Eric Ashton, earth science teacher; Fellow since 2003 Eric Ashton was on track to receive a medical degree from Columbia University when he changed paths and became a NYC Teaching Fellow. Now in his sixth year of teaching and his third as an Earth Science and lead science teacher at the Marta Valle Secondary School in Manhattan, Ashton’s students regularly excel on the Earth Science Regents exam, far exceeding citywide average scores.   Eric on his work in the classroom: “In my classroom (10-12th grade Earth Science), students are usually seated in groups working hard on the differentiated activities that my team teacher and I have designed for them. We use lots of technology such as a smartboard, laptops, and the TI-Navigator wireless assessment system. We are constantly collecting assessment data from students and using that to determine where to go next. Efficient learning requires a cycle of feedback and adjustment.”
	Sine Bayar, special education teacher; Fellow since 2003 As a special education teacher, Sine Bayar has realized gains in reading skills by as much as four grade levels with her students and has also been instrumental in helping students develop vocational skills and internship experience by creating COOP Teach, a vocational training program, and maintaining partnerships with a range of leading organizations.   Sine on her work in the classroom: “We have created a safe space where students feel comfortable. Our class is a high-energy area with a crazy lady who runs around, dances, makes jokes and instills routines. It’s the kind of space where kids can practically run the class themselves due to consistent practices…I have learned that teaching also requires an element of tough love to maintain order...Overall, my experience as a Fellow has been extremely fulfilling, and I look forward to teaching for the rest of my career.”
	Megan Cahill, English teacher; Fellow since 2005 In her four years of teaching, Megan Cahill has received two UFT grants that allowed her English students at the Bushwick Leaders’ High School for Academic Excellence to teach memoir writing to sixth graders and to interview and write about cancer patients in local hospitals. Each year, she publishes an anthology of her students’ work and leads a daily double period for English Language Learners and special education students to help them perform well on the English Regents exam.   Megan on her work in the classroom: “Teaching has been a calling. I can not imagine myself doing any other profession. When an excited student finds me early in the day to tell me that they read ahead in their book, I know that I am in the right place. When I call a parent to tell them that their child needs to get back on track and we work on an improvement plan, I know that I am in the right place. When a former student comes back to visit and thanks me, I know that I am in the right place. Teaching is about making connections with students and inspiring them to learn, I am thankful that I have been able to do this and hope that I can continue.”
	Ashley Hodge, special education teacher; Fellow since 2006 A graduate of NYC public schools, Ashley Hodge is in her third year as a District 75 teacher and has already established herself as a leader at The Damrosch Day Treatment School. She has implemented a number of reading programs, including the Voyager Passport Reading Program, Wilson’s Foundations, and Achieve 3000, a differentiated instruction program.  Ashley on her work in the classroom: “I build and uphold a culture that speaks directly to maintaining excellence. My teaching style is one that deeply reflects on my personal responsibility as their teacher. That responsibility includes making the most of all experiences with my students, setting high expectations, and demonstrating that learning occurs everywhere... I challenge ideas, encourage cooperative learning, delve into issues that are rampant in their lives, and talk about things that spark curiosity and interest.”
	Evan Weinberg, math and physics teacher; Fellow since 2003 After graduating with an engineering degree from Tufts University, Evan Weinberg joined the faculty at Herbert H. Lehman High School, where he started the robotics teams and works with students to build robots for the FIRST Robotics Competition. In 2005, he initiated a successful AP physics program at Lehman, and in the first two years of his AP course, Weinberg saw 100 percent of his students receive college credit. Evan on his work in the classroom: “My engineering education was a balanced mix of theory and application, and I feel students deserve the same level of balance in my classroom. As a result, I try to provide problem solving and active learning activities whenever possible.  In addition to everything I have mentioned, the ultimate key to my students' success is that I walk into the classroom daily expecting my students to raise themselves to reach high standards every day. Sometimes we do not succeed, but I push my students to understand that mistakes are part of the process. Just as an engineer does not always get the design right the first time, we learn from our mistakes in the classroom, and ultimately become stronger because of them.”
First-year Winner:
	Heather Lawrence, special education teacher for math and science; Fellow since 2007 When the principal of the Urban Assembly School for Wildlife Conservation selected the 20 top academic performers in his school, half of them were in Heather Lawrence’s class. A first-year teacher, Lawrence emerged as a leader in her school by serving on the school’s Data Inquiry team. Heather on her work in the classroom: “I know my students well and tailor my instruction to move them towards higher levels of achievement. Knowledge of my students helps me construct bridges between their interests, prior knowledge and the curriculum. These connections knit the students’ knowledge to new understandings of the world.”