A proud alum of the initial Hollyhock cohort, Damon Noland, is entering his sixth year of teaching at The Urban Assembly Institute of Math and Science for Young Women in Downtown Brooklyn, NY. Damon fills multiple leadership roles at the school, including Science Team Leader and Union Chapter Leader. He holds a Masters Degree in Education with a concentration in Biology from Brooklyn College, which was achieved through the NYC Teaching Fellows program. The work at Hollyhock has inspired him to concentrate efforts at his school toward exploring equitable solutions in regards to school community and discipline. This is especially relevant given that the mission of the school is to provide women with more opportunities in STEM fields. Damon is thrilled to return to the Hollyhock family as an Alumni in Residence and can't wait to meet the cohort members and continue this important and energizing work.
Darby Masland has taught a variety of humanities courses in her six years as a teacher in the New York City public school system, including 6th grade Humanities, 9th & 10th Grade Global History, and 12th Grade Economics and Participation in Government. Originally from Harrisburg, Pennsylvania, Darby graduated from Teachers College at Columbia University with a master’s degree in the Teaching of Social Studies. Darby participates in a number of professional organizations that work to elevate the teaching profession and share best practices among teachers. In her free time, Darby enjoys exploring the outdoors, both in the Northeast and around the world.
Lindsay Humphrey teaches 9th Grade English Language Arts at PUC Community Charter Early College High School in the San Fernando Valley of Los Angeles. Lindsay has worked on PUC's Common Core Strategy Team and as a Common Core Pioneer, focusing on the organization's transition to the CCSS. She is an Induction Mentor and a frequent presenter at PUC's Community of Practice, an annual teacher-led professional development conference. Lindsay was a Los Angeles Teach Plus Teaching Policy Fellow from 2013-2014. She holds a California Clear Credential in Single Subject English and did her credential coursework at California State University Northridge. She graduated with a BA and MA in English Literature from Stanford University.
Matthew McCluskey is a seventh-year English teacher and Chair of the English Department at North Star Academy College Preparatory High School in Newark, NJ. As an instructional leader with Uncommon Schools, Matthew coaches teachers and facilitates regular professional development numerous topics, such as argumentation, close reading, using seminars as a teaching tool, and CCSS ELA shifts. Over the past two years, Matthew has helped usher in the Common Core to Uncommon Schools through creating and managing CCSS-aligned assessments for all high schools in the Uncommon network grades 9-12. This work has led to PARCC averages 27% higher than the non-economically disadvantaged subset across grades 9-11 and 36% higher than the State average. In addition to his work with Uncommon, Matthew is an Adjunct Professor at the Relay Graduate School of Education, where he teaches an ELA Pedagogy course. Matthew received his Bachelor's and Master's Degrees from the Boston College Lynch School of Education. Matthew also acts as an ELA consultant for Unbounded, an organization designed to help school leaders provide Standards-aligned curriculum and instruction. He has facilitated PD for and consulted schools in Arkansas, North Carolina, Massachusetts, New York, and New Jersey. Matthew’s favorite role is as founder and advisor of the Broad & Central Literary Magazine (an award-winning literary magazine and club for student writing and art). Recently, he received an Uncommon Schools Knowledge Grant to create professional development resources on facilitating discussion in High School and was a semi-finalist for the Fishman Prize. In July 2016, together with 2015 Hollyhock Fellow Julia Addeo, Matthew founded North Star Academy’s second high school.
Sarah Ahmed has taught 9th grade Algebra, Geometry and Earth Science in both traditional public and charter high schools for the last 4 years in Oakland, California. Originally a a Cleveland, Ohio native, Sarah joined the came to the Bay Area in 2012 to join the Teach For America corps in Oakland. Since then, Sarah has focused her time on teacher training, support and development of new teachers, working with student teachers in programs from San Francisco State University and the MACSME program at University of California, Berkeley. Sarah is Trellis Mentor Fellow, a role which allows her to pursue this work in new teacher support through a 6-year cycle of mentorship. At her current school, Sarah has also served as a policy debate coach for the last three years. She loves math, logic, argumentation, and all practices related to making math a subject we talk about as richly as we do in the humanities.
Sarah Harrington is a dual certified (History and ESL) high school teacher in Chelsea, Massachusetts. Before arriving in Chelsea, she taught ESL for a year in Ecuador, as well taking part in the City Year Americorps program. After these experiences, Sarah attended Harvard University, where she obtained her Masters in Education through the Teacher Education Program. Sarah just finished her fifth year of teaching history to English Language Learners at Chelsea High School. Her classes include US History I and a social studies class she created for ESL Level 1 students who have just arrived in Chelsea. Sarah has held many leadership roles in her school, including being a mentor to first year teachers, taking part in a pilot Restorative Justice Initiative, and collaborating with an interdisciplinary group of teachers to design a new Advisory curriculum for 11th and 12th grade students. In the winter months, Sarah also coaches the JV Girls' Basketball Team.
Sarah Streitz teaches at Edison High School in Minneapolis, Minnesota, an urban school characterized by the diversity of its learners. She strives to create opportunities for all students to feel confident enough to be willing to persist on challenging problems as they use the lens of mathematics to examine, understand and explain the world around them. Sarah brings many years of experience with designing and differentiating curriculum for English Language Learners including students with limited or interrupted formal education. She is excited to share her belief that all students can do math!