile round trip or how a grandmother can cut a rectangular tablecloth to fit her circular table. First, we will collaboratively solve a set of real-life teacher sample problems, followed by a discussion on how to structure and plan problem-solving days for our students. You’ll receive a template, rubric, and editing support to tailor these problems to your classroom. Finally, we will look at methods for identifying everyday mathematics problems, aligning them with curricula, and using AI to modify text to support all learners. This workshop is best suited for mathematics teachers, but all are welcome!
Michele Stassfurth is an MƒA Emeritus Teacher and mathematics teacher at Non-NYC Public School in .
Naturally Queer: Exploring the
Range of Queerness in the Natural World p
Facilitated B y: MƒA Master Teachers Bill Rodriguez and Megan Wallner
THURSDAY, MAY 22
M ƒA
SCIENCE
Hundreds of species demonstrate queer behavior, from mammals and birds to reptiles and insects. In this workshop, we will dive into queer behavior, including same-sex sexual activity, same-sex non-sexual activity, and organisms capable of changing their sex. We’ll use Evolution’s Rainbow by Joan Roughgarden, Biological Exuberance by Bruce Bagemihl, and primary source data to explore the documented range of queer behavior in nature and discuss how to bring this knowledge to our classrooms. While there will be some in-depth discussion of biology, all are welcome.
Bill Rodriguez is an MƒA Master Teacher and science teacher at Forest Hills High School in Queens.
Megan Wallner is an MƒA Master Teacher and science teacher at Sunset Park High School in Brooklyn.
Paleobiological Puzzling: NGSS and Primary Data
Facilitated B y: Phoebe A. Cohen, Ph.D.
THURSDAY, MAR 13
M ƒA
SCIENCE
The Paleobiology Database (PBDB) is an open source, publicly accessible database of global fossil data containing over 1.6 million fossil occurrences and spanning the entire history of life on Earth. In this workshop, we’ll discuss how to use this database with students to explore plate tectonics, mass extinctions, changes in biodiversity, and evolution over long time scales. We will begin by familiarizing ourselves with the visualization tools in PBDB. Then, we will explore two questions: (1) how can fossils found on the east coast of South America and the west coast of Africa serve as evidence for the existence of the supercontinent Pangea?; and (2) how did Earth’s three largest mass
extinctions uniquely impact different animal groups? Teachers will have time to develop opportunities for their students to use primary data to make inferences about the Earth-life system and to practice NGSSaligned skills including reading maps, analyzing graphs and data, and evaluating competing hypotheses using different lines of evidence. This workshop is best for Earth and Space Science, AP Environmental, and Biology teachers, but all are welcome.
Dr. Phoebe A. Cohen is a paleontologist and a Professor in Geosciences at Williams College where she teaches, does research, and mentors undergraduate students. Her research focuses on the study of microscopic fossils to reconstruct ancient organisms and ecosystems, and utilizes a variety of microscopic and geochemical techniques combined with complementary data from field-based stratigraphy and sedimentology.
Pathways to Tech: A Guide for Educators Teaching Computer Science
Facilitated B y: Lauren Wells
WEDNESDAY, MAY 28
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
Are you ready to inspire the next generation of tech innovators? In this workshop, teachers will explore
Single Session Workshops
strategies to introduce computer science (CS) to their students while building interest and confidence in tech fields among students—no matter their starting point. We’ll begin by discussing foundational skills, charting how students can progress from block-based coding in middle school to advanced programming concepts in high school. Using resources from Code.org, Scratch, and DOE-approved curriculum guides, we’ll map out a flexible course sequence, share tips for fostering leadership and problem-solving, and explore pathways to integrate CS into diverse learning environments— including after-school clubs and alternative CS activities. This workshop is best for middle and high school teachers, whether new to CS or looking to expand their approach. Teachers will leave with practical tools, resources, and actionable steps to create engaging and accessible tech learning experiences for their students.
Lauren Wells, a former NYC Public School Teacher and MƒA fellow, is the Program Manager at The Marcy Lab School, a nonprofit software engineering program offering a college alternative for aspiring tech professionals. With over a decade of expertise in curriculum development and teacher training, Lauren is committed to making computer science accessible and engaging for students of all backgrounds. She specializes in equipping middle and high school teachers to introduce foundational CS concepts, utilizing resources like Code.org and Scratch to inspire future tech innovators. Her work empowers educators with practical, adaptable strategies to create impactful tech learning experiences for every student.
Planning for Climate Action Days
Facilitated B y: MƒA Master Teachers Diana Lennon, Katie McCarthy, and Rose Ventimiglia
TUESDAY, MAR 11
M ƒA
SCIENCE
How can we plan meaningful, student-led Climate Action Days at our schools? In this workshop, we will collaboratively design impactful Climate Action Days for our school communities, aligned with the four designated days by New York City Public Schools. We
will explore a variety of approaches to engage students, staff, and other community stakeholders in meaningful climate activism. We will focus on creating a climate action plan, which includes curriculum integration, student leadership development, whole school events, community partnerships, and more. Teachers will leave this workshop empowered to inspire environmental stewardship and collective action among students and stakeholders. This workshop is best for Sustainability Coordinators, but all teachers are welcome to join.
Diana Lennon is an MƒA Master Teacher and science teacher at Brooklyn Technical High School in Brooklyn.
Katie McCarthy is an MƒA Master Teacher and science teacher at Sunset Park High School in Brooklyn.
Rose Ventimiglia is an MƒA Master Teacher and science teacher at J.H.S. 167 Robert F. Wagner in Manhattan.
Planting and Growing Your Green Team by Utilizing Data Seeds
Facilitated B y: MƒA Master Teachers Lauren Leonardson and Nate Wight
TUESDAY, APR 22
M ƒA & ONLINE
SCIENCE
Are you looking to start or to elevate your Green Team through the use of data? Join this workshop to learn how to incorporate climate change data, local sustainability statistics, and city-wide initiatives into your school’s efforts toward sustainability. First, we will discuss the benefits and challenges of student involvement and leadership and create shared resources, including multiple data-driven models and projects for Green Teams. Then, we’ll develop personalized logistical plans for team establishment or expansion. Finally, we will identify potential barriers to success, engage in collaborative troubleshooting, and share best practices. Any teacher interested in starting or expanding their Green Team is welcome.
Lauren Leonardson is an MƒA Master Teacher and science teacher at East-West School of International Studies in Queens.
Nate Wight is an MƒA Master Teacher and science teacher at Beacon High School in Manhattan.
Preserving NYC Biodiversity With the E.O. Wilson Foundation
Facilitated B y: Dennis Liu, Ph.D., and Jocelyn Miller, Ph.D.
WEDNESDAY, APR 9
M ƒA
SCIENCE
The Piping Plover, American Eel, Horseshoe Crab, and Diamondback Terrapin—rare and threatened species are found across New York City and need protection. How can we leverage big data to safeguard their habitats and promote just and equitable conservation efforts? Join us in this workshop as we explore activities and resources from the E.O. Wilson Foundation and Yale University to engage learners in real-world, data-driven decision-making processes used by conservationists and policymakers. We will review and analyze localized species-level data to consider human needs and existing land use, and then apply temporal and spatial data sets to identify and map species diversity in New York City. We will ground our work in the Kunming-Montreal Global Biodiversity Framework . Signed by 196 countries, the framework envisions living in harmony with nature and aims to conserve 30% of land and sea areas by 2030. This workshop is best for middle and high school Biology and Environmental Science teachers seeking to empower their students through meaningful conservation learning experiences.
Dr. Dennis Liu is an internationally recognized expert in science education and currently serves as the Vice President of Education at the E.O. Wilson Foundation. Prior to his work at the Foundation, he directed educational media production at the Howard Hughes Medical Institute, Video Discovery, and Microsoft. Dennis studied Zoology at the University of Wisconsin, earned a Ph.D. in Biology from the University of Oregon, and then conducted research and taught in the Department of Genetics at the University of Washington.
Dr. Jocelyn Miller is a former middle and high school STEM teacher who now serves as the Education Program Manager for the E.O. Wilson Foundation. She is deeply committed to empowering students and teachers through high-quality curricular materials that are relevant and accessible to all. Jocelyn studied Science Education at the University of Houston and earned a Ph.D. in STEM education from Texas Tech University, where she researched climate change education policies.
Single Session Workshops
Queering Curriculum: Designing More Inclusive Biology Lessons p
Facilitated B y: Kyle Nolting
WEDNESDAY, APR 9
M ƒA
SCIENCE
Have you ever wondered what is natural about gender and sex in biology? You and your students might be surprised to learn just how queer nature can be! Join us in this workshop as we explore how Sam Long et al.’s foundational work, “Framework for Gender Inclusive Biology Curriculum,” can support making our curricula and classrooms more inclusive. We will begin by taking a deeper look at how gender and sex are messaged in the NGSS and NYS Science Standards. Then, we will deconstruct cisheteronormative myths perpetuated by misconceptions of what is “natural.” Finally, we will interrogate the biological concepts of reproduction, reproductive behavior, sex, sexual expression, and genetics. Teachers will leave with specific examples for integrating inclusivity into existing life science curricula. This workshop is best for life science teachers, but all are welcome!
Kyle Nolting is a Ph.D. candidate at the University of Denver and a National Science Foundation grant recipient. He is currently researching the intersection of queer theory and STEM education. Kyle works on the Vanderbilt University-led research team Teaching Amidst Uncertainty (Project TAU) which works with MƒA Los Angeles teachers and their facilitation of group work. Before starting his doctoral program, Kyle taught science for NYC Public Schools after earning his M.S. from Brooklyn College and B.S. from the University of Vermont. Beyond the classroom, Kyle enjoys birding and reveling in the great outdoors.
Radically Inclusive Classrooms: Celebrating and Supporting Autistic Students p Facilitated B y: Liliana Valvano
WEDNESDAY, MAY 7
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How can we move towards a universally accessible classroom and curriculum and away from simply accommodating autistic students individually as they come along? How do we normalize, celebrate, and affirm autistic identities and, by doing so, create a neuro-inclusive classroom? Join this workshop taught by neurodiversity researcher and clinician Liliana Valvano to discuss this and more! We will start with a didactic presentation on understanding the frameworks of neurodiversity, and then move on to brainstorming ways to create a neuro-inclusive classroom, grounded in wisdom from autistic students and teachers. Teachers are encouraged to continue learning by exploring Unmasking Autism by Dr. Devon Price. All are welcome.
Liliana Valvano (she/her) is a researcher and therapist specializing in neurodiversity and LGBTQIA+ identities. Presently, she holds a faculty position at Columbia University, and a research position at Hunter College. Her research focuses on developing mental health interventions geared toward autistic adults and better understanding autistic lived experiences through qualitative interviewing. In her clinical work, she works with clients utilizing a social model of disability to deconstruct stigma and build meaningful lives. She has worked extensively within the LGBTQIA+ and disability communities, and views membership to these communities as a privilege rather than a burden.
Sangaku, Kissing Circles, and the Geometry of Shinto Shrines
Facilitated B y: David Clark, Ph.D., and MƒA Master Teacher Andy Brockmann
TUESDAY, MAR 11
ONLINE
MATHEMATICS
How can we bring historically significant Japanese mathematics into our classrooms? This workshop will investigate sangaku (wooden tablets inscribed with mathematics problems) and their purpose in 17th and 18th century Japan, including worship, scholarship, and
entertainment. We will collaborate to work through sangaku problems, make connections to algebra, geometry, and basic trigonometry, and discuss ways to engage and enrich diverse learners in our middle and high school classrooms. By the end of the workshop, teachers will be able to connect mathematics to Japanese culture and history, identify the aesthetic of traditional geometry problems, and apply basic techniques to solve them.
Dr. David Clark is a Professor of Mathematics at Randolph-Macon College in Ashland, Virginia. In 2017, David organized and hosted an international conference on Japanese mathematics in Ashland and is currently editing a volume of work stemming from that meeting. He has taken three groups of students to Japan to experience sangaku inperson and to watch sumo.
Andy Brockmann is an MƒA Master Teacher and computer science teacher at J.H.S. 088 Peter Rouget in Brooklyn.
Secret Coders
Facilitated B y: MƒA Master Teacher Kate Litman
THURSDAY, MAY 22
M ƒA
COMPUTER SCIENCE AND TECHNOLOGY
Are you seeking creative ways to incorporate literacy into your coding classes? In this workshop, we will dive into Gene Luen Yang’s Secret Coders graphic novel series, which combines compelling narratives, coding challenges, and opportunities for engaging extension projects. We will explore how these delightful books can bring coding concepts to life for your students through storytelling and hands-on activities. Additionally, we will introduce Desmos reading guides and Scratch prompts designed to deepen engagement with the texts and connect literacy with computational thinking. This workshop is best for computer science teachers working with elementary, middle, and early high school students who want to enrich their classrooms with cross-disciplinary strategies.
Kate Litman is an MƒA Master Teacher and science teacher at Quest to Learn in Manhattan.
Single Session Workshops
Seeing Others and Being Seen: Strategies for Representation in STEM
p
Facilitated B y: Roots ConnectED
MONDAY, MAY 12
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Are you committed to ensuring students can see themselves represented and can authentically learn about others in STEM? Join us in this workshop to explore Rudine Sims Bishop’s framework of “mirrors, windows, and sliding doors.” With a focus on STEM examples, we will experience and reflect on content centering identity and then take a closer look at strategies to increase representation in our classrooms. Come gain tools for creating spaces where all students are seen and feel they belong.
Roots ConnectED connects people to each other and empowers schools and organizations to cultivate the next generation of justiceoriented changemakers through innovative curriculum, culture, and learning environments.
Seeing
the Invisible:
Visualizing Mineral Properties Using Nanoscience
Facilitated B y: MƒA Master Teachers Yishan Lee and Cathy Xiong
THURSDAY, MAY 22
M ƒA
SCIENCE
How can we observe something we can’t see or manipulate directly? Join us to address this common challenge with cutting-edge nanoscience! We will begin with an interactive trivia game providing an overview of the emerging field of nanoscience and the nature of objects at the nanoscale. Then, we will use accessible, low-cost materials such as diffraction lenses, laser pointers, and nail polish to explore the previously unobservable, including the connection between atomic arrangement and mineral physical properties. Finally, we will discuss real-world applications of
nanoscience and brainstorm potential extension activities connected to our content areas. Teachers will leave with a greater understanding of nanoscience and its classroom applications, as well as access to resources such as relevant professional development opportunities, websites, and ready-made activities. This workshop is best for middle school science teachers or those who teach about rocks and minerals, but anyone looking to incorporate innovative nanoscience concepts into their existing curriculum is welcome.
Yishan Lee is an MƒA Master Teacher and science teacher at P.S. 219 Paul Klapper in Queens.
Cathy Xiong is an MƒA Master Teacher and science teacher at Robert F. Wagner, Jr. Secondary School for Arts and Technology in Queens.
Setting Up Norms for Discussing Current Events in K-12 Classrooms
Facilitated B y: Roots ConnectED
TUESDAY, MAR 4 ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
How do we facilitate conversations about current events responsibly, inclusively, and educationally? How do we establish norms honoring diverse perspectives while ensuring students feel safe, supported, and valued? Teachers have the incredible responsibility of creating spaces for students to process a range of emotions, ask questions, and explore ways to effect positive change. In the wake of significant societal shifts and the ongoing national reckoning with racial injustice, this work remains vital. Join us for this workshop to gain tools and strategies to navigate these critical conversations effectively. Together, we’ll explore how to set up classroom norms promoting meaningful dialogue and empowering students to engage thoughtfully with the world around them.
Roots ConnectED connects people to each other and empowers schools and organizations to cultivate the next generation of justiceoriented changemakers through innovative curriculum, culture, and learning environments.
Simple Everyday Strategies for Integrating
SEL
in STEM Classrooms
Facilitated B y: MƒA Master Teacher Eric Guerron and MƒA Emeritus Teacher Petya Herz
THURSDAY, FEB 27
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Do you often feel stumped on how to incorporate social and emotional learning (SEL) within your classroom? Join us to help students develop essential life skills, such as increased motivation, effective communication, curiosity, and problem-solving. This workshop demonstrates how SEL activities can be seamlessly integrated into your teaching practices without taking time away from content instruction. Teachers will explore SEL strategies like incorporating art, group roles, and self-reflection into classroom activities. Then, teachers will collaborate to adapt lessons and incorporate SEL strategies to support reflective and mindful learning. By the end of the session, teachers will have a range of SEL tools to help students thrive both socially and academically. This workshop is best for middle and high school teachers looking to enhance their SEL approach in the classroom.
Single Session Workshops
Eric Guerron is an MƒA Master Teacher and science teacher at Art and Design High School in Manhattan.
Petya Herz is an MƒA Emeritus Teacher and computer science teacher at John Bowne High School in Queens.
Sonification: From Data to Sound p
Facilitated B y: Carrie Filion, Ph.D.
WEDNESDAY, MAR 26
M ƒA
SCIENCE
How do our senses inform the ways we think about and interact with data? The nominal methods of data inspection and analysis are traditionally biased towards visual modalities, which can exclude blind individuals, low-vision folks, and non-visual learners. Data sonification—the mapping of data to sound— provides an alternate and complementary way to present and analyze data. In this workshop, we will discuss sonification and how it can be used for both novel research and public engagement activities. We will begin with an overview of sonification and hear some examples of different data sets and mappings. Next, we will break into small groups for hands-on data experimentation to discuss and implement sound mapping methods. Finally, we will share our finished mapping(s) with the larger group and consider how we can incorporate multiple modalities for data presentation into our classrooms. This workshop is best for middle and high school science teachers, but mathematics teachers or anyone interested in learning more about the intersection of music, accessibility, and data is welcome.
Dr. Carrie Filion is a postdoctoral fellow at the Center for Computational Astrophysics at the Flatiron Institute. Her research uses both observations of nearby stars and large simulations to investigate how galaxies form and evolve.
Spruce Up Your Worksheets: Gamification in the Classroom
Facilitated B y: MƒA Master Teachers Lauren Friedman, Samantha Haimowitz, and Francesca Pascale
TUESDAY, MAR 25
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Do you want quick, low-prep ways to increase engagement and joy in your classroom? Join us to learn how to integrate game elements into traditional worksheets to engage students, enhance participation, and improve learning outcomes. We’ll start by playing games like Math Lottery, Steal the Flag, and Trashketball. Then, we’ll discuss how to adapt these games to address diverse student needs and maximize effectiveness. Teachers will collaborate to create simple, implementable games for their classrooms. We will conclude by sharing ideas and resources, along with a discussion on rewards or prizes for these games. This workshop is best for any teachers seeking to make their worksheets more engaging and interactive with minimal preparation.
Lauren Friedman is an MƒA Master Teacher and mathematics teacher at Susan E. Wagner High School in Staten Island.
Samantha Haimowitz and Francesca Pascale are MƒA Master Teachers and mathematics teachers at New Dorp High School in Staten Island.
Squirm and Learn: Let’s Get Comfortable With Bugs!
Facilitated B y: MƒA Master Teachers Wendy Castillo, Lauren Couto, and Yishan Lee
TUESDAY, MAY 27
M ƒA
SCIENCE
Are you or your students scared of insects? Bugs don’t have to be scary! Join us in this interactive workshop to face your fears and explore the fascinating world of terrestrial invertebrates. Teachers will observe live specimens, participate in a variety of engaging handson activities, and leave with valuable resources—and perhaps, even a few critters—for incorporating the
amazing world of insects into their science lessons! The workshop is best for elementary and middle school life science teachers, but anyone curious about these spectacular critters is welcome.
Wendy Castillo is an MƒA Master Teacher and science teacher at The James Baldwin School: A School for Expeditionary Learning in Manhattan.
Lauren Couto is an MƒA Master Teacher and science teacher at Jonas Bronck Academy in the Bronx.
Yishan Lee is an MƒA Master Teacher and science teacher at P.S. 219 Paul Klapper in Queens.
Stories and Stanzas: Expressing Mathematics Through Poetry p
Facilitated B y: Ayanna Perry
MONDAY, MAR 10 ONLINE
MATHEMATICS
Do you see mathematics as a creative space for storytelling? Join us in this workshop to explore how poetry can amplify student voices, celebrate identity, and deepen mathematical understanding. First, we will reflect on and write about our mathematical journeys as a foundation for the creative process. Next, we will explore lesson ideas and student poetry examples connecting mathematics to authentic expression. Then, we will engage in crafting our own mathematics-inspired poems, guided by templates and prompts. Finally, we’ll discuss strategies to integrate mathematics poetry into classrooms, emphasizing equity and alternative assessments. This workshop is best for middle and high school teachers interested in combining mathematics, literacy, and creativity to enhance student engagement.
Ayanna Perry is the Director of Outreach and Dissemination at the Knowles Teacher Initiative, with over 15 years of experience in education. She has taught high school mathematics and college-level mathematics education courses and serves as a mentor and coach for mathematics and science teachers. A published author, Dr. Perry has written extensively on equity in mathematics education, including blogs for Knowles and an article in The Mathematics Teacher. She coauthored Five to Thrive books on secondary mathematics and science teaching and is an active member of NCTM, NCSM, AMTE, TODOS, and the Benjamin Banneker Association.
Single Session Workshops
Teaching Creativity: Ideas From the Bauhaus
Facilitated B y: Fritz Horstman
WEDNESDAY, MAY 14
M ƒA
INQUIRY, PRACTICE, AND LEADERSHIP
How can creative thinking be fostered in the classroom?
Drawing on the rich pedagogical history of the Bauhaus, the legendary early 20th century German school of design, we will experiment with paper folding, design, and color with creativity prompts adaptable to a wide range of subjects. Classical design principles were not taught at the Bauhaus. Instead, students were given materials, prompts, and certain guiding parameters, allowing them to explore within the potentials and limits of provided materials. With no right or wrong answer, students find their own questions and answers. In this workshop, we will use paper, pencil, scissors, and rulers
to engage in Bauhaus school inspired prompts that can be used in all classrooms to inspire creative thinking. No previous art experience is required.
Fritz Horstman is the education director of the Josef and Anni Albers Foundation, as well as an artist and curator. Since 2014 he has presented workshops and lectures on the Alberses’ art and has taught at organizations including the Bauhaus-Dessau; École des BeauxArts, Paris; Harvard University; Lebanese American University, Beirut; Museum of Modern Art, New York; Princeton University; Royal Academy of Arts, London; and Yale University. He is the author of Interacting With Color: A Practical Guide To Josef Albers’s Color Experiments, published by Yale University Press in 2024. An exhibition of his artwork will be on view at Planthouse Gallery’s Chelsea location from April 10 - May 15, 2025.
Tell Me Why: Understanding the Mathematics Behind the Tricks
Facilitated B y: Howie Hua
THURSDAY, FEB 20 ONLINE
MATHEMATICS
+ PLWASE NOTE: THIS WORKSHOP TAKES PLACE DURING MIDWINTER RECESS FROM 2:00 - 4:00 P.M.
Mathematics is much more than memorizing tricks. It is about knowing the theory and principles behind them to think critically and solve problems. In this workshop, we will take a look at mathematical tricks that have long been shared in classrooms to understand the how and why behind them. First, we will experience some of Howie’s favorite tricks and why they work. Next, we will investigate “keep, change, flip” and the concepts underlying this common saying. Then, we will discuss and examine rules regarding operations on decimals and integers such as “a negative times a negative equals a positive” and counting digits after the decimal point when multiplying decimals. We will also discuss mental mathematics. Finally, we will end with one last trick that may surprise students. All teachers curious about understanding the mathematics behind the tricks are welcome!
Howie Hua teaches mathematics to future elementary school teachers at Fresno State. He has spoken at mathematics conferences, school districts, and school assemblies, so far having spoken to organizations in 22 states and 4 countries. In 2024, he was the closing keynote speaker
for the National Council of Teachers of Mathematics (NCTM) annual conference. In 2019, Howie was awarded Outstanding Lecturer for the College of Science and Mathematics at his university and in 2024, he was awarded Fresno State’s Provost’s Award for Outstanding Lecturer. You can find him on social media sharing mathematics explainer videos, memes, and teaching tips.
Ten Minute Mathematics Fun for the Classroom p Facilitated
B y: Chaim Goodman-Strauss, Ph.D.
WEDNESDAY, MAR 19
M
MATHEMATICS
Want to infuse joy and play into your mathematics classroom, while reinforcing mathematics content?
Whether you wish to enrich your mathematics class or you just have a few minutes of class time to fill on the fly, these fun and quick activities are self-contained, accessible for all students, and require minimal prep, but also have broad mathematical connections. We will share pencil-and-paper games to play, fractals to draw, paradoxes and brain twisters to ponder, and the classic Möbius band. We will discuss the mathematical ideas behind these enrichment activities, and share resources for further investigation. Teachers will leave with classroom-ready templates. All are welcome.
Dr. Chaim Goodman-Strauss is the Outreach Mathematician at the National Museum of Mathematics (MoMath). He earned his Ph.D. in Knot Theory at UT Austin and served on the mathematics faculty at the University of Arkansas. He has held visiting positions at the Geometry Center at the University of Minnesota, Princeton University, and the Universidad Nacional Autónoma de México. He has been involved in mathematical outreach for over thirty years, from graduate school to later producing the Mathfactor segment/podcast and teaching young mathematicians at Epsilon Camp and Campersand. He is a leader in studying aperiodic tilings and tiling theory, most recently on the team bringing David Smith’s “hat” tile to the world. With John H. Conway and Heidi Burgiel, he is a co-author of the books The Symmetries of Things and the upcoming The Magic Theorem . Dr. Goodman-Strauss is a mathematical illustrator and sculptor, producing participation mathart builds for numerous festivals such as the Gathering for Gardner, NY Math Fest, the UA Honors College Math Circus, and Bamboopalooza.
Single Session Workshops
Three Ways to Find the Speed of Light
Facilitated B y: MƒA Master Teachers Joshua Ilany and Marieke Thomas
WEDNESDAY, APR 2
M ƒA
SCIENCE
Light can circle the globe 7.5 times in a single second, but how did scientists accurately measure this three hundred years ago? In this workshop, we will use three different methods to calculate the speed of light. To reproduce the first historical determination of the speed of light in 1676, we’ll use lunar eclipse data from Jupiter’s moon Io. Next, we’ll discuss moving reference frames and use the aberration of starlight to replicate the second determination of the speed of light. Finally, we’ll use our own kitchens to measure the speed of light with microwaves and marshmallows. This workshop is best for physics and astronomy teachers, but all are welcome.
Joshua Ilany and Marieke Thomas are MƒA Master Teachers and science teachers at The Bronx High School of Science in the Bronx.
Towering Triumphs!: Unlocking the Potential of Hydroponic Grow Towers
Facilitated B y: MƒA Master Teachers Wendy Castillo and Jamie Munkatchy
THURSDAY, APR 3
OFFSITE
SCIENCE
+ PLEASE NOTE: THIS WORKSHOP WILL TAKE PLACE OFFSITE AT THE JAMES BALDWIN SCHOOL IN MANHATTAN.
Do you want to spark excitement about plants and create hands-on, growing opportunities for your students? Join us in this workshop to explore the world of hydroponic grow towers. We’ll review essential tower components, how to construct them, and the various ways they can be integrated into our curricula. We’ll also share potential funding opportunities to help bring hydroponics to your classroom or school.
This workshop is best for teachers eager to bring hydroponics into their teaching and inspire students through innovative plant education.
Wendy Castillo and Jamie Munkatchy are MƒA Master Teachers and science teachers at the James Baldwin School: A School for Expeditionary Learning in Manhattan.
Using AI to Generate Feedback for Computer Science Students
Facilitated B y: MƒA Master Teachers Samuel Keener and John McCoy
MONDAY, FEB 10
ONLINE
COMPUTER SCIENCE AND TECHNOLOGY
What if you could train AI to give the same personalized and specific feedback that you would have spent hours writing in mere minutes? In this workshop, we will explore leveraging AI tools like ChatGPT and CoGrader to generate meaningful feedback and grade student work on a massive scale. We will show you how to design and collect responses for quick and easy feedback generation and how to easily share that feedback with students. First, we will examine how ChatGPT works and then dive into training it to provide rubric-based feedback. Teachers will see how AI can generate feedback for over 100 responses in moments and learn simple methods for sharing this feedback with students. As an extension, we will discuss strategies for creating action plans to address common misconceptions and design follow-up activities to reinforce student learning. Teachers will also have time to experiment independently and collaborate with peers to create activities for upcoming lessons. This workshop is best for computer science teachers, though any teacher whose students submit written work in text form is welcome. Teachers will need a basic understanding of productivity software like Google Sheets.
Samuel Keener and John McCoy are MƒA Master Teachers and computer science teachers at South Bronx Preparatory: A College Board School in the Bronx.
Using CLTs to Promote Analytical Thinking: An Introduction
Facilitated B y: MƒA Master Teachers Jesse John, Ph.D., and Andy Nissinboim
TUESDAY, MAY 6
M ƒA INQUIRY, PRACTICE, AND LEADERSHIP
How do we transform passive learning into active critical thinking to engage students through Cognitive Learning Tasks (CLTs)? In this workshop, we will introduce the concept and philosophy of CLTs, engage in discussions about CLT principles, and explore practical ways to implement these tasks effectively in our classrooms. By designing and implementing CLTs, teachers can foster analytical thinking, logical reasoning, and deeper conceptual understanding across disciplines. This workshop is best for any middle and high school teachers looking to center students productively struggling through analytical-based tasks.
Dr. Jesse John and Andy Nissinboim are MƒA Master Teachers and science teachers at Edward R. Murrow High School in Brooklyn.
Single Session Workshops
Variation Theory in a High School Mathematics Classroom
Facilitated B y: MƒA Master Teachers Andy Deegan and Brittany Murdock
THURSDAY, MAR 6
M ƒA
MATHEMATICS
How can you use variation theory and concepts from Peter Liljedahl’s Building Thinking Classrooms (BTC) to develop tasks for a mathematics classroom? In this workshop, we will explore variation theory and experience examples of thin-sliced tasks. Variation theory, similar to thin slicing, emphasizes a concept’s essential features by focusing on what is kept the same and what changes to make meaningful connections. Students can access tasks by starting at an accessible point and progressing to more challenging problems by changing one component at a time. This allows for differentiation to organically occur within groups and for students to maintain a flow while working through a sequence of problems. We will also conduct a resource share for finding, creating, and implementing thin-sliced tasks in our classrooms. This workshop is best for any high school mathematics teacher, though experience with BTC would be helpful.
Whale, Whale, Whale: What Do We Have Here?
Facilitated B y: MƒA Master Teacher Crystal Thiele
WEDNESDAY, MAY 7
ONLINE
SCIENCE
Are you ready to dive into the secrets of cetaceans and bring the wonder of whales to your classroom?
Join us in this workshop to explore unique whale behaviors—including spyhopping, breeching, group hunting, bubble-feeding, and courting—and how to
identify whale species. We will begin by learning how to differentiate between Odontocetes and Mysticetes, the two main groups of cetaceans. Then, we will use finding guides to identify whales and family groupings. Finally, we will shift our focus to local whales and how to find them in and around New York City waters. While this course is best for grade 4-9 science teachers, all are welcome.
Andy Deegan and Brittany Murdock are MƒA Master Teachers and mathematics teachers at Millennium Brooklyn HS in Brooklyn.
Crystal Thiele is an MƒA Master Teacher and science teacher at P.S. 321 William Penn in Brooklyn.
Affinity Groups
Affinity Groups
Affinity Groups are a series of workshops in which teachers with shared identities grapple with how their particular identities intersect and inform their role as STEM educators, their classroom practice, and their engagement with the broader MƒA community.
Affinity Groups
+ PLEASE NOTE: FOR ALL AFFINITY GROUPS, YOU MAY SIGN UP FOR EACH MEETING SEPARATELY IN ACCORDANCE WITH YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS. CLICK ON THE DATES BELOW TO NAVIGATE TO EACH MEETING’S REGISTRATION PAGE.
Asian American, Native Hawaiian, and Pacific Islander Affinity Group p
Facilitated By: MƒA Master Teachers Yishan Lee, Sin Li, Susie Li, and Cathy Xiong
WEDNESDAYS, MAR 12, MAY 14 ONLINE
COMMUNITY
Do you identify as an Asian American, Native Hawaiian, and/or Pacific Islander (AANHPI) educator who wants to build a tight-knit community and explore how our identities intersect with teaching? In this affinity space, we will celebrate the diversity of social and cultural values within the AANHPI community and discuss the challenges all marginalized folks face. Topics we may focus on include: discussing cultural nuances between South, Southeast, East Asian, and Pacific Islander communities; locating our experiences as AANHPI educators within the NYC school context; learning about each other’s cultures and the specific issues different communities face; empowering each other and ourselves to stand against all forms of oppression; and exploring how to support fellow BIPoC colleagues and students.
Black, Latinx, and PoC Affinity Group p
Facilitated By: MƒA Master Teachers Antigone Cox, Andres Cruz Escobar, Kernita Sylvester-Mwalumogo, and Samantha Tulloch
WEDNESDAYS, FEB 12, MAR 5, APR 2, MAY 28, JUN 18
M ƒA & ONLINE
COMMUNITY
Do you identify as a Black, Latinx, Indigenous, or PoC
educator interested in discussing the experiences and challenges faced by people of color in the world of education? Join us as we consider the issues met by our communities and support one another in our educational endeavors. We will meet monthly, and the needs of our community will set our agenda.
Jewish Educators Affinity Group
p
Facilitated By: MƒA Master Teachers Amy Brenner and Rachel Mushell
WEDNESDAYS, FEB 26, MAR 19, MAY 7 ONLINE
COMMUNITY
Are you a Jewish educator seeking connection and community with fellow Jewish MƒA teachers? Join us in creating a supportive space to discuss issues facing our community as we navigate our roles as educators in NYC schools. The needs of our community will set our agenda.
Do you identify as LGBTQIA+, and are you interested in meeting other queer educators in the MƒA community? Join us as we collaborate, recharge, and discuss common challenges we may face with fellow LGBTQIA+ STEM teachers. We will meet monthly, and the needs of our community will set our agenda.
Muslim
Educators Affinity Group
p
Facilitated By: MƒA Master Teachers Hareem Ahmed-Zia and Quratul Waqas
TUESDAY, MAY 6
ONLINE
COMMUNITY
Are you a Muslim educator interested in meeting others in the MƒA community? Join us in fostering a space for Muslim MƒA teachers to collaboratively discuss issues facing the community in and out of NYC schools and explore how our shared identity relates to our roles as educators in a diverse school system. The needs of our community will set our agenda.
Neurodiversity Affinity Group p
Facilitated By: MƒA Master Teachers Laura Brando and Laura Ralph
WEDNESDAYS, FEB 12, MAR 26
TUESDAYS, APR 22, JUN 17
THURSDAY, MAY 22
M ƒA & ONLINE
COMMUNITY
Are you interested in meeting other neurodivergent educators in the MƒA community? Join us in creating a safe, welcoming space to bring authentic voices to the forefront of conversations about neurodiversity. Let’s support one another in building greater awareness and advocacy for the neurodiversity movement while combating myths and stereotypes. Neurodivergentidentifying individuals and those exploring their relationship to neurodiversity are welcome; no formal diagnosis or prerequisite knowledge is needed.
Affinity Groups
Space to Breathe: Women of Color Affinity Group p
Facilitated By:
MƒA Master Teacher Alana Burgos and MƒA Emeritus Teacher Alyson Lopez
TUESDAYS, MAR 25, MAY
27
M ƒA & ONLINE COMMUNITY
Do you identify as a Black, Latinx, Indigenous, Asian American, Native Hawaiian, or Pacific Islander woman interested in prioritizing self-care? Join us to have honest discussions about work-life balance and to pour back into ourselves and each other. We aim to prioritize and expand self-care practices (such as journaling, meditation, vision boarding, and self regulation activities) as we commune with each other. Let’s strategize to make teaching sustainable for us.
Interest Groups
Interest Groups are usually one-time workshops in which small groups of teachers meet informally around a common interest or identity. They provide opportunities to make connections and begin conversations with MƒA colleagues.
Interest Groups
Adventure Awaits! Starting an International Travel Program at Your School
Facilitated By: MƒA Master Teachers Emily Birden and Ramona Fittipaldi
MONDAY, MAR 3
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Are you interested in sharing your wanderlust with your students but don’t know where to start? Join us to learn how to plan and promote student trips abroad while navigating DOE requirements. We will share strategies for creating organized, safe, and unforgettable experiences. Bring your questions and leave with a toolkit of resources from over a decade of international travel expertise!
All-Levels Vinyasa Yoga
Facilitated By: Emilie Brockmann
MONDAYS, FEB 10, APR 21
TUESDAY, MAR 18
THURSDAY, MAY 29
ONLINE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY.
Are you interested in starting or reconnecting to your yoga practice? In this hour-long virtual session, we will move the body safely through carefully curated yoga postures as we explore different breathing techniques to build heat, seek balance, stretch and strengthen muscles, and quiet the mind. By linking breath to movement, the yoga practice becomes a moving meditation. There will be many modifications offered throughout the class, making it accessible to beginners as well as long-time practitioners.
Emilie Brockmann is a 500hr RYT with a focus in Vinyasa, Restorative, Yin and Prenatal Yoga. She has completed training in Ayurveda, Meditation, and Childbirth Education. She is a certified Birth and Postpartum Doula.
Are you interested in collaborating with fellow AP Biology teachers to reflect on what is and isn’t working in our classrooms? Join us for a post-mortem of the May 2025 AP Biology exam and to discuss how our learnings can inform instruction for the coming school year. We will share best practices for increasing the rigor, engagement, and proficiency of our students’ science skills. All AP Biology teachers are welcome.
Be a Conference Speaker!
Facilitated By: MƒA Master Teachers Evelyn Dominguez and JC Whittaker
TUESDAY, APR 8
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Are you interested in presenting your STEM or pedagogical expertise at local, regional, or national conferences? Join us to expand MƒA’s Conference List with proposal deadlines and requirements while brainstorming and refining individual or collaborative proposal ideas. Any teacher wanting to build their public speaking skills in a conference setting is welcome!
Beyond the Classroom: Transformative Travel Opportunities for Educators
Facilitated By: MƒA Master Teachers Giulietta Coppola, Lauren Couto, Susie Harter, and Stephen Kos
TUESDAY, APR 29
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Are you interested in combining your passion for teaching with meaningful travel? Join us to explore travel programs designed for educators, from summer research fellowships to international teaching
exchanges. Learn about opportunities like the Grosvenor Teacher Fellowship, Astor International Travel Fellowship, the Bimini Shark Lab Teacher Course, and Ecology Project International Teacher Fellowship. We’ll cover funding, application processes, and how these experiences can enrich your teaching and personal growth. Open to all teachers regardless of travel experience or language skills!
Board Game Night
Facilitated By: MƒA Master Teachers Liny Chan, Yishan Lee, Deborah Reich, and Matt Steiniger
THURSDAY, FEB 13
TUESDAY, MAR 11
M ƒA & ONLINE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS.
Are you interested in learning and playing new games while socializing with your colleagues? If you are curious about the world of board games beyond the classics, this is the space for you! While we play, we will explore game mechanics and brainstorm ideas for incorporating play elements into our instruction. We will provide games and teachers are welcome to bring favorites along as well! All experience levels are welcome, from non-gamers to fellow tabletop gaming enthusiasts.
Brainstorm and Build: MƒA Course Proposal Support
Facilitated By: MƒA Professional Development Team and MƒA Master Teachers TBD
THURSDAY, FEB 13
TUESDAY, MAR 11
WEDNESDAY, MAR 19
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY.
Are you interested in facilitating a course at MƒA but don’t know where to start? Do you have an idea for a course and want support in fleshing it out? Do you have questions about the course proposal process and want
Interest Groups
guidance from MƒA staff and other MƒA teachers to help you navigate the steps and timeline for submission? Join us in this workshop to learn what it takes to develop a successful course proposal. We’ll begin with an overview of the course proposal form, then hear from experienced MƒA teacher facilitators as they share their successes and challenges in proposing courses. We’ll conclude with an opportunity for you to share your course ideas and to give and receive feedback. During this time, you can work in groups aligned with areas of interest and expertise. By the end of the session, you might even leave with your course proposal fully developed!
Are you interested in hearing directly from college chemistry professors to better prepare students for undergraduate success? Join us for a dynamic conversation between MƒA teachers and college chemistry faculty to discuss common skill gaps and misconceptions of incoming undergraduates and explore strategies to best adapt your curriculum for improved preparation. This interest group is best for AP, IB, and 11th or 12th grade chemistry teachers.
Building Your Department
Facilitated By: MƒA Master Teachers Athena Colin, Shana Elizabeth Henry, Ph.D., and Abigail Kirchman
TUESDAY, MAR 11
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Are you interested in building an outstanding department? Whether you’re a new department
facilitator or a seasoned leader seeking fresh ideas, join us to discuss strategies to use department time effectively and foster team growth. Come with questions, challenges, and strategies for sustainable leadership. While best for department facilitators, all are welcome!
Childbirth Education: Exploring Pregnancy, Birth, and Postpartum
Facilitated By: Emilie Brockmann
TUESDAY, MAY 6
ONLINE
COMMUNITY
Are you interested in learning more about the birthing process? Join us to gain knowledge, confidence, and community around pregnancy and birth. We will explore anatomical changes during pregnancy, signs and stages of labor, the role of a birth partner, coping strategies, benefits of a doula, hospital prep, and postpartum expectations. This interest group is open to anyone of any gender identity who is pregnant, plans to be, supports a pregnant person, or has a general interest in the birthing experience.
Emilie Brockmann is a 500hr RYT with a focus in Vinyasa, Restorative, Yin and Prenatal Yoga. She has completed training in Ayurveda, Meditation, and Childbirth Education. She is a certified Birth and Postpartum Doula.
Creating Math Clubs and Teams for All!
Facilitated By: MƒA Master Teachers Liny Chan and Dylan Persaud
MONDAY, FEB 10
ONLINE
MATHEMATICS
Are you interested in creating a mathematics club or team at your school? Join us to look at the various components of a mathematics team, including curriculum, contests, and team organization. We will provide teachers with resources to start a mathematics team or club at their school. All established, new, or future mathematics team coaches and teachers are welcome!
Earth and Space Science Teacher Meetup
Facilitated By: MƒA Master Teachers James Anderson and Jeanne Kopun
WEDNESDAY, MAY 7
ONLINE
SCIENCE
Are you interested in sharing materials, lesson plans, and ideas with other Earth and Space Science teachers? Join us for an informal brainstorming session about best teaching practices in our subject area. We will collaborate on the difficulties unique to our subject and share resources to encourage student motivation in this complex content area. All Earth and Space Science teachers are welcome.
How to Best the NGSS: Breaking Down the New Science Regents
Facilitated By: MƒA Master Teacher Lena Cosentino
TUESDAY, MAR 25
ONLINE
SCIENCE
Are you interested in better understanding the new Regents exams for Biology, Earth and Space Science, Chemistry, and Physics? Join us to explore how the three dimensions of the NGSS are integrated into the new question clusters for the 2024 and 2025 Regents exams. We will practice question writing and learn strategies to better prepare our students for these new assessments. All Regents Biology, Earth and Space Science, Chemistry, and Physics teachers are welcome.
Are you interested in collaborating with other IB Biology teachers? Join us to share best practices, discuss the new changes for the 2025 exams, and focus on the internal assessment as submission deadlines approach. All IB Biology teachers or those interested in the IB program are welcome.
Illustrative Mathematics for Grades 9-12: A Conversation With Dr. Bill McCallum
Facilitated By: Bill McCallum, Ph.D.
TUESDAY, APR 8
MƒA
MATHEMATICS
Are you interested in learning more about the development of the Illustrative Mathematics (IM) curriculum? Join Dr. Bill McCallum, co-founder and CEO of IM, for a dynamic focus group exploring the design principles and instructional resources behind the curriculum. Teachers will be able to share their experiences, ask questions, and learn more about how to implement IM’s robust resources. Teacher feedback will directly inform the ongoing refinement of IM’s resources.
Dr. Bill McCallum is co-founder and CEO of Illustrative Mathematics . He holds a Ph.D. in Mathematics from Harvard University and is an emeritus Distinguished Professor of Mathematics at The University of Arizona. Bill has worked in number theory research, mathematics education scholarship, outreach, and policy and cares deeply about mathematical coherence and student learning. He has devoted his career to working with teachers, educators, mathematicians, and policymakers toward an education system that shows fidelity to both. He is also one the lead writers of the Common Core State Standards in Mathematics, receiving the Distinguished Public Service Award from the American Mathematical Society and the Dolciani Award from the Mathematical Association of America for his work.
Illustrative Mathematics for Grades K-8: A Conversation With Dr. Bill McCallum
Facilitated By: Bill McCallum, Ph.D.
WEDNESDAY, MAR 26
MƒA
MATHEMATICS
Are you interested in learning more about the development of the Illustrative Mathematics (IM) curriculum? Join Dr. Bill McCallum, co-founder and CEO of IM, for a dynamic focus group exploring the design principles and instructional resources behind the curriculum. Teachers will be able to share their experiences, ask questions, and learn more about how to implement IM’s robust resources. Teacher feedback will directly inform the ongoing refinement of IM’s resources.
Dr. Bill McCallum is co-founder and CEO of Illustrative Mathematics . He holds a Ph.D. in Mathematics from Harvard University and is an emeritus Distinguished Professor of Mathematics at The University of Arizona. Bill has worked in number theory research, mathematics education scholarship, outreach, and policy and cares deeply about mathematical coherence and student learning. He has devoted his career to working with teachers, educators, mathematicians, and policymakers toward an education system that shows fidelity to both. He is also one the lead writers of the Common Core State Standards in Mathematics, receiving the Distinguished Public Service Award from the American Mathematical Society and the Dolciani Award from the Mathematical Association of America for his work.
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY.
Are you interested in working through calculus problems with your peers? Whether you want a content refresher or simply want to solve calculus problems for fun, this is the group for you! Join us to do some mathematics, learn from each other’s techniques and reasoning, and engage with the prerequisite skills for current or future courses. We will work through AP Calculus AB exam
questions together and explore self-checking Desmos activities spanning all eight AP Calculus AB units.
Let’s Play Spades!
Facilitated By: MƒA Master Teacher Lion Jasmin
TUESDAY, MAY 27
WEDNESDAY, JUN 11
MƒA
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY.
Are you interested in the game of spades? Whether you’re an expert or a total novice, join us in learning and playing this card game of bidding, risk-taking, and teamwork!
Interest Groups
Let’s Play Spades! Beginner
Facilitated By: MƒA Master Teacher Lion Jasmin
TUESDAY, MAR 11
MƒA
COMMUNITY
Are you interested in learning a community building game that fosters competition, strategy, and joy? Come learn the card game of spades and experience the thrill of bidding, risk-taking, and teamwork! This interest group is best for beginners looking to learn how to play.
Let’s Take Action!
Facilitated By: MƒA Master Teacher Courtney Ferrell
WEDNESDAYS, FEB 12, MAR 26
MƒA & ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS.
Are you interested in strategizing collectively to uplift, protect, and celebrate all students, families, and communities? Join this interest group to discuss ways to take action—such as letter writing, protests, public information campaigns, and calling elected officials— and create actionable next steps. This ongoing, open-ended space will be driven by the needs of the community, fostering discussion, relationship building, and collective action. All are welcome.
Math Night!
Facilitated By: MƒA Master Teacher Quratul Waqas
MONDAY, MAY 5
ONLINE
MATHEMATICS
Are you interested in hosting a math night at your school? Get your school community excited about mathematics outside the classroom! Join us in sharing ideas and activities that celebrate mathematics, foster
a positive school climate, and build community. All mathematics teachers are welcome.
MƒA Teacher Poker Tournament
Facilitated By: MƒA Master Teachers James Cole and Peter Sell
THURSDAY, APR 3
MƒA
COMMUNITY
+ PLEASE NOTE: THIS COMPETITIVE GAME IS UNSUITABLE FOR BEGINNERS, SO REGISTER ONLY IF YOU ARE FAMILIAR WITH TEXAS HOLD’EM. IF YOU WOULD LIKE TO LEARN OR PRACTICE, PLEASE REGISTER FOR THE “PRACTICE YOUR POKER FACE FOR THE MƒA POKER TOURNAMENT” INTEREST GROUP.
Shuffle up and deal! Show off your poker skills at the annual MƒA Teacher Poker Tournament! Compete against fellow MƒA teachers for the chance to play at the big annual poker event this spring. The top three winners of the early April teacher tournament will compete alongside MƒA Board Members, funders, and others at the 2025 MƒA Poker Night Tournament, a fundraising event for MƒA on Thursday, April 24.
Mindful Yoga
Facilitated By: Roque Rodriguez, Suryaside Yoga
WEDNESDAYS, FEB 12, MAR 12, APR 23, MAY 14, JUN 11
MƒA & ONLINE COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS. EACH IN-PERSON SESSION IS 90 MINUTES LONG, AND EACH VIRTUAL SESSION IS 60 MINUTES LONG.
Are you interested in an hour of mindfulness and selfcare? Join us for a yoga experience in which we turn our attention inward and link our movement and breath. We’ll begin by warming our bodies, then move through a mindful yoga flow, and conclude with a guided yoga nidra meditation. Sessions are open to all yoga practitioners—from first-timers to seasoned yogis.
A New Professional Home: How to Decide When to Find a New Teaching Gig
Facilitated By: MƒA Master Teachers Andrea Cannizzaro and Brooke Nixon-Friedheim
THURSDAY, MAR 27
M ƒA
COMMUNITY
Are you interested in exploring if moving to a new school is right for you? Join us for self-exploration and practical guidance on job searching, including resume building, cover letter writing, and networking strategies. This interest group is best for teachers feeling restless, fighting burnout, or curious about new opportunities.
One No Trump: Play Bridge!
Facilitated By: MƒA Master Teachers Melanie Battles and Melanie Pflaum and MƒA Emeritus Teacher Sherri Shaarbafan
TUESDAYS, FEB 11, MAR 18, APR 29, MAY 20
MƒA
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY.
Are you interested in the game of bridge? Whether you’re a tournament player or novice, join us in learning this card game of bidding and trick-taking! We will also play whist, euchre, hearts, and spades!
Overbooked
Facilitated By: MƒA Master Teacher Phylicia Hoyt and MƒA Emeritus Teacher Theresa Stanley
THURSDAY, FEB 27
WEDNESDAYS, APR 2, JUN 4
MONDAY, MAY 12
OFFSITE & ONLINE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY AND PREFERENCE FOR IN-PERSON OR VIRTUAL MEETINGS. THE BOOK DISCUSSED IN EACH MEETING WILL BE POSTED ON THE SMALL-WORLD NETWORK.
Are you interested in reading for fun but don’t always have time? Join our book club as we read (mostly fiction) for enjoyment and come together to discuss
Interest Groups
each book. Most recently, Overbooked has read: Iona Iverson’s Rules for Commuting by Clare Pooley, This is How You Lose the Time War by Amal El-Mohtar and Max Gladstone, How Far the Light Reaches: A Life in Ten Sea Creatures by Sabrina Imbler, and Major Pettigrew’s Last Stand by Helen Simonson.
Planning for Retirement as a NYCDOE Teacher
Facilitated By: MƒA Master Teachers Andrea Cannizzaro, John McCoy, and Brittany Murdock
TUESDAY, MAR 4
ONLINE
COMMUNITY
Are you interested in maintaining or improving your standard of living in your “golden years”? Are you thinking about the future and planning for retirement? Considering the 3 Tier Stool Approach, we will discuss strategies for replacing income in retirement, optimizing and balancing risk, and managing Roth vs. pre-tax options. This session will have information for establishing retirement plans and foundations, including differentiated resources for those further along in the process looking to map and project growth. Retirement comes quickly, so get acquainted with your options to help support your future!
Practice
Your Poker Face for the MƒA Poker Tournament
Facilitated By: MƒA Master Teachers James Cole and Peter Sell
WEDNESDAY, MAR 26
M ƒA
COMMUNITY
Are you interested in honing your poker skills for the MƒA Teacher Poker Tournament? Join us for a no-stakes friendly game of Texas Hold’em and explore some techniques behind the game to help refine your skills. No expertise is necessary.
Project Kindle NYC Fundraising Planning
Facilitated By: MƒA Master Teacher Rosalie Malone
THURSDAY, APR 3
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Are you interested in collaborating to fundraise for a student Summer 2026 Earthwatch expedition? Join this interest group to brainstorm, create action plans, and begin next steps for fundraising and recruitment. This interest group is only open to Project Kindle NYC Cohort 1 fellows.
Reflecting
and Planning for Black Lives Matter in Schools
Facilitated By: Denisha Jones, Ph.D., Liv Roach, and MƒA Master Teachers Courtney Ferrell and Stephanie Kadison, Ph.D.
TUESDAY, JUN 10
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
Are you interested in discussing how to integrate the Black Lives Matter (BLM) at School Week of Action into your teaching practices? BLM at Schools is a national movement focused on addressing racial injustice in education, celebrating Black joy, confronting antiBlackness, and building authentic partnerships with all who support creating equitable school communities. Join us to reflect, plan, collaborate, and innovate. All are welcome, whether or not you implemented BLM at School Week of Action this past year.
Sci-Fi Book Club: Educational Utopias
Facilitated By: MƒA Master Teacher Juliana Ritter
THURSDAY, FEB 13
WEDNESDAYS, MAR 19, APR 23
MƒA
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY.
Are you interested in reading utopian-themed books? Are you brave enough to dream up utopian worlds, classrooms, and education systems for you and your
students? Join us as we read authors such as Octavia Butler, Ursula Le Guin, and Kim Stanley Robinson and discuss how literary utopias can unlock new (better?) worlds! This interest group is for anyone feeling stuck in our political or educational system and wanting the freedom to imagine a brighter future. All are welcome!
Side Hustles: Ways to Supplement Your Income
Facilitated By: MƒA Master Teachers Ramona Fittipaldi and Annycardeli Lopez
MONDAY, MAR 10
ONLINE
COMMUNITY
Are you interested in making more money or having trips around the world fully financed? Then this is the interest group for you! Join us to create a community for sharing different resources, jobs, fellowships, etc., to boost your teaching income. Let’s create multiple streams of income together! We will provide a space for teachers to share their current methods and plan new ways to make more money.
Sleep is Self-Care: Promoting Better Sleep Hygiene in Students and Educators
Facilitated By: MƒA Master Teachers Bill Rodriguez and Kevin Zhou
THURSDAY, MAY 29
ONLINE
COMMUNITY
Are you interested in learning how sleep impacts physical, emotional, and mental health? Join us to explore the effects of sleep on the well-being of both ourselves and our students. Through discussions of sleep research and best practices, we will work together to promote better sleep hygiene and overall well-being in our school communities. All are welcome.
Interest Groups
Solve a Rubik’s Cube!
Facilitated By: MƒA Master Teacher Shana Elizabeth Henry, Ph.D.
TUESDAYS, APR 8, MAY 13
MƒA
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY.
Are you interested in learning how to solve a Rubik’s Cube? Join us as we work through the basic algorithms to solve this classic puzzle! This interest group is for beginners in particular, and teachers are highly encouraged to sign up for multiple sessions.
Sound Meditation: Exploration and Experience
Facilitated By: Emilie Brockmann
WEDNESDAY, APR 9
MƒA
COMMUNITY
Are you interested in experiencing sound meditation and learning how different instruments, acoustics, and applications can affect states of consciousness? Join us for an evening of exploration and relaxation through sound meditation.
Emilie Brockmann is a 500hr RYT with a focus in Vinyasa, Restorative, Yin and Prenatal Yoga. She has completed training in Ayurveda, Meditation, and Childbirth Education. She is a certified Birth and Postpartum Doula.
Special
Educators United
Facilitated By: MƒA Master Teacher Jake Leibold
WEDNESDAY, MAR 19
TUESDAY, MAY 6
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY.
Are you a special educator seeking collaboration? Join us to share best practices and strategies to streamline
our workload and improve our efficacy and joy. As we discuss the successes and challenges of being a special educator, we will consider our roles inside the classroom supporting students with and without IEPs, co-teaching partnership dynamics, and IEP writing and goal tracking. This session is best for special educators, but is open to all.
SpEd-ACT Study Session
Facilitated By: MƒA Master Teacher Pearl Ohm
WEDNESDAY, FEB 26
TUESDAY, MAR 25
MƒA
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY.
Are you interested in collaborating with peers on coursework for the SpEd-ACT program? Join this study session to boost motivation, improve focus through body doubling, build a supportive community, and succeed this semester. All teachers enrolled in the SpEdACT program are welcome.
Teachers as Parent Leaders
Facilitated By: MƒA Master Teachers Sharon Collins and Kent Hansan
THURSDAY, MAR 6
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
Are you interested in grappling with the challenges of being both a teacher and a parent? Join us to explore questions such as: how can we (1) engage in conversations with school communities as parents with valuable experiences and pedagogical beliefs; (2) bring that perspective and advocacy into our own schools and practices; and, (3) achieve work-life balance? Informed by leading the Community Education Council for District 3, we will provide space for MƒA teacher-parents to examine pathways to parent leadership in PAs, PTAs, and beyond.
Tutoring: Growing Your Tutoring Side Gig
Facilitated By: Felicia Giunta and MƒA Master Teacher Joseph Buro
WEDNESDAY, FEB 12
ONLINE
COMMUNITY
Are you interested in turning the classic teacher side job of tutoring into a profitable business? Join us to learn how to advertise, manage clients, create content, and scale your business to your desired level. With years of tutoring experience, we will share strategies to help you grow your business while avoiding conflicts of interest and maintaining your work-life balance.
MƒAdventures
MƒAdventures
MƒAdventures are offsite events organized by MƒA teachers that allow teachers to explore shared interests. They are a great way to meet MƒA community members outside the MƒA office.
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY. TEACHERS ARE RESPONSIBLE FOR THEIR OWN FOOD AND DRINKS.
Are you interested in building community with other MƒA teachers who work or live in the Bronx or Upper Manhattan? Let’s get to know each other while sharing teaching experiences and resources over drinks, snacks, and games. This meetup is a fantastic opportunity to reconnect with friends and neighbors and meet new ones. Colleagues who are interested in learning more about MƒA are welcome as well!
Come Paddle! Outrigger Canoeing on the Hudson
Coordinated By: MƒA Master Teachers Madeline Crump and Greg Salwen
WEDNESDAY, JUN 18
OFFSITE
COMMUNITY
Are you interested in learning a Polynesian sport on the water? Join us for an introductory outrigger canoe paddle at the Pier 96 Boathouse. Led by experienced New York Outrigger volunteers, you’ll learn the history and basic techniques of this unique sport while enjoying breathtaking views of the Manhattan skyline. Connect with our Hudson River estuary and experience the joy of paddling. All are welcome to join; no prior experience is required, and all materials provided.
Day at the American
Museum of Natural History
Coordinated By: MƒA Master Teachers Christine Kola and Gloria Nicodemi
SATURDAY, MAY 10
OFFSITE
COMMUNITY
Are you interested in discovering what minerals are found in New York City, if iron meteorites are magnetic, or why some dinosaurs are archosaurs but not all archosaurs are dinosaurs? Join us for a day of exploration at the American Museum of Natural History! On this Saturday trip, we’ll answer these questions as we explore lifelike dioramas, immersive exhibitions, and hands-on interactive displays. Enjoy a scavenger hunt, walk through a giant cladogram, and discover the museum’s many resources. All are welcome, including friends and family!
Escape the Room Adventure
Coordinated By: MƒA Master Teachers Ramona Fittipaldi and Annycardeli Lopez
THURSDAY, MAY 1
OFFSITE
COMMUNITY
+ PLEASE NOTE: TEACHERS MUST COVER THE $39 COST OF THE ESCAPE THE ROOM.
Are you interested in tackling puzzles, piecing together clues, and forging connections with other MƒA teachers? Join us for an exciting adventure as we collaboratively navigate challenges and (hopefully) escape the room! We will meet at MƒA for pizza and walk to Escape the Room together. All teachers are welcome!
Explore Alley Pond Park!
Coordinated By: MƒA Master Teachers Wendy Castillo, Lauren Couto, and Yishan Lee
SATURDAY, MAR 22
OFFSITE
COMMUNITY
Are you interested in exploring amphibian habitats in Long Island? Join fellow MƒA nature enthusiasts and Urban Park
Rangers to check out local frog and salamander breeding grounds in temporary annual spring ponds in Alley Pond Park. We will learn about the types of amphibians found in the park, their life cycles, and how geological history has shaped their habitats.
Fermentation 101: The Science of Suds
Coordinated By: MƒA Master Teachers Everton Henriques and TJ Smolka
FRIDAY, MAY 9
OFFSITE
COMMUNITY
Are you interested in how beer is made? Join us for an exciting New York City Brewery tour and see fermentation in action! We will explore the four basic components of beer fermentation and get hands-on with the materials involved. We will guide you through the brewing process, discussing beer styles, the evolution of beer, and how offflavors can arise. This MƒAdventure is for beer enthusiasts or anyone curious about how beer is made commercially.
Hiking Staten Island’s Greenbelt
Coordinated By: MƒA Master Teacher Didi O’Brien
SATURDAY, APR 5
OFFSITE
COMMUNITY
Are you interested in hiking the scenic Greenbelt? Join us for an exhilarating four-mile journey through quiet trails full of diverse native species now thriving in their natural habitats, once polluted by sewage drainage from the Fresh Kills Landfill. Expect to encounter remnants of ancient mills and abandoned settlements, freshwater springs, tidal wetlands, beaver dams, human-made mountains, glass eel sanctuaries, and, if fortune favors us, majestic bald eagles soaring overhead.
Are you interested in observing living fossils in their natural habitat? Join us for a twilight Horseshoe Crab walk at Plumb Beach in Brooklyn! We will observe these fascinating marine invertebrates as they come to our shores to spawn under the full moon. Teachers should bring a flashlight and wear shoes they don’t mind getting wet.
The Journey North: Spring Migration in Prospect Park
Coordinated By: MƒA Master Teacher Ronnie Almonte
SATURDAY, MAY 10
OFFSITE
COMMUNITY
Are you interested in seeing some stylish birds sing their little hearts out? Millions of birds will migrate to and over New York City this spring. Join us as we spot songbirds and hawks passing through our urban backyard. We will record our observations using eBird, a citizen science app used by birders worldwide. Afterward, you can share your birding experience with your students and incorporate birds into a lesson. All levels of birding experience are welcome, and binoculars are available to borrow with advance notice.
MƒA Goes to Broadway!
Coordinated By: MƒA Master Teachers Brittany Beck and Courtney Ferrell
TBD OFFSITE
COMMUNITY
+ PLEASE NOTE: FACILITATORS WILL EMAIL TEACHERS ABOUT DATES AND PRICES, AND TEACHERS ARE RESPONSIBLE FOR PAYING FOR THEIR TICKETS.
Are you interested in attending Broadway shows with other MƒA teachers? Are you drawn to the lights of Broadway and the magic of performance? Join us to experience Broadway together, bond and network within our community, and perhaps be inspired to enrich our classrooms! We will choose shows based on interest and availability.
MƒAle: A Brewery Adventure
Coordinated By: MƒA Master Teachers Courtney Ferrell and Dave Richardson
FRIDAYS, MAR 7, MAY 9
OFFSITE
COMMUNITY
+ PLEASE NOTE: YOU MAY SIGN UP FOR EACH MEETING SEPARATELY DEPENDING ON YOUR AVAILABILITY.
Calling all craft beer enthusiasts! Join the MƒA community at breweries around NYC for networking, community building, and some games!
MƒA Potluck Recipe Swap
Coordinated By: MƒA Master Teachers Shakira Provasoli and JoEllen Schuleman
FRIDAY, MAY 2
OFFSITE
COMMUNITY
+ PLEASE NOTE: FACILITATORS WILL EMAIL TEACHERS ABOUT LOCATION BASED ON A SURVEY.
Are you interested in sharing your favorite dish at a potluck or picnic? Calling all MƒA chefs—bring your best
MƒAdventures
recipe to share! Whether it is a family favorite, a quick and easy one-pot dinner, a recipe you found online, or a show stopping dessert, all foods are welcome!
MƒA Pride March p
Coordinated By: MƒA Master Teachers Sjene Kendrick and Ross Whitehead
SUNDAY, JUN 29
OFFSITE
COMMUNITY
+ PLEASE NOTE: WE WILL TIE-DYE T-SHIRTS DURING THE LGBTQIA+ AFFINITY GROUP MEETING ON JUNE 10. IF YOU ARE A MEMBER OF THE LGBTQIA+ COMMUNITY AND WANT TO ADD YOUR OWN FLAIR TO YOUR SHIRT, FEEL FREE TO JOIN!
Are you interested in joining a group of MƒA teachers to walk in the Queer Liberation March? Join us to march in solidarity, celebrate our diversity, and get a free t-shirt! ALL queer folks and allies wanting to march in solidarity against systemic injustice and for the liberation of all people are welcome.
MƒA Summer Softball
Coordinated By: MƒA Master Teacher Osvaldo
Adames Vasquez
TBD
OFFSITE
COMMUNITY
+ PLEASE NOTE: THE DATES WILL BE COMMUNICATED TO TEACHERS ONCE FINALIZED BY THE LEAGUE IN APRIL.
Are you interested in playing gender-inclusive, casual softball with other MƒA teachers this summer? We participate in a Zogsports league and have games on a handful of Sundays at various locations in Manhattan. We hope you can join us! Please register to indicate that you are interested in playing softball this summer. The facilitators will reach out before each game to confirm your availability.
Mosaics: Beginner I
Coordinated By: MƒA Master Teachers Jackie Rivas and Scott Wassmuth
THURSDAYS, FEB 13, FEB 27
OFFSITE
COMMUNITY
+ PLEASE NOTE: THIS IS A TWO SESSION M ƒADVENTURE.
Are you interested in creating mosaic art? Join us for this two session MƒAdventure to learn how to craft mosaics with stained glass. In the first session, we will focus on planning our designs and cutting, nipping, and gluing the glass pieces. In the second session, we will grout and finish our mosaic creations and discuss potential classroom connections! No previous artistic experience required.
Pi Day Run Around!
Coordinated By: MƒA Master Teachers John Garvey, Jillian Jaccoma, and Wan Park
FRIDAY, MAR 14
OFFSITE
COMMUNITY
+ PLEASE NOTE: TEACHERS ARE RESPONSIBLE FOR THEIR OWN FOOD AND DRINKS.
Are you interested in celebrating Pi Day with a fun 3.14 mile run? Meet us at the MƒA building to map out a route using Strava Art that draws the numerals 3.14. We will have two groups: one for those running at a 10-minute mile pace, and another for those running at a 14-minute mile pace. After the run, we will gather for some pie and Pi-themed puns. Wear Pi-affiliated shirts if you have them!
Spring Into Action! Beach Clean-Up
Coordinated By: MƒA Master Teachers Cynthia Jimenez and Daniel Madden
SATURDAY, MAR 29
OFFSITE
COMMUNITY
Are you interested in celebrating and helping restore New York City’s coastlines? Join us for the third annual MƒA
coastal clean-up at Rockaway Beach! We will meet at the Riis Beach Promenade and spend the day removing marine debris to help restore the beauty of this sensitive coastal ecosystem, all while connecting with fellow MƒA teachers in the great outdoors. Gloves, garbage bags, and pickers will be provided. Please bring water, sunscreen, and comfortable shoes you don’t mind getting dirty or wet. All are welcome—let’s make a difference together!
Stained Glass Creations: Beginner
Coordinated By: MƒA Master Teachers Emmett DiPadova, Jackie Rivas, and Scott Wassmuth
THURSDAY, MAY 1
OFFSITE
COMMUNITY
Are you interested in learning how to make stained glass crafts? Join us at NYC Museum School to explore the basics and hone your stained glass-making skills. By the end of the session, you will have your very own finished piece! No prior artistic experience is required—bring your creativity and enthusiasm!
Star Party
Coordinated By: MƒA Master Teachers David Deutsch and Alia Jackson
FRIDAY, MAR 7
OFFSITE
COMMUNITY
+ PLEASE NOTE: IN THE EVENT OF POOR WEATHER, THIS M ƒADVENTURE WILL BE RESCHEDULED FOR APR 4, 6:30 - 8:30 P.M.
Are you interested in stargazing? Join us on the roof of the Manhattan Center for Science and Mathematics as we observe the night sky through telescopes and engage in other fun astronomy activities! We will observe the Moon, Jupiter, and the Orion Nebula, with a possible dive into stellar spectroscopy. All are welcome!
MƒAdventures
STEM Holidays: Pi Day and Beyond!
Coordinated By: MƒA Master Teachers Snigdha Das and Yvette Silver
FRIDAY, MAR 14
OFFSITE
COMMUNITY
+ PLEASE NOTE: TEACHERS ARE RESPONSIBLE FOR THEIR OWN FOOD AND DRINKS.
Are you interested in celebrating Pi Day and brainstorming ways to make other STEM holidays memorable for your students? Join us in giving this irrational day a fresh twist with pizza and Pi-infused activities. We’ll explore creative ideas not just for Pi Day, but also for other STEM celebrations like Euler’s birthday, Moon Landing Day, and Mole Day. Teachers will receive a digital resource folder two weeks before Pi Day with activities for student celebrations. All teachers looking to create nerdy joy and excitement around this peculiar and fascinating number are welcome.
Teachers, Take a Hike!
Coordinated By: MƒA Master Teachers Courtney Ferrell and Yishan Lee
SATURDAYS, MAY 31, JUN 7
OFFSITE
COMMUNITY
+ PLEASE NOTE: CONSIDER JOINING THE “M ƒA HIKING” GROUP ON SMALL-WORLD NETWORK, WHERE WE WILL COMMUNICATE ABOUT ANY ADDITIONAL HIKING OR NATURE ADVENTURE OPPORTUNITIES THAT POP UP!
Are you interested in hiking as a way to rejuvenate and reflect as a teacher? If you need an escape from the city to explore nature, join us on the trail! Before each hike, we will communicate about transportation needs.
Visit to Governors Island
Coordinated By: MƒA Master Teachers Carolina Castro-Skehan and Alexander Lord, Ed.D.
SATURDAY, MAY 10
OFFSITE
COMMUNITY
+ PLEASE NOTE: TEACHERS ARE RESPONSIBLE FOR THEIR OWN TRANSIT COSTS, FOOD, AND DRINKS.
Are you interested in learning about the rich history of Governors Island, just off the coast of Lower Manhattan? Join us to explore the island’s various recreational activities while connecting to mathematics and science! Possible activities include tours to learn about the history
and engineering of the historic structures Fort Jay and Castle Williams, renting bikes to explore the island, a picnic lunch, and taking in the stunning views of multiple NYC boroughs, New Jersey, and the Statue of Liberty. All are welcome, including friends and family!
Thursday Thinks
Thursday Thinks are monthly STEM talks open to MƒA teachers, their colleagues, and guests from the wider STEM community. This speaker series features engaging and accomplished experts who delve into cutting-edge mathematics, science, computer science, and education topics.
For the fall 2024 semester, in-person Thursday Think attendance is creditbearing, meaning it will count towards your fellowship minimum attendance requirements.
Thursday Thinks
Productive Failure: Learning How to Fail Toward Success
Speaker: Manu Kapur, Ed.D.
TUESDAY, FEB 25
MƒA AUDITORIUM & ONLINE
INQUIRTY, PRACTICE, AND LEADERSHIP
Failure is often seen as a stepping stone to success, so why wait for it to happen by chance? In this talk, Dr. Manu Kapur will describe the concept of productive failure and demonstrate how intentionally designing for failure can lead to deeper learning. He will also explore practical strategies for creating safe, constructive environments where failure becomes a tool for conceptual understanding, creativity, and knowledge transfer. Discover how embracing and planning for failure can transform your approach to teaching and learning.
Dr. Manu Kapur is the Director of the Singapore-ETH Centre and a Professor of Learning Sciences and Higher Education at ETH Zurich,
Switzerland, a leading university in Europe that brings together professors and researchers from around the world. With a strong technical background in engineering and statistics and doctoral training in the learning sciences, Dr. Kapur brings a unique interdisciplinary skill set to the study of human learning, combining the fundamental mechanisms of learning with application development for translating these mechanisms to teaching and learning. He is widely known for his work on productive failure and has delivered two TEDx talks focusing on the topic. His contributions extend across high-profile journals and conferences, influencing educational policies and practices internationally. Learn more about Dr. Kapur at www.manukapur.com
The Teacher’s Superpower: Building and Using Your Pedagogical Knowledge
Speaker: Dan Meyer, Ph.D.
THURSDAY, APR 10
MƒA AUDITORIUM & ONLINE
MATHEMATICS
Effective mathematics teaching goes beyond content knowledge—it requires understanding the pathways students navigate when learning mathematics, including the detours and bridges they encounter along the way. In this talk, Dan Meyer will engage teachers in exercises designed to develop their pedagogical content
knowledge—“pushups” for the teacher brain. Teachers will watch classroom videos, predict and analyze student responses to middle school mathematics questions, and explore new strategies for inviting student thinking. By anticipating and responding to student misconceptions, teachers will gain practical tools to foster deeper learning and engagement in their classrooms and schools.
Dr. Dan Meyer taught high school mathematics to students who didn’t like high school mathematics. He has advocated for better mathematics instruction on CNN, Good Morning America, Everyday With Rachel Ray, and TED.com. After earning his doctorate from Stanford University in Mathematics Education, Dan joined Desmos to design Desmos Math, a digital mathematics curriculum that emphasizes social connection and mathematical creativity. Dan now works at Amplify, Inc., as the Vice President of User Growth, where he focuses on teacher efficacy and student learning across Amplify’s suite of curriculum and technology products. He lives in Oakland, CA. To hear more from Dan, check out his blog.
Thursday Thinks
Legacy: Mobilizing for Health Equity p Speaker: Uché Blackstock, M.D.
THURSDAY, MAY 8
MƒA AUDITORIUM & ONLINE
SCIENCE
Over the past twenty years, maternal mortality rates have worsened across all racial and ethnic groups in the United States, with Black individuals and other people of color experiencing the most significant increases. Despite numerous innovations in research and technology, this troubling trend persists. In this special fireside chat edition of our Thursday Think Series, Dr. Uché Blackstock will share her call to action for achieving health equity. She will examine the historical and contemporary factors contributing to racial health disparities and propose actionable solutions at the individual, community, and policy levels to improve health outcomes for all Americans.
Drawing on her personal and professional experiences as a Black physician, Dr. Blackstock will share insights into the challenges she has encountered in some of the country’s most esteemed medical institutions. Teachers will have the opportunity to submit questions for the conversation. Following the chat, Dr. Blackstock will host a book signing for her memoir, LEGACY: A Black Physician Reckons with Racism in Medicine.
Dr. Uché Blackstock is a physician, thought leader, and the founder and CEO of Advancing Health Equity (AHE). Her mission is to dismantle racism in healthcare and close the gap in racial health inequities. Dr. Blackstock has received numerous awards, including the American Medical Women’s Association’s Presidential Award, the Harvard Humanist of the Year, and the NAACP Valiant Service Award. She regularly appears in the media, and her writing has been featured in notable publications such as the Chicago Tribune , Scientific American , The Washington Post , and New York Magazine . Additionally, she was recognized by Forbes magazine as one of “ 10 Diversity and Inclusion Trailblazers You Need to Get Familiar With ,” by Fortune magazine as one of “ 13 Innovators Shaping the Future of Health ,” and in 2024, as one of TIME’s “ 100 Most Influential People in Health .” Dr. Blackstock received both her undergraduate and medical degrees from Harvard University, making her and her twin sister, Oni, the first Black mother-daughter legacy graduates from Harvard Medical School. Dr. Blackstock recently published her generational memoir, LEGACY: A Black Physician Reckons with Racism in Medicine , which became a New York Times best-seller. She lives in her hometown of Brooklyn, New York, with her two schoolaged children.
Equity Webinar Series
Equity Webinar Series
Equity Webinar Series are virtual workshops open to MƒA teachers, other Master Teacher programs, and people interested in learning more about MƒA. Each webinar leads with a nationally recognized STEM educator talk, followed by breakout sessions, where small groups discuss how they can apply these powerful ideas in their classrooms.
For the fall 2024 semester, Equity Webinar attendance is credit-bearing, meaning it will count towards your fellowship minimum attendance requirements. Teachers are expected to stay for the entire session, including the talk and the small group discussion.
Equity Webinar Series
Climate Justice Challenge: Classroom and Community Action p
Speaker: Deb Morrison, Ph.D.
MONDAY, MAR 3
ONLINE
SCIENCE
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO STAY FOR THE ENTIRE SESSION, INCLUDING THE TALK AND SMALL GROUP DISCUSSION.
Climate justice is built on a core set of values and encompasses a wide range of issues. Given its relevance to every aspect of life, how can we effectively teach this critically important topic? In this webinar, Dr. Morrison will explore the fundamental principles emerging from the environmental and climate justice movements. She will present a range of climate justice challenges and opportunities, including how climate change has amplified environmental injustice, climate solutions derived in collaboration with Indigenous, frontline, and fenceline communities and their knowledge of place
and nature, and ways of being that can shift our future pathways toward more just and sustainable futures. Dr. Morrison will also share resources developed by and for educators to enhance climate justice teaching and capacity building across grades K-12, highlighting materials from the University of Washington’s STEM Teaching Tools climate learning collection, as well as new case study videos and other resources from the Center for Climate Justice.
Dr. Deb L. Morrison works at the intersection of justice, climate science, and learning. She is a climate and anti-oppression activist, scientist, learning scientist, educator, mother, locally elected official, and many other things besides. Deb works in research-practice-policy partnerships from local community to international scales. She works to iteratively understand complex socio-ecological systems through design-based and action-oriented research while at the same time seeking to improve human-environment relationships and sustainability. Dr. Morrison draws on an eclectic range of justice theory to inform her work in the world and to foster her continued journey for transformative liberation. She is a well-published author on diverse topics that intersect with climate justice learning and continues to foster collaborative writing partnerships across disciplines and communities that have historically been disconnected. Information about Dr. Morrison’s work can be found at www.debmorrison.me.
Learning From Black Teachers’ Pedagogical Practices in the Science Classroom p Speaker:
Alexis Riley, Ph.D.
MONDAY, MAY 19
ONLINE
INQUIRY, PRACTICE, AND LEADERSHIP
+ PLEASE NOTE: TEACHERS ARE EXPECTED TO STAY FOR THE ENTIRE SESSION, INCLUDING THE TALK AND SMALL GROUP DISCUSSION.
What can educators learn from the pedagogical practices of Black teachers prior to the Brown v. Board of Education Supreme Court decision? This landmark ruling declared racial segregation in public schools unconstitutional. It also initiated a state-sanctioned mass exodus of the Black teaching force, which dropped from 45% to 7% between 1954 and today. Black teachers’ pedagogical practices have always centered liberation, justice, and joy. Teachers today can learn from the liberatory practices and tools adapted by Black educators, especially as science education is being mischaracterized as politically neutral and objective. In this webinar, Dr. Alexis Riley will invite teachers to: (1) reflect on the potential of science teaching and learning as pursuits of liberation, justice, and joy; (2) explore historical Black pedagogical practices and their connections to science teaching and learning; (3) embark on a solutions-oriented journey inspired by the anti-racist and anti-oppressionist work of current Black women science teachers who have applied lessons from the past. Teachers will leave with practical tools and strategies established by Black teachers throughout history. While the tools presented will be most applicable to science teachers, all are welcome.
Dr. Alexis D. Riley (she/her) is a teacher-educator and Stevie Wonder enthusiast. She is a tenure-track Assistant Professor at New York University-Steinhardt in the Teaching & Learning Department. Alexis has been in education since 2011, teaching social studies and science in Harlem for four years and then 9th grade Physics for five years. Her experiences with culturally relevant pedagogy heavily influenced her teaching and vision for the classroom. Alexis’ research has prioritized the legacy, innovations, and healing of Black women teachers by placing their instinctual and improvisational teaching skills at the center of science education.
Community Contributions
Community Contributions are leadership opportunities for MTII+ (teachers in their second, third, fourth, or fifth Master Teacher Fellowship) to deepen their connections within the MƒA community by becoming involved with admissions, recruitment, communications, facilitation, supporting new MƒA teachers, and other leadership activities. Please review each contribution for its unique structure and requirements.
Community Contributions
Course Proposal Support: Brainstorm and Build Facilitators
Coordinated By: MƒA Professional Development Team
TUESDAY, JAN 28
ONLINE
Applicant Screener
Coordinated By: MƒA Admissions & Recruitment Team
TUESDAY, MAY 13
THURSDAY, MAY 22
M ƒA
COMMUNITY
+ PLEASE NOTE: BEFORE SIGNING UP, PLEASE BE SURE YOU CAN ATTEND ONE OF THE IN-PERSON ORIENTATION DATES, TUESDAY, MAY 13 OR THURSDAY, MAY 22, AND AT LEAST ONE OF THE FOLLOWING SCREENING DATES: MAY 31, JUNE 1, 7, 8, 14, 21, OR 22, 8 A.M. - 5 P.M.
Join us to help identify the next cohort of MƒA Master Teachers! Screeners are assigned to a panel of interviewers to help gather more information about fellowship finalists in a two-part, full-day, virtual interview process. Screeners must first attend an in-person orientation on one of two dates: Tuesday, May 13, or Thursday, May 22. Then, on their assigned screening day, they collaborate with two content experts to conduct interviews, which include observing and evaluating applicants’ presentations. Over the day, screeners will interview four to six teacher candidates and provide insight into whether each meets the Master Teacher Fellowship criteria.
*Community Contributions are opportunities for MƒA teachers who have completed at least one Master Teacher Fellowship.
COMMUNITY
+ PLEASE NOTE: IN ADDITION TO SIGNING UP, PLEASE COMPLETE THIS PREFERENCE SURVEY AND BE SURE YOU CAN ATTEND BOTH THE TUESDAY, JAN 28 ORIENTATION AND AT LEAST TWO OF THE FOLLOWING DATES:
FEB 13, MAR 11, OR MAR 19.
Have you successfully proposed and facilitated courses at MƒA? Are you interested in supporting and encouraging other MƒA teachers to do the same? Join us as we create a warm, inviting space for teachers to share and workshop their course proposal ideas. As a Brainstorm and Build Facilitator, you will work with Professional Development team staff to plan and co-lead two engaging sessions for teachers to workshop their proposal ideas. Whether they don’t know where to start, have questions about the process, want to finetune and solidify an idea, are looking for a co-facilitator, or all of the above, you can help guide them on their journey.
+ PLEASE NOTE: YOU MUST BE AVAILABLE FOR AT LEAST ONE OF THE FOLLOWING EQUITY WEBINARS TO PARTICIPATE IN THIS COMMUNITY CONTRIBUTION:
MONDAY, MAR 3: DEB MORRISON
MONDAY, MAY 19: SHAMARI REID
The MƒA Equity Webinar Series brings nationally recognized educators and champions for STEM equity to the MƒA community. Each webinar begins with an engaging talk followed by small group discussions for teachers to brainstorm classroom applications. As an Equity Webinar Series Facilitator, you will co-facilitate one webinar this spring which includes introducing the
speaker, managing the question and answer period, and facilitating the small group discussions using the Open Space protocol. Equity Webinar Series Facilitators attend two planning sessions (dates TBD) in addition to facilitating one Equity Webinar. All sessions take place virtually.
Information Session Host
Coordinated By: MƒA Admissions & Recruitment Team
MONDAY, JAN 27
ONLINE
COMMUNITY
+ PLEASE NOTE: THIS COMMUNITY CONTRIBUTION IS OPEN TO MASTER TEACHERS IN THE THIRD OR FOURTH YEAR OF THEIR FIRST FELLOWSHIP. BEFORE SIGNING UP, PLEASE BE SURE YOU CAN ATTEND BOTH THE VIRTUAL ORIENTATION ON MONDAY, JANUARY 27, AND AT LEAST TWO OF THE FOLLOWING DATES: JAN 30 (VIRTUAL), FEB 25 (IN-PERSON), OR MAR 11 (VIRTUAL).
Are you interested in sharing your MƒA experiences with others and helping create an MƒA community built on diversity and excellence? Become an Information Session Host this spring! Current MƒA teachers are essential in encouraging and supporting prospective applicants by sharing tips, tricks, and strategies for successfully navigating the application process. All Information Session Hosts must attend a virtual orientation meeting and then help facilitate two Information Sessions this spring.
MƒA Orientation
Host
Coordinated By: MƒA Director of Programming
Courtney Ginsberg and MƒA Director of Admissions & Recruitment Sharine Stevenson
TBD
M ƒA & ONLINE
COMMUNITY
+ PLEASE NOTE: BEFORE SIGNING UP, PLEASE BE SURE YOU CAN ATTEND AT LEAST ONE DAY OF MƒA MASTER TEACHER ORIENTATION ON AUGUST 19 AND 21.
Are you passionate about fostering community and supporting new MƒA Master Teachers? MƒA Orientation Hosts are essential in welcoming and introducing them
Community Contributions
to the values, practices, and culture that make MƒA unique. As an Orientation Host, you may help co-facilitate workshops, lead community-building activities, and guide new fellows as they navigate their first days at MƒA. This is a wonderful opportunity to share your experiences, connect with others, and make a lasting impact on our newest cohort. Join us in creating a welcoming and supportive entry into the MƒA community! Teachers with a strong understanding of our Community Norms or use of the TRU frameworks are encouraged to join.
Praxis Prep Session Facilitator
Coordinated By: MƒA Admissions & Recruitment Team
MONDAY, JAN 27
ONLINE
COMMUNITY
+ PLEASE NOTE: BEFORE SIGNING UP, PLEASE BE SURE YOU CAN ATTEND BOTH THE VIRTUAL ORIENTATION ON MONDAY, JANUARY 22, AND A PRACTICE SESSION DATE ALIGNED TO YOUR CONTENT AREA:
FEB 11, FEB 26: BIOLOGY, CHEMISTRY, COMPUTER SCIENCE, EARTH SCIENCE, ELEMENTARY MATHEMATICS, ELEMENTARY SCIENCE, GENERAL SCIENCE, MATHEMATICS, PHYSICS MAR 10: BIOLOGY, GENERAL SCIENCE, MATHEMATICS
Praxis Prep Session Facilitators are critical in helping prospective MƒA applicants prepare for the Praxis content test. Specifically, facilitators often serve as point people for recruitment, answering content-related questions and responding to general inquiries about MƒA fellowships. For this community contribution, Praxis Prep Session Facilitators first attend a virtual orientation and then lead a two-hour virtual content-specific Praxis Prep Session with prospective applicants.
Professional Development Catalog Builders
Coordinated By: MƒA Professional Development Team
MONDAYS, APR 7, APR 28
ONLINE
COMMUNITY
+ PLEASE NOTE: CATALOG BUILDERS MUST READ AND EVALUATE COURSE PROPOSALS BETWEEN THE TWO VIRTUAL SESSIONS.
Are you interested in playing an integral role in supporting the design of the MƒA Professional Development Catalog? Join us as we review teacher course proposals and plan the MƒA program for the 2025-2026 academic year. As a team, we’ll discuss how the TRU frameworks for powerful classrooms and professional growth shape our catalog design process, read and offer insights about course proposals, and collaborate to plan a program responding to the needs and wants of the MƒA teacher community.
Shared Knowledge Materials Screener
Coordinated By: MƒA Program Officer Nakita VanBiene and MƒA Master Teachers Jeffrey Lowenhaupt and Michelle Sims
MONDAYS, MAR 3, MAY 19
ONLINE
COMMUNITY
+ PLEASE NOTE: SCREENERS MUST READ AND EVALUATE SUBMITTED RESOURCES BETWEEN THE TWO VIRTUAL SESSIONS.
Join us in curating a centralized space where teachers can share and access highly effective and engaging classroom tools and resources. Over the past seven years, Shared Knowledge Screeners have procured an extensive database of curricular tools. These resources, developed and evaluated by the MƒA teacher community, now live on the Small-World Network as the Shared Knowledge site. In this community contribution, screeners will have the opportunity to review materials submitted by MƒA teachers, add these materials to the repository, and support the pedagogy and practice of MƒA teachers across the city.
Small-World Network Community Mobilizer
Coordinated By: MƒA Director of Data Systems Miriam Ignatoff
THURSDAYS, FEB 13, APR 24
ONLINE
COMMUNITY
+ PLEASE NOTE: MOBILIZERS MUST LOG INTO THE SWN WEEKLY TO INTERACT WITH ONLINE POSTS.
Are you interested in connecting with your colleagues and sharing your knowledge with the online MƒA community? Join us to help initiate discussions and respond to questions on the Small-World Network (SWN). Mobilizers will log into the SWN weekly to reply to posts, ask questions, and select a post(s) to highlight in the weekly community digest email.
