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2017 Hollyhock Fellows

Arizona

Agua Fria High School

Agua Fria High School, a comprehensive public school located in Avondale, AZ (in the West Valley near Phoenix), currently serves 1,695 students.  We are the founding school in our district (established in 1956).  Our student body is extremely resilient  and many are first generation college bound. Sixty three percent of our students receive free and reduced lunch.
Our team is comprised of four members: Gianna Miller, Andrew Haubenstricker, Patrick Nightingale and Tori Barber. Gianna Miller has been teaching English for 5 years, covering various courses from sophomore to senior years, including general education, Honors, and AP courses. Currently, she teaches Sophomore Honors English and Junior AP Language & Composition, as she has a passion for helping students achieve a college education. Patrick Nightingale has been teaching high school science for three years, can offer an interactive approach to what inquiry and student engagement looks like in the classroom.  He currently teaches environmental science and other scientific skills to juniors and seniors because he feels a sustainable future is only possible with educated and empowered youth. Andrew Haubenstricker is in his 2nd year of teaching high school math. Andrew strives to share the idea that it is often concepts and strategies that are more effective lessons and take-aways than simply the content itself. By re-imagining math as a breakdown of skills that are at the students’ disposal, he presents the math curriculum into more relatable terms that the students can leave the classroom feeling accomplished. Andrew is currently practicing these strategies with his honors Algebra 2 students as well as in his trig classroom. Tori Barber, a special education co-teacher, is originally from Sacaton, AZ (Gila River Indian Community). She has taught for four years and is currently teaching Read 180. Tori was inspired to teach long term after initially teaching incarcerated/prison bound youth in Santa Clara County alternative schools in the SF Bay Area.) In addition to teaching, we participate in extracurricular activities including sponsoring clubs, coaching sports and running an after school Writing Center Program.
We strongly believe in the importance of fostering 21st century skills. As a team, we will offer the Hollyhock community extensive knowledge of how to use technology in the classroom in order to differentiate instruction, engage diverse learners, and provide effective feedback.  Our team embraces technology as a means of gathering data that drives our instruction and as a method of empowering students to be independent learners and advocates for their education. Because technology is embedded in our school culture, we are providing our students with the self-sufficient skills and strategies needed for college and career readiness.

Joining the Hollyhock community, we look forward to collaborating with teachers across the country, and learning what other schools are doing to retain their highly successful teachers.  It is our hope that many of the strategies and methods that these schools use to support their teachers can be brought back to Agua Fria, in order to ensure that every teacher in every content specialty feels supported in the classroom. We aim to persist and thrive as early career teachers. We commit to reseeding excellence in education through supporting new teachers in our learning community.


California

Community Charter Early College High School

Community Charter Early College High School is a Title 1 charter in the San Fernando Valley dedicated to partnering with parents in order to uplift our communities and explicitly prepare our students for college success. Since the founding of our school, we have served as a community exemplar for graduating a high percentage of our students, many of which have gone on to four-year universities. However, many of our students fail to complete their undergraduate coursework and struggle to graduate on time. As a team of likeminded individuals across contents, we hope to better prepare our students for the rigor and responsibilities required at the university level. We want our students not only to get to college, but to graduate and stand as a examples for the rest of our community, as that is one of the principles of our school mission. We hope to strengthen our own practice and bring back the strategies and structures for the rest of our colleagues in order to instill a strong culture of cross-curricular collaboration across grade levels. Our team is aligned in purpose and we’re excited for what this summer will bring!


Edison High School

Edison High School is a part of Fresno Unified, the fourth largest school district in California. Edison is located in Southwest Fresno. Southwest Fresno is richly diverse in culture, but has also been historically plagued by high rates of crime, unemployment, and poverty. While Edison is socio-economically disadvantaged, it remains a vital source of community pride. Our team at Edison is comprised of three social science teachers, Fernando Santillan, Heather Miller, and Lauren Beal.  Our diverse experiences as a team, combined with our willingness to learn from one another has led to our growth as educators. Equity is already an essential part of our approach and we hope to expand our instructional practices to better meet the needs of students from all academic, socioeconomic, and cultural backgrounds.We look forward to the opportunity to collaborate with people from all over the country with shared goals and with different experiences.


Fremont High School

We teach at Fremont High, an urban public school located in the Fruitvale District--the heart of multiple, large immigrant communities in East Oakland. Our school is approximately one-third Newcomer students who are recent arrivals to the United States. The most common languages spoken at home include Spanish, Mam, Arabic, and Vietnamese comprising of about 64% of the total student population. Within our mainstream classrooms, approximately 10% of students have an IEP.

As a team of dedicated teachers, our overarching goal is to gain the professional development experience which allows us to transform our classrooms from teacher-centered spaces to student-centered ones, where our youth are doing most of the cognitive work. We want to meet all students where they are and promote equitable outcomes, regardless of prior educational experience or learning disabilities. It is imperative that we support our English Learners to engage meaningfully in complex texts, to be critical thinkers, and to communicate effectively through writing and speaking. Our ultimate hope is to nurture a community of learners which is eager to take risks and make mistakes without relying on constant teacher validation. As a team, we want to be able to support and retain new teachers facing similar dilemmas at our school site.

Carolyn Delfino is a second-year Newcomer social studies teacher, Joey Notaro is a second-year mathematics teacher, Maya Shweiky is a third-year English language arts teacher, and Agnes Zapata is seventh-year English language arts teacher. We’re here to build!


Humanitas Academy of Art and Technology

Humanitas Academy of Art and Technology or HAAT is a small pilot school located in East Los Angeles serving 400 diverse students with a staff of 18 teachers.  The beauty and struggle of working at a small pilot is that we have a small staff that works very closely together.  Our small content departments are usually composed of two to three teachers.  The Hollyhock fellowship will allow us to expand our own professional network so that we can continue to build a more extensive bank of resources for the school as a whole.  We anticipate that participating in Hollyhock will allow us the space to reflect on our pedagogy, focus on interdisciplinary work, and to solidify the teaching strategies that will allow us to excel with the common core.  We have experience in interdisciplinary teaching, running a full-inclusion program, utilizing restorative justice practices, integrating a one-to-one laptop program, and working with community partners.  


Orthopaedic Hospital Medical Magnet High School

Orthopaedic Hospital Medical Magnet High School is located in downtown Los Angeles. We are adjacent to Los Angeles Trade Tech. Community College, where our students have the opportunity to take a college course per semester. We also have partnerships with the Orthopedic Institute for Children, California Hospital, USC, and Metro to provide internships and job opportunities for our students. Our demographic is mostly Latin@, with a small percentage of Asian and African American students. All Ortho students are eligible for free breakfast and lunch.

As teachers, our overarching goals are to push our students into higher levels of thinking and questioning while guiding them to be respectful, hardworking, and kind citizens. We implement cohesive and culturally relevant lessons that challenge our students’ literacy and writing abilities.

What we will bring to the Hollyhock community is our eagerness to implement what we learn into our small school; we believe that we can truly effect change and reshape our school culture in the Hollyhock model. Additionally, our team itself is diverse with different levels of experience in teaching and education. A common thread among us is our belief in a socially just pedagogy that is relevant, useful, and equitable for all students.


Santee Education Complex

Santee Education Complex is a secondary school located in South Los Angeles, California. When the campus opened on July 5, 2005, it was the first new four-year high school to open in LAUSD in over 35 years. Beginning with the 2008/2009 school year, Santee teachers and administrators voted to join the Partnership for Los Angeles Schools, a newly formed organization dedicated to bringing the best instructional and operational practices into the classrooms of inner-city schools. As science teachers at our school, we often find that our students come to our classes not prepared to tackle the necessary material. Many of the students have never participated in laboratory experiments, or written laboratory reports before, so we have to teach them the structure along with the concepts. We hope that with the integration of NGSS, we will be able to collaboratively create meaningful lessons and utilize useful strategies that address our students’ needs and yet still challenge them to excel in Science practice in addition to content. Our goal in attending the Hollyhock Fellowship program is to collaborate with other educators and to build upon our knowledge of such strategies to benefit our students and inform our practice. In return, we offer an open mind and willingness to collaborate with others in the program to give back to the larger educational community.


Social Justice Humanitas Academy

Social Justice Humanitas Academy (SJHA) is an LAUSD pilot school consisting of approximately 530 students and 29 teachers. We are one of four small schools on the Cesar Chavez Learning Academy campus in San Fernando, California. As a pilot school, teachers have autonomy over curriculum through our Instructional Leadership Team (ILT). Over 90% of our students receive free and reduced lunch. Our vision is that all members of our learning community (students, teachers, staff) achieve self-actualization. A key way in which we strive to realize this vision is through interdisciplinary teaching and planning, which helps students make meaningful and relevant connections between various content areas and their lived experience. Through Hollyhock, we aim to strengthen the connections between the humanities and STEM as a means of helping our students overcome the opportunity gap. At Hollyhock, we will bring a sense of leadership that we have each gained as a result of our experiences at a teacher-led school. We will also bring a compassionate culture that lends itself to developing the humanity and dignity of students thereby propelling their academic development. Thus, we are able to bring new curricular ideas to the table, all the while remaining firmly rooted in our sense of purpose as educators. Since SJHA practices distributed leadership, we will bring a sense of leadership that each of us has gained at our school; moreover, what we learn from the Hollyhock Fellowship will be shared amongst our staff.


Yerba Buena High School

Serving the predominantly Latino and Asian communities in the Southeast of San Jose, Yerba Buena represents a vibrant union of students, their families, and staff from a diverse set of backgrounds and experiences.  Our students are Warriors in and out of the classroom, facing and overcoming academic and social injustices that marginalized communities too often face.  Currently, our campus is undergoing major renovations that are impacting students, teachers, counselors, and administrators alike and, in addition to these uncertain and cramped circumstances, our limited space is shared with multiple schools operating on campus.  Despite these challenges, we are committed to growing and learning in the teaching profession in solidarity with our students.  We look forward to finding ways to make our lessons more rigorous, equitable, and meaningful for all.  Moreover, we are devoted to celebrating diversity and honoring the unique needs and educational experiences of our students which, from one student to the next, will necessarily differ from our own. As we continue to strive to address the cultural needs of our students, we look forward to the opportunity to learn and grow with the Hollyhock Community over the next two years and beyond.


Colorado

North High School

The history of Denver North High School dates back to the 1870s when it served the pre-Denver town of Highland and was called the Ashland School. As the city of Denver continued to grow, the school grew, and eventually became part of Denver Public Schools and graduated its first official class as Denver North in 1886. Denver North is a highly diverse school working to serve the community in which it’s located with over 85% of students receiving free lunch. Working at Denver North is a chance to directly experience and contribute to a long history of education.
The Denver North Cohort is made up of Jenna Hughes, 9th grade English, Lauren Proffitt, 9th grade Math, Hilary Mangiagli, 10th grade History, and James Rolston, 10th grade English. As a team we are trying to ensure that all of our students have access to an equitable education. We want to expose our students to material we believe to be critical using the latest research and pedagogical strategies available so that our lessons are presented in the most effective and engaging way possible. The Hollyhock Fellowship is an opportunity to move to the next level as educators and increase the rigor and efficacy of our instruction.


Georgia

KIPP Atlanta Collegiate

Betsy, Cree and Kulsum are a team of high-school teachers within the Knowledge is Power Program (KIPP) in Atlanta, Georgia. Our high school was founded in 2011 and is focused on propelling our students to and through college. We utilize a few initiatives to ensure that we achieve this mission, including an expanded school day, an advisory program, AP for ALL in our core subjects, and a restorative justice system to promote a strong school culture. So far, we have seen great results with our program. In 2016, 93% of our seniors graduated and earned a college acceptance letter. This was the 3rd highest rate amongst Atlanta’s public schools.
 
The members of our 2017 Hollyhock team represent the 9th grade class at KAC, and we are excited to collaborate on improving our students’ transition from middle school to high school. Our goal is to implement an instructional system that is consistent and rigorous and supports students in being responsible for their own learning. Coming from a variety of backgrounds and subject areas, we hope to bring a diverse set of perspectives to the Hollyhock community and look forward to advancing our own thinking in the process. We hope to continue building together and strengthening our systems and practices to create the most effective classroom for all our kids.


Illinois

Catalyst Maria High School

Catalyst Maria High School is a charter school that serves equal parts Latinx and African American students in the Chicago Lawn neighborhood. It shares space with an elementary and middle school as well, forming one of the few K-12 buildings in the city. Though young in history, the high school has managed to achieved the highest possible CPS rating (Level 1+!!) over its five years within the community.  Our students are bright and talented, but also face obstacles as a result of the inequitable policies which have been predominate for most of Chicago’s history.  Located on the Southwest Side, our school is located directly in the path of Martin Luther King Jr.’s march through Chicago.  We strive to put this history into practice every day, with a school motto of: “Always more, always better, always with love.”
Kolby, Faith, and Naomi all work to embody this “always with love” concept to best serve the Chicago Lawn community. Faith Le, a founding teacher at Catalyst Maria, teaches 9th grade biology and AP Biology and is head coach of the cross country and track team.  Kolby Lirette, in his fourth year with Catalyst, is a special education teacher, who works in both the co-taught and direct instruction settings teaching chemistry and physics; he is also the assistant coach for the cross country and track team. Finally, Naomi Volk, who is in her first year at Catalyst Maria, teaches 12th grade English, Honors 12th grade English, and AP Literature.  We hope to combine our various levels of experience and content specialties in order to create impactful and sustainable results in our outstanding school community.  Our students overcome great obstacles, and yet come to school each day ready to challenge themselves and better their school and community.  We seek to validate this experience by pushing ourselves to create the school community we know our students deserve.


Wendell Phillips Academy

Wendell Phillips Academy High School is a Chicago Public School in the Bronzeville neighborhood on Chicago’s South Side. The first predominantly Black high school in Chicago, we claim Gwendolyn Brooks, Nat “King” Cole, Herbie Hancock, Lee Roy Murphy, and Dinah Washington as some of our notable alumni. We also became the first Chicago public high school to win a state Football Championship last year, and you may recognize our building if you’ve ever seen “Save the Last Dance”. We partnered with Academy for Urban School Leadership in 2010 to become a “Turnaround” school. We have a student body of about 600 who are 98% Black and 97% Low Income. Since the turnaround six years ago, we have seen tremendous growth in our attendance, GPA, test scores, and have seen 100% of graduating seniors accepted to college for the last two years.  

Our team this year consists of two math teachers, a history teacher, and a science teacher. We are all passionately committed to our school and our students and are life-long students in our respective content areas. We recognize that our students face unique challenges and circumstances that force us to get creative in how we push every student’s learning to the next level. Our goals are to explore new ways to foster more equity in the classroom and differentiate instruction and engagement to better prepare students for an ever changing world. We’re excited to do this in a collaborative context and looking forward to learning with and from each of you.


Massachusetts

Charlestown High School

We teach at Charlestown High School which is an open enrollment school in an urban neighborhood in northern Boston. As far as racial demographics go, our school is made up of 40% African American students, 30% Hispanic, 6% white, and 20% Asian.  Additionally, 25% of our student body is designated as needing Special Education services, 40% are ELLs, and 88% are eligible for free or reduced lunch.  The point here is simply that our teaching context is extremely diverse in culture, needs, and incoming skill sets.  In all honesty, numbers aside, our team goals are intentionally grandiose.  Being that we are all on the English content team our goals focus around building a culture where kids can grow and develop their literacy skills.  The vast majority come to us well-below grade level, and often ostracized from other educational systems. With this reality in mind, we dream of creating an educational space where students love to learn while also facing their demons and unflinchingly addressing the problematic spectres that haunt our society. As a team we all come from different educational backgrounds and experiences, but yet we all seem to align in our passion for teaching.  Yes, the reasons we teach are varied and our approaches are different, but in the end we think our passion is what we bring to any space. (From left to right: Natasha Srivastava, Caroline Smith, Jules Perez, and Cesar Ortega Jr.)


Minnesota

Humboldt Senior High School

Rachel, Andrew, Ben and Charlotte are math teachers from St. Paul, Minnesnowta who are excited to join the Hollyhock community of passionate educators. At Humboldt High School, students come from a variety of backgrounds, bringing diverse experiences and strengths. More than half of our students speak a language other than English at home, and it’s not uncommon to have five different languages represented in one classroom. Research and experience tells us that students learn math by talking about math, especially with their peers; therefore, we are excited about learning how to deepen student understanding through discourse with the added challenge of having a high English Language Learner population. We are proud implementers of AVID and ENVoY (Educational Non-Verbal Yardsticks) to maximize engagement and achievement, as well as PBIS (Positive Behavior Intervention Strategies) to promote a positive school climate. We hope to bring our ability to make people laugh, our commitment to build positive relationships with students and colleagues, and our desire to grow.


New York

Bronx Academy for Software Engineering

The Bronx Academy for Software Engineering (BASE) is a four year Career & Technical Education high school situated within the most underserved borough in New York City. At BASE, we believe that education enables our students to cross boundaries, to challenge the status quo, and to realize their own agency and autonomy. Our goal is that the Hollyhock fellowship will help our team ensure that the principles we avow live within our teaching every day. We want to grow our practice to become more aware, more responsive, and more intentional. We’d like to develop practices around equity and literacy that help students read the world. What we bring to Hollyhock is our perspective as educators who are committed to diverse learners and students with disabilities. The members of our team are Justin Engles, Alexandros Orphanides and Gabriella Mucilli. Justin teaches Special Education in the Humanities, he comes to teaching via creative writing. Alex also teaches Special Education in the Humanities and works as a freelance writer. Gabriella supports our English Language Learners as the ENL teacher and ENL program coordinator. As teachers of special education and English to speakers of other languages, we're uniquely situated to impact students across classrooms and disciplines by imbuing our literacy work with the insights we gain this summer.


Harvest Collegiate

Our classrooms at Harvest Collegiate, a small public, unscreened high school in New York City, are some of the most geographically, racially and socioeconomically diverse spaces the City: nearly 60 percent of our students are on free or reduced lunch and over a quarter of our students have IEPs. The students reflect the diversity of all five boroughs, with students of color comprising nearly 70 percent of the learners. We are part of the New York Performance Standards Consortium, meaning instead of standardized tests, our students work toward significant projects, like a mini-PhD thesis for the high school level, which is presented publicly. The Consortium also empowers teachers to write their own curricula and assessments. Danny and Julia are both second-year math teachers, who are part of the Math for America Fellowship. Danny teaches Statistics and Algebra II to Upper House students (11th and 12th grade) and Julia teaches Geometry to Lower House students (9th and 10th grade). Andy del Calvo is in his fourth year of teaching social studies and previously taught in the North Bronx. He teaches Lower House history courses on Revolutions, Genocide, and Colonialism and is the chair of the Social Studies Department. We are all interested in expanding our pedagogy and thinking about how to systematically create greater social justice within our school. 


HERO High School

Health Education and Research Occupations High School (also known as HERO High) is a CTE 9-14 school located in the heart of the South Bronx. Opening its doors to students in September of 2013, we are an unscreened school whose mission is to prepare students for a future in health care through our partnership with Hostos Community College and Montefiore Medical Center. Students are encouraged to take advantage of our full program to earn a degree in nursing or community health through Hostos. We have an advisory model where advisors are assigned a group of students and stay with them through graduation. Students take college courses as early as 10th grade, and they are expected to meet the state requirements for graduation from high school. Our team is a group of educators ranging in experience and disciplines. Adam Sawamura is a 2nd year US History teacher who brings social justice into his classroom by teaching different perspectives of history. Angelique Tarazi is a fourth year Living Environment teacher whose goal is to introduce students to science by applying concepts to the real world, and being more kinesthetic. Lastly, Deanna Bowman is a 7th year English teacher whose main focus is to implement different learning practices that allow students to connect with texts that, on the surface, seem out of reach for them. We believe all students can excel and enjoy learning. Our team goal is to find new practices to incorporate in our classrooms and to assure that all our students, whether they be ELL, students with special needs and those that are gifted, can reach their full potential.


Knowledge and Power Preparatory Academy International High School

Knowledge and Power Preparatory Academy (KAPPA) International High School is a Title I, urban public high school in the Bronx. KAPPA is only one of three public high schools in the Bronx that offers an International Baccalaureate Diploma Program, aligning with our goal of reaching an equitable quality education for all. We also implement Experiential Learning Opportunities, Mastery-Based Learning, and advisory to promote positive and student-centered learning. In 2016-2017, KAPPA has nearly 500 students. The percentage of students that identify as English Language Learners is 15% and the percentage of students that identify as having special needs is 22%. In addition, 89% of our students receive free or reduced lunch.
Our Hollyhock team represents the disciplines of History, Science, and Math as well as English as a New Language (ENL) and Special Education. Our overarching goals as classroom teachers are to develop equitable learning opportunities for all students and to build a school and surrounding community of inquiry, compassion, integrity, and commitment. In order to serve our diverse student population, we seek innovative ways to plan and teach a highly differentiated, culturally responsive curriculum.


New Visions Charter High School for Advanced Math and Science III

The New Visions Charter High School for Advanced Math and Science III is a public charter school located in Sheepshead Bay, Brooklyn. At AMS III, we focus on enriching student lives by cultivating students’ imaginative and creative abilities as well as nurturing passions for social justice through project-based learning, partnerships with community organizations, and authentic instruction. As a relatively new school, graduating our first class this June, we are committed to reflecting on our individual and school-wide practices and adjusting our methods to ensure that students’ needs are met.


Gina Le is a founding staff member of AMS III and a 4th-year English/Special Education teacher who has taught 9th grade English, American Literature, and AP English Language & Composition through a lens of social equity and cultural relevance. Erin Rougeux is a 4th year English teacher who began her teaching career alongside the establishment of AMS III in 2013. Erin has taught Reading Intervention, Creative Writing, AP Literature, and 10th grade English. Her goal is to prepare her tenth graders for the English Regents while focusing on skills that students will need for future success. Rigoberto Sargeant is a 2nd year Special Education English and History Teacher and was one of the founding members of AMS III as a Parent and Community Coordinator. Rigoberto has taught 9th and 10th grade Global, U.S. History, Economics, and 9th grade English. He is also our campus’ Junior Varsity Basketball coach. His goal is to prepare students for postsecondary success through rigorous classroom and social opportunities. Anne Desrosiers has been at AMS III for one year serving in the Social Studies Department and contributing her expertise in providing experiential and international opportunities to low-income, underrepresented youth.  As a team, we are looking to leverage our skills and passions with Hollyhock’s resources and collaboration to nurture a more positive and motivating student culture, develop authentic rigor, and work to provide equal opportunities for all of our students to find success.


Uncommon Schools

At Uncommon Schools, we believe that a Bachelor’s degree should be within reach for every young person in this nation, and so we make it our mission to help every scholar enter, succeed in, and graduate from a four-year college. Our student body is almost exclusively minority and low-income students, and our high schools combine rigorous academics with clear behavioral expectations that help our students foster the character traits needed to thrive in a college environment. Our team this year is made up of three math teachers from Uncommon High Schools in Brooklyn, New York. We each came into Uncommon having taught in public district schools through Teach for America, and find this balance of experiences in both public charter and public district schools to be helpful as it relates to applying best practices across different types of schools. In addition, each one of us serves as a “Lead Lesson Planner” across our high school network, creating lesson plans for Uncommon’s SAT, Algebra II, and Calculus A classes. With this emphasis on common plans across our network, we hope to share with the Hollyhock Fellowship cohort some of our work on core-aligned assessments and data-driven instruction. From the Hollyhock Fellowship, we hope to further develop skills that we have developed throughout the year as lesson planners and in the classroom– namely, aggressive monitoring and turn and talks in the math classroom. We especially look forward to building classroom environments in which students feel comfortable exploring mathematical concepts and engaging in mathematical discussions, culminating in access to STEM majors and STEM careers beyond our time together in the classroom.
 


Washington Heights Expeditionary Learning School

Washington Heights Expeditionary Learning School (WHEELS) is an Expeditionary Learning school, which focuses on learning through experience and depth of understanding over breadth of knowledge. We are just 10 years old and located in the vibrant neighborhood of Washington Heights in New York City. We are currently moving towards performance and project based assessments, which will free our students from the requirements of standardized testing. Our school is very small (less than 400 students in the high school) and so we are all highly collaborative across grades and disciplines. Our school prepares students for college and life beyond holistically through a dual-focus on rigorous academics and developing of habits of work and learning (HOWLs). Our goal in the classroom as teachers is to reach and support all students where they are academically and emotionally and we strive for social justice and equity in education. Our team’s experience in EL learning, collaboration and passion for social justice are all things that we will contribute to the Hollyhock Fellowship Program this summer, and in the years to come.


North Carolina

John F. Kennedy High School

John F. Kennedy High School is a Title I magnet school with a focus on Career and Technical Education (CTE) located in downtown Winston-Salem, North Carolina.  Our school serves approximately 344 students from all over the district and 86% of our students are on free and reduced lunch.  The majority of our small school is Hispanic with students from many different countries, origins, and backgrounds.  Students seek out John F. Kennedy for its class sizes, engaging teachers, and CTE opportunities.


Our team mainly serves the juniors and seniors at our school and consists of Kristin, Justin, and Brandon. Kristin is a third-year English teacher, Justin is a second-year chemistry teacher, and Brandon is a fourth-year math teacher. Our overarching goal as teachers is to transfer a love of learning to the kids we teach and to instill a drive within them to advocate for themselves, be heard, and contribute to the society in which they live. We hope to return to our classrooms with a new sense of who we are as educators and facilitators within our content area and to refresh our pedagogy to best reach our students.  Having passion for our content and for our students’ success is paramount to what we do every day and we will bring that to the Hollyhock community.


Northern High School

Northern High School is a traditional public school in Durham, NC that is home to just over 1,400 students. Our school serves a highly diverse student population. About 53% of our students receive free and reduced lunch. We offer a variety of programs outside of the core subjects, such as CTE classes, culinary arts, and a visual/performance arts programs. Additionally, Northern is currently in the process of building programs that will enhance student learning outcomes. These programs include, Northern “U” Program, which is seeking to instill college skills in students who enroll in AP classes, and a Science Academy, which aims to enrich the current science program by offering more rigorous pathways and offer students a senior year internship capstone with local biotech companies.
Our team consists of Allie, Tonisha, and Mary Margaret. Allie and Tonisha are third year science teachers and Mary Margaret is a second year history teacher. Our team is excited to join the Hollyhock program and be a part of the existing Hollyhock cohort at our school, which includes a team from last year and a 2014 fellow. After this year, every core content at Northern will have at least one Hollyhock fellow. We hope that through participating in this program we will be able to better teach all of our Northern Knights. Our team is excited to embark on this quest with Hollyhock!


Texas

YES Prep West

Howdy from Houston! Our team consists of Cheikh Beye (Government/Economics), Alexandra Hood (AP English Literature), Travis Marshall (Chemistry), and Roland Wang (AP Environmental Science), and we teach at YES Prep West (YPW). YPW is one of 16 open-enrollment public charter schools throughout Houston serving over 11,000 students from low-income communities in 6th to 12th grade. Founded in 2009, YPW is one of the newer campuses and is unique in terms of our diverse student population in relation to other YES Prep campuses: 73% of students identify as Hispanic, 15% Black/African American, 10% Asian/Pacific Islander, and 2% percent White.
As teachers, we strive towards two mindsets: academic excellence and supporting the whole child. With regards to the former, we ensure our students are college-ready through rigorous academic programs including offering AP courses that students may otherwise not have access to. With regards to the latter, we believe that building relationships with students and parents is key to ensuring that students can achieve their academic and personal goals. While these mindsets will improve with time and experience, we feel that the Hollyhock Fellowship will provide us with additional tools to help further develop our skills as educators. In addition, we feel our different professional and educational experiences will help offer the Hollyhock program a sense of importance of diversity in education.


Wisconsin

Carmen Schools of Science and Technology

Carmen Schools of Science and Technology is a network of charter schools located in Milwaukee, Wisconsin. The mission of Carmen is to graduate all students as critical thinkers and self-directed learners, prepared for success in college, meaningful careers, community involvement, and family life. Carmen currently has three campuses located throughout the city of Milwaukee serving a diverse study body. Our instruction is student centered with culturally relevant pedagogy, student-led conferences, and community involvement. Even though our network is dispersed across the city, we strive to put students first, collaborate always, and let data drive our instruction with a growth mindset.  As a team we represent Math (Ashley and Allison), Social Studies (Dylan), and English (Ashlei) where we have the pleasure of teaching students, grades 9-12. Ashley is a fourth year teacher and 2012 Teach For America (Detroit) and City Year (Milwaukee) Alum with a passion for Urban Education and Culver’s. Dylan is a third year teacher and Alliance for Catholic Education (Oklahoma City) Alum and lives by the airport where he likes to watch planes fly into MKE. Ashlei is a 2015 TFA Milwaukee Corps Member and City Year (Milwaukee) Alum from West Philadelphia (where she was born and raised, on the playground where she spent most of her days) where she fell in love with teaching and trap music. Allison is a 2015 TFA Milwaukee Corps Member and AmeriCorps VISTA Alum with a love of Math memes and cotton candy. As Hollyhock Fellows, our team hopes to collaborate with innovative educators from across the country in order to enhance the Carmen mission and bring back new strategies and fresh ideas to engage students in lifelong learning.