Ember Storrs
Utah Teacher of the Year
Cyprus School, Magna, UT
Grades 10-12, Mathematics

My teaching philosophy
Excellent teachers encompass all aspects of education. They make a difference in the way students view themselves and in their capacity for learning. As a result, my teaching style is designed around the following three ideas.
1) Students should feel safe in my classroom. Whether they are learning Elementary Algebra or AP Statistics, students need to feel comfortable expressing ideas, asking questions, and coming in for extra help. Not a single student should miss out on an opportunity to learn mathematics because he/she is afraid or intimidated in the environment.
2) Students need to feel success to continue learning. Once my students know that I truly take joy in their successes and revel in their understanding of each concept, they begin to buy into my program. My students believe me when I tell them that these strategies will help them improve their math skills. They trust me because they continually feel successful in my classroom.
3) Students need to learn mathematics while in my classroom. An excellent teacher knows that safety and success are crucial to learning, but it is the understanding of the course content that is going to be observed, tested and for the most part rewarded by others outside of the classroom. Once the first two elements are functioning, learning mathematics becomes easy. I often have students say, “Wow, I get ‘it’ this time,” or “This is the best I have ever done in math.” While these types of compliments reinforce why I became a teacher, they are really echoing a much more powerful idea: “I understand math and I love that feeling.”

My philosophy in action
Growing up Salt Lake City, Utah, I had the good fortune to be mentored by many great teachers. I marveled at teachers’ abilities to change my life and the lives of my friends. They involved children who were shy and uninvolved, kindled new interest in children who were lonely and discouraged by school, and inspired students who were eager to be challenged. I saw teachers motivate all types of students to begin the learning process. I experienced the passion of teachers who encouraged and challenged me. With these experiences, I aspired to become a teacher who inspires students to learn and who helps them recognize their potential. I became an educator so that my former teachers would know that their students grow up to be “kind” people who are watching and remembering those things in the classroom that our teachers hoped we would eventually incorporate into our lives. My role as an educator is to make a difference in the way students view themselves and their capacity for learning.

My greatest teaching accomplishment
My greatest contributions in education truly lead to making a difference in the lives of students.

1) The simple idea of teamwork has been in practice in my classroom for seven years. My students learn through cooperative learning. It is far from the traditional ideas of ‘group work.’ With cooperative learning, students must interact with one another constantly to learn the material. We become a family accomplishing a goal together, rather than 35 individuals competing for limited high grades and isolated knowledge.

2) Despite the variables of socio-economic background, elementary and junior high test scores and small numbers of college bound students which some may say are impediments to learning, I was able to develop a strong, successful AP Statistics program. At Cyprus High School, 89% of students taking AP Statistics are taking it as a second math class. Why do I ask students to take TWO math classes at a school that outsiders would classify by our standardized test scores as unsuccessful? The answer is simple -- it gives my students a sense of accomplishment that will last a lifetime. From its inception during the 1997-98 school year, my class of 12 students, which I took bungee jumping to learn about experimental design and data collection, has grown to over 70 students. I have helped 11 classes of statistics students feel success in mathematics and gain the confidence to continue in a subject area many people fear.

3) In public education there are special programs for under-achievers and for advanced students, but students in the middle of the pack are often neglected. Therefore, in 2000-01, I implemented and received grants for an innovative mathematics lab for these students. This lab concept has grown from one section to ten. We now offer a math class that students take in addition to their traditional math course. Any student who wants help with mathematics can get it through this program. Not only are these students feeling more successful in mathematics, but this success seems to be contagious, spreading to success in their other courses.

The most critical issues facing educators today
The ability of each state, district, and ultimately each school to narrow the achievement gap is affected by a myriad of factors but at the heart of these concerns is the fundamental issue of equity and access for all students. Equity means that every student has daily interaction in a nurturing environment that honors and provides support for each individual. Access guarantees that every student is provided a challenging curriculum that is taught by well-trained teachers and evaluated using well articulated measurements. Equity and access are the key values to educational progress. We cannot afford to be complacent in our efforts to secure these ideals because the welfare of our youth is at stake. Students need quality teaching and supportive partnerships to improve their performance. Educators need continued professional development in content, teaching, and learning standards in order to cultivate consistency and quality in the classroom. All stakeholders in education need schools to provide evidence of rigorous measurement standards that assess the growth of students. All students, at all levels and in all curricular areas, can be held accountable for growth once equity and access are provided.

Ways to resolve this issue
The basic need of students to be nurtured and supported by quality educators has not changed. Legislative reforms to “fix” education and equalize the playing field have continued for decades, but schools are still failing to provide quality education to all students. Current No Child Left Behind legislation targets the issue of access and equity but NCLB is simply a structure or framework for what achievement will look like. Success depends on each educator’s willingness and obligation to move outside his/her own teaching practices. Teachers must become familiar with national and state standards for their curricula and then become reflective practitioners of how students learn and how they should be assessed.

Significant progress towards equity and access can be reached once educators adopt a reflective teaching practice. Reflection triggers action and this momentum move teachers to work together to strengthen the quality of instruction in the classroom. In my experience, collaboration deepens my understanding of the content standards and increases the number of instructional strategies that are available to me. I am more effective working in partnership with other teachers, observing instructional strategies outside my classroom, developing mathematics programs for below and at-level students, and collaborating with teachers who have known my students for the past 5-8 years. Educators need to be afforded quality professional development coupled with best instructional practices and assessment standards in order to close the achievement gap for students. Every educator and student should be held to a well articulated set of standards. Ongoing, assessment should be congruent with those standards and complement the outlined content of the course. Ultimately, we must ensure that every student has daily quality educational experiences from a teacher who really cares for them.

One thought to inspire teachers to succeed
My message is that every student can excel in a quality environment. A quality teacher can provide the kind of environment that every student needs to succeed. All students deserve the same opportunities to excel. The reality is that all students do not excel in education. If children experience un-nurturing environments, whether from school or home, they are disadvantaged and that hurts their chance at equality. The goal of every educator should be to create an environment in which students feel safe to express their understanding and ask for help in the absence of it. “What is a quality environment?” The answer is an atmosphere that focuses on making the educational community more connected. If students feel attached to their teacher and the school community they are willing to move outside their traditional comfort zone and to explore other opportunities that await them every student can excel in a quality environment. Once we invest in our children, we invest in our futures because teachers can change the way students view themselves and their capacity for learning. Education must embrace content, teaching, and assessment standards. Educators must seek opportunities to move outside their classroom and increase their level of collaboration with all partners in education. My message is a call to action, a call to support the growth of every single student.

One lesson every student should learn
I want students to recognize that education is often the key to success or at least a means to make the road easier to travel. I believe when students see a united faculty cheering on their success, students are inspired to continue their education. Students believe, ‘We can succeed in college. Look at all of these people who care about us. They believe we can do it.” Students should know they will be expected to perform and demonstrate what they have learned beyond each classroom because each teacher shows them that each classroom encounter is just a few steps on their academic journey.

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