Michelle Abeyta

I have a love for learning and constantly seek opportunities to augment my education and expand my leadership skills. For instance, I am currently involved in a grant through The Center for the Integration of Science Education and Research (C.I.S.E.R) in collaboration with The Texas Regional Collaborative and NASA to become a Science Teacher Mentor (STM). This program has given me the opportunity to broaden my knowledge base and share newfound insights with other science teachers. The sharing of information is meant to help teachers adopt strategies that will help them (me) be more successful in the classroom. In addition, this experience serves as one example of how teachers can continue to grow and thrive in their profession and work collaboratively.

The Associate Director of the STM program and the Pre-College Outreach for Texas Tech University is Susan Talkmitt. Talkmitt and Dr. Lisa Leach, Superintendent at Roosevelt High School and Adjunct Professor at Wayland Baptist University, have been instrumental in my development as a teacher. They have encouraged me to pursue venues that have enriched my professional growth and my teaching abilities. Talkmitt enlisted me to teach in programs that have made an important contribution to a community of young students, such as Shake Hands With Your Future. Dr. Leach made it possible for me to collaborate with The Charles A. Dana Center at The University of Texas at Austin. The Dana Center is a support group designed for teachers to advance their pedagogical knowledge and practices. I have been involved in several professional development sessions through the Dana Center. Last year I attended an extensive workshop on data disaggregation (a session offered primarily to administrators), which gave me the knowledge to better interpret the TAKS data received by the school. In turn, I used this information to develop curriculum to help my students have a better understanding of foundational concepts in the sciences.

Additionally, I believe in interdisciplinary education and collaboration among experts in different fields of study. Last year I designed an extensive curriculum unit that juxtaposed art and science. Combining science and art involved in-depth research that was beyond my field of study. I contacted Juan Granados, a Texas Tech professor and internationally known ceramic artist. Our meetings resulted in information, materials, recipes, and techniques that I used in the “the art of chemistry” unit. Ultimately, my students not only learned the science behind ceramic glazes but also learned about the history and production of ceramics and glazes through first-hand, applied experience. The idea that one area of academics can be integrated with another is very appealing to me. I feel that all disciplines are valuable and that different fields of study can be integrated to form a rich curriculum. This line of thinking lends itself to making the school, teacher, student, and learning experience feel like a whole and not as separate entities within the whole. This interdisciplinary and collaborative spirit requires strong interpersonal communication and the desire to venture outside of what is expected or traditional. I believe that I posses strong communication skills and promote dialogue and collaboration among peers, teachers, and students across disciplines.

Being active in one’s field of study, professional development, keeping up with education and curriculum research, as well as promoting interdisciplinary studies are components necessary to be successful in education. Maintaining high academic standards is equally important. As an educator, I set high standards for myself and expect the same of my students. Notwithstanding, it is sometimes a difficult task to impress upon students’ the importance of science. For this reason, I am continually looking for ways to reinvigorate my curriculum in order to spark the curiosity of students and their desire to learn and challenge themselves. My educational background provided me with a good entry point into the teaching filed; however, I still have much to learn. Through research, commitment, practice, and sheer trial and error, I discovered that from the very beginning of my teaching career, although initially unbeknown to me, I used Inquiry Based methods of investigation. This was a learning experience that encouraged me to constantly research and evaluate various methods (i.e., inquiry based learning) and strategies to set high standards for all my students including special education, low socioeconomic, and minority student populations as well as groups that are traditionally underrepresented in the sciences.

For example, I work especially hard to make sure that female students in my classroom feel that there are exciting opportunities for them in the world of science. Young women do very well in the sciences in elementary school; however, when they get to junior and senior high school, something changes. Their interest and accomplishments in the sciences decrease significantly. I want to help change this trend. For this reason, for the past three years, I have been involved with Texas Tech’s Science It’s a Girl Thing (SIGT). SIGT is a summer camp specifically geared towards recruiting girls into the sciences. My mother has had a direct influence in my interest for the advancement of women. She is currently completing a dissertation in philosophy of art education and women’s studies at Penn State University. She has inspired me to continually increase my level of education and push boundaries beyond structures that limit the potential of people. As she is my inspiration to do and experience great things in life, I want to be that inspiration for others.