Author Archives: Woody

Math and Social Justice? Sacha Kelly Makes It Real

Sacha Kelly, whom we honored in 2009, has been recognized by the Math Teachers’ Circle 4 Social Justice (MTC4SJ), an organization that puts the spotlight on math teachers who promote social justice.

What does mathematics have to do with social justice? Ms. Kelly explains it this way:

“There are social justice issues that appear to have nothing to do with math. But math is inherently a part of how some of these injustices are designed and perpetuated. By addressing these issues and learning the mathematics behind them we can create the change that needs to happen.”

Applying Math Concepts to Societal Issues

Ms. Kelly is a math teacher at the Academy of Science and Innovation, a magnet high school in New Britain. CT. In teaching algebra and geometry, she shows students how mathematical concepts can be used to address various societal issues.

  • Policing and race? Understanding can be achieved by describing categorial data.
  • Inequities in education? Apply a concept called least squares regressional line.
  • Does gun control work? To find out, think about regression inference.
  • Treating stroke? The hypothesis test for two means can provide insight.
  • Is climate change real? Try using a concept called inference for matched pairs.
  • Who’s better: LeBron James or Michael Jordan? Percentiles and Z-scores could provide the answer.
  • How much money do social-media influencers make? Interval for a mean will help clear this up.

In addition to teaching algebra and geometry, Ms. Kelly has helped create an SAT prep and enrichment class as well as an intervention program for students struggling with math.

Celebrating People of Color in Science and Math

Her classroom walls are dedicated to celebrating people of color within STEM to allow students of color to see themselves represented in the fields of science, technology, engineering, and math.

She also mentors a group of future educators enrolled in the CT Teacher Residency Program, which aims to bring more people of color into teaching. She also tutors future teachers to help them to pass the Math Praxis exam, which aspiring teachers must pass to earn certification.

Ms. Kelly was part of MTC4SJ’s inaugural Summer Stars cohort in 2021 and was one of the authors of the Mural Mathematics lesson.

“I loved being part of the group,” she said. “It allowed me to dedicate time to building the social justice curriculum that I and other like-minded educators can use as a resource in our classrooms.

Sacha Kelly is one of the artists who created this street mural in Hartford to make a plea for social justice.

Street Art for Social Justice

The teacher has made a name for herself as an artist who incorporates math into her art. She has worked on multiple Black Lives Matter murals to support the BLM Movement in Hartford, Bloomfield, and Windsor. One of her art pieces is displayed in the New Britain City Hall.

Sacha Kelly participated in the creation of this mural at Bloomfield Town Hall.

Entering the World of Social Justice Math

Ms. Kelly has long brought concepts of social justice into her teaching of mathematics. This reflects her background as a student of color who saw first-hand the under-representation of Black teachers in the public school system, particularly in the STEM field.

“I had phenomenal teachers of color who inspired me to give back by becoming a teacher,” she said. “I have been able to view the public education system from both sides–as a student and an educator. My experience has taught me the importance of drawing from my racial and cultural background in the classroom. Incorporating social justice issues into my teaching came natural to me because the societal issues that my students care about are on my mind as well.

Supporting Academic Achievement

“As I have Incorporated social justice into my classroom, I have seen students reflect on their mathematics abilities and realize they are stronger than they initially thought,” she said. “This realization also extends into their academic achievement overall. I have seen my students become more likely to continue education after high school and hopefully enter the STEM field after being exposed to social justice in math class.

“For students, this exposure is important because the content allows them to see themselves as change agents in society,” she added. “I have seen students realize that by learning the mathematics behind these civic issues, they can create the change that needs to happen. They realize that they can utilize math in a way that can directly affect their lives.”

  • Woody Exley

State Teacher of the Year: ‘Representation Matters’

Kim King, Connecticut’s 2022 state teacher of the year, speaking to a diverse group of future teachers, shared her personal perspective as a Korean American on the need to increase the diversity of the educator workforce in Connecticut.

Kim King, 2022 CT Teacher of the Year

Ms. King, an art teacher in Mansfield, spoke to more than 100 students attending an Educators Rising conference. The program provides classes and clinical experience to encourage high school students to pursue careers in eduction. Central Connecticut State University hosted the virtual event.

Following are excerpts from her remarks.

Feeling Hopeful

“Seeing so much diversity in our pre-service educators gives me hope. I went through elementary, high school, college, and graduate school without ever seeing a teacher who looked like me.

“This lack of representation was especially damaging because I’m an inter-country, transnational adoptee, which means I grew up outside of my race and culture. I grew up in a white family where I learned it was ungrateful to ask about being adopted or even being Korean. I was their kid. End of story.

“However well intentioned, it was extremely misguided. I was forced to shape my identity of what it means to be Asian in America based on inaccurate depictions in the media and commonly held stereotypes from the adults around me.

“I carried for the first part of my life shame in my identity. I didn’t see myself reflected in the American experience, our country’s history, or even my school. But hopefully, the next generation of students will see themselves reflected in their teachers and in the content being taught in their classrooms.

“Representation matters. It is critical during a time when some states are limiting their educators’ ability to teach the truth.

Teaching Is an Act of Hope

“Who we are – our histories, our experiences – all inform who we will be as teachers. Teaching is a radical practice. It is an act of hope. Whether you consider yourself an optimist or not, teaching is the ultimate act of optimism.

“You have to believe that what you are doing will impact future generations. You have to have faith that the seeds you are planting today will bear fruit years from now. Otherwise, why teach?

“Teaching is fundamentally about connections and the profound impact a relationship can have on a student. It is the small gesture or words that stick with a student long after the memories of a lesson have faded. It is making a student feel seen, heard, and empowered that matters.

Students at 22 high schools in 19 cities and towns are participating in Educator Rising, which provides coursework and clinical experience to students to encourage them to pursue careers in education.

Connecticut Laser-Focused on Educator Diversity

Since 2017, school districts in Connecticut have hired more than 1,900 educators of color, surpassing the goal set by the State Board of Education in its five-year strategic plan.

According to the Connecticut State Department of Education (CSDE), a wide range of evidence supports the benefits of a diverse educator workforce. Benefits include gains in student achievement as well as lower dropout rates and higher college admissions.

Multi-Pronged Approach

Since achieving its goal, the CSDE has been implementing a multi-pronged approach to further diversify the educator workforce in the state’s public schools. Key initiatives include the following:

A Guidebook for Hiring and Selection prepared by the CSDE provides support and guidance to help school districts increase the racial, ethnic, and linguistic diversity of their educator workforces. 

An Enhanced Educator Certification Reciprocity Policy streamlines the processing of certification of educators who hold valid and active out-of-state certification. This is expediting efforts to recruit diverse, high-quality educators from Delaware, the District of Columbia, Maine, Massachusetts, Maryland, New Hampshire, New Jersey, New York, Pennsylvania, Puerto Rico, Rhode Island, Vermont, and Virginia. 

NextGen Educators gives undergraduate educator candidates the opportunity to work in school districts to gain valuable experience and gives districts immediate access to new talent while addressing staffing shortages.

Educators Rising introduces middle- and high-school students to careers in education. In the 2021-22 school year, the program has nearly 500 students enrolled in clubs and courses in 22 schools in 19 mostly urban districts, which have high numbers of students of color. 

The Male Educator Network (MEN) initiative, a subset of Educators Rising, focuses solely on young men of color with an interest in careers in education. Currently, there are two pilot sites located at E. Hartford High School and New Britain High School.

TEACH Connecticut supports aspiring educators with free, one-on-one support, financial aid resources, information on educator-preparation programs, and more. In year three of the program, TEACH CT supported more than 500 applicants, 41 percent of whom identify as people of color and 39 percent of whom want to teach in a subject shortage area.

Connecticut Troops to Teachers aims to address teacher shortage areas, increase the number of male teachers of color, and reduce veteran unemployment.

The Minority Teacher Recruitment Policy Oversight Council is developing strategies to attract middle- and high-school students to careers in education, encourage college students of color to enroll in educator-preparation programs, recruit educators from other states, and more. 

Virtual Career Fairs are held in partnership with Regional Education Service Centers (RESCs). Invitations are sent to certified teachers of color who are not currently teaching, recent graduates of Connecticut educator-preparation programs, Historically Black Colleges and Universities, and Hispanic-Serving institutions. 

RESC Regional Consortia enable diverse local educators to convene and develop workforce diversity plans that address attracting, recruiting, hiring, supporting, and retaining educators.

The EdKnowledge Online Repository hosts promising practices and models of success to retain educators of color. 

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