Santosha Oliver completed her Ph.D. in biomedical science at the University of Connecticut while earning a Connecticut teaching certificate through the Alternate Route to Certification program. She began teaching science at East Hartford High School in 2006. In this statement, posted July 1, 2008, she tells how her experience in research during her Ph.D. program has helped her in the classroom. Subsequently, after teaching for several years, she was named coordinator of assessment, evaluation and research for the East Hartford Public Schools, and then was appointed as assistant principal of the school system’s O’Brien STEM Academy.

Prior to becoming an educator, I worked in research. I participated in research projects in fields including endocrinology and internal medicine, immunology and serology, and developmental biology and genetics. My research training has helped me to become a successful science teacher because I am able to bring my knowledge and passion of biotechnology to the classroom.

In my short tenure as a science teacher, I have worked with students to isolate DNA and analyze it, using gel electrophoresis and Polymerase Chain Reaction (PCR). I have also used a hands-on approach to teach the central dogma of biology and genetic engineering by helping students genetically transform bacteria to glow under an ultraviolet light.

The East Hartford school system has afforded me the opportunity to present students with a different perspective about science and technology with the goal of encouraging more minority and female students to pursue careers in science. For me, the special moments in teaching are the ones where students actually make those connections between science and their own lives. Even more rewarding is watching students envision themselves in science-based careers. For example, I have taught many students who absolutely hated science and now tolerate it. In some cases, they are considering careers in medicine, forensic science, and engineering.

I believe my classroom is a unique experience for most of my students because they are learning about science from a teacher that looks like them, has a Ph.D., and perhaps has overcome some of the very obstacles that they face. In addition, most of my students are exposed to biotechnology activities that usually are reserved for students located in wealthy districts or enrolled in advanced classes.

I believe successful science teachers teach not only content, but also experimental design, problem-solving strategies, critical thinking skills, and laboratory technique, while showing students the link between science, technology, and society. I believe my research background gives me this advantage and allows me to use a holistic approach to teaching science.

Miguel Cardona grew up in Meriden, Conn., and was honored with an Alma Exley scholarship in 1998 while working toward a bachelor’s degree in elementary education at Central Connecticut State University. He began his teaching career at Israel Putnam Elementary School in Meriden and has been serving as principal of Hanover Elementary School in Meriden since 2003. In addition to his degree from CCSU, he holds master’s and doctoral degrees from the Neag School of Education at the University of Connecticut. Posted June 21, 2008

When I first applied for the Alma Exley Scholarship in the late nineties, I did not realize the impact the process would have on my life. Back then, I needed money for school. More than 10 years later, I can say that the involvement with the Alma Exley Scholarship program is a big part of the reason I am who I am today.

Then, it provided me an opportunity to articulate the importance of teachers of color in our schools. It was the first real opportunity to share my thoughts about the subject. Prior to this, it had never been asked. Like many of the current aspiring teachers of color, I understood the importance of learning from people that share many of the same cultural beliefs as me. Within the scholarship family that Alma created posthumously, I felt that pride of being surrounded by other successful people from many different ethnic origins. My involvement with members of the Alma Exley Scholarship program inspired me not only to believe that we need teachers from diverse backgrounds, but that we also need school and district leaders from diverse backgrounds.

After three years of teaching and two serving as an instructional associate, I became the principal of an elementary school in Meriden. It is with great passion that I strive to inspire young Hispanic children to reach their goals. Equally as important for me is to have all children, regardless of ethnic background, see that leaders come in a variety of beautiful colors.

To the applicants, you will begin this process looking for financial assistance. Be prepared to be changed and inspired to achieve at levels greater than you ever thought possible for yourself.

That is what this scholarship has done for me.

Violet Jiménez Sims reflects upon the impact of teachers of color. Ms. Jiménez Sims, honored at a reception on May 15, 2008, is a graduate of the University of Connecticut and the Alternate Route to Certification. She is a Spanish teacher at New Britain High School. Posted June 5, 2008.

I attended Connecticut public schools since the age of nine, mostly in New Britain. While I always had many classmates of color, the same could not be said for my teachers. Along the way, I had some good teachers and some notably bad ones, but I don’t associate their ability to teach with their race. What I do believe was negative about the experience was that it added to the many other ways children get stereotypes embedded into their minds.

I believe that it is important to have more teachers of color in Connecticut public schools so that the people in this profession are a closer reflection of the student population. If the diversity that can be seen throughout this state and this country cannot be seen throughout possibly the most influential profession, that sends a strong and discouraging message.

I don’t believe that you need teachers of color to teach students of color. However, young impressionable minds are easily influenced, and noticing successful adults of color is an uplifting and encouraging experience for all children.

I started to become interested in teaching during my senior year of college, while majoring in theater. Teaching seemed like the perfect way to use my creativity while being a positive role model.

I completed an independent study in a middle school. After a few other experiences with students of different ages, I knew teaching was my calling and completed the Alternate Route to Certification.

I’ve been teaching one year at New Britain High School, a large, urban, challenging school. The challenges include: attendance, behavior, time constraints for planning and correcting, and being informative and effective.

One of my advisors in the ARC program, Joe Alaimo, provided a comforting analogy regarding the first year of teaching. He said it was like learning to drive a car with manual transmission. It’s challenging at first, but it’s rewarding when you get the hang of it. During my first year in the classroom, I have had some positive experiences.

One particular student I called on at the beginning of the year became so nervous that he turned red and started stuttering. After class I spoke to him and told him that I would work with him and call on him only when he was ready. We agreed that as I glanced around the room I would be looking for a signal from him, and would call on him only when he definitely knew the answer. A small, affirming nod was our code.

His confidence has grown so significantly that just a few days ago he volunteered to read something in front of the class, something I would never have expected from the kid I thought was going to have a panic attack after giving a one-word answer two months ago.

Another issue is students who are afraid of success, those who choose to fail so they can claim, “I didn’t try.” I take the opportunity to talk about excellence and the importance of not letting others define who should be successful and who shouldn’t even try.

I had a student who made it known that he didn’t take school seriously and didn’t try to excel. I assigned him a project and worked with him quietly to encourage him to succeed. He did a good job on the project and earned a high mark. When he tasted success, he was so pleased with his accomplishment that he took every opportunity to talk about his project.

This showed that students will aspire to learn and succeed if they get some encouragement and get to enjoy the fruits of their success.

I’m grateful to the New Britain School District for allowing me to have these experiences, which have helped me grow. I’ve heard others complain and say other districts are much easier, but “anyone can steer the ship when the water is calm.”