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CLHS 2007 EDUCATOR OF THE YEAR |
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Region 3 A high school science teacher for 25 years, Stan Iverson believes students must engage the curriculum in order to understand the natural world and serve local and international communities. To that end, he has developed several community-based projects that link the California Biology/Life Science content standards to the environment. The Watershed Education Summit is an ongoing service-learning project to monitor the health of three tributaries in the American River Watershed. Summit participants include students from five high schools, the U.S. Forest Service, the State Water Resources Control Board, the U.S. Department of Agriculture and the local resource conservation district. Stan is a College Board reader for the Advanced Placement Program and has received environmental teaching awards from California State University, Sacramento, Intel and the American River Conservancy. He has been awarded grants for science and technology equipment that enhances student learning in the classroom and in the field, such as a computer lab, a laser level, water quality monitoring equipment, a global positioning system unit, and geographic information systems software. |
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Region 4 For 34 years, Marty Schimbor has been a pillar in her education community. Her dedication to learning is revealed in student accomplishments. As the advisor for The Mirador newspaper, Marty encourages journalism students to write on challenging issues. As a result, the students work well into the night on a weekly basis to produce an outstanding newspaper and The Mirador has received several awards from national organizations. Recently, her Advanced Placement (AP) English students averaged a score of 4.66 out of a possible 5 on the AP English literature and composition exam. Marty established a district-wide UC Santa Cruz formative assessment system, has served as a California Foreign Language Project teacher-consultant for ten years, and is a BTSA district liaison and site coordinator. She also served as chair for the English and foreign language departments. Holding three credentials in Spanish, French and English, Marty received a Fulbright grant to travel in Argentina and Ecuador and a National Endowment for the Humanities grant to study Shakespeare at Southern Oregon University. |
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2007 STATE EDUCATOR OF THE YEAR Region 5 Richard Salome is a champion for students and colleagues. On weekends he is often at school preparing lessons or providing tutoring or CAHSEE remediation to students. He was most frequently cited as “favorite teacher” in the school newspaper. Over the past six years, Richard has created an International Baccalaureate (IB) math program for his high school and worked with colleagues to establish the IB curriculum, endearing himself to students, parents, colleagues and administrators in the process. As math department chair Richard continually improves his skills to be a better mentor for his colleagues, whether they teach IB- or entry-level courses. For example, last summer he trained in Geometer's Sketchpad and this year he is implementing the program. Richard leads his department in reviewing STAR, CAHSEE and IB assessments and aligning all math courses to IB and state standards. A team from his math club recently competed for and won one the highest honors in a national math competition. Richard has also served as a focus group leader for the WASC self-study process. |
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Region 6 A 16-year educator, Ed Faria has been described as “a terrific role model for students and staff.” As social science department chair for a new high school, he has been actively involved in ordering furniture and supplies, hiring teachers, and developing the social studies portion of the master schedule. Currently Ed is writing standards-based, social science benchmark exams to assess student learning at the end of each quarter so remediation may be provided as needed. He spearheaded the development of a school-wide, cohort-based advocacy period so that all students can meet with their grade-level peers and a credentialed advisor once a week throughout high school. For ten years, Ed has taught Advanced Placement (AP) European History, the gateway AP course for eligible students, and his students have consistently earned some of the district’s highest passing rates on the exam. He coaches the competitive varsity golf team. At his two prior high schools in the district, Ed served as BTSA support provider, AP site coordinator, and football, basketball and baseball coach. |
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Region 7 Ysidro Valenzuela exemplifies what a teacher-role model should be. By establishing positive relationships with his students and understanding their learning styles, Ysidro has inspired many students. He wears a shirt and tie to set an academic tone, acts as a professional, and expects his students to behave accordingly. A graduate of the school, he brings to his social science department co-chair position the dual perspectives of former student and faculty member. He advocates the benefits of attending a school that reflects community diversity. Ysidro is a leader in his department and among the entire faculty. For the past three years, he has served as the co-chair of the social science department. This year, he is also the department’s lead teacher, ensuring that best practices are implemented and benchmark exams are analyzed to improve student achievement. Wherever there is a need, Ysidro is there. He is chair of the school site council and a member of the WASC Curriculum Committee, school task force, district calendar committee, and social science textbook adoption committee. |
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Region 8 Selected by faculty peers as teacher of the year, Erum Jones has improved student success and helped create a caring school culture – all within a three-year time frame. As an original member of the leadership team for her new high school, she helped secure the maximum WASC accreditation. As math department chair, she responded to low algebra pass rates by advocating for a cost-effective instructional program that targets state standards, blends texts and computer technology, and provides teacher support. The district approved the program, resulting in higher algebra pass rates and increased CAHSEE and STAR scores. Her department is characterized by collegial sharing, benchmark data review, best practices, and collaboration with special education and English Language Learners faculty. Students benefit from intervention and tutoring, as well as parent math and CAHSEE prep nights. As Safe School Ambassadors coordinator, Erum has developed a thriving program, now replicated district-wide, in which a yearly student ambassador group is trained to recognize and intervene in bullying episodes; 20 staff members serve as family group leaders. |
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Region 9 Omar is a dedicated and passionate educator. Formerly a successful architect, Omar brings to his position as an architectural design/drafting teacher a wealth of industry knowledge. The Construction Tech Academy is a four-year-old, career-themed small learning community (SLC) that has enjoyed strong academic success serving a traditionally underachieving, diverse, urban, low socioeconomic student population. Omar was instrumental in the design of this and other career-themed SLCs in his district, playing an active role on the high school reform design team. In the classroom, Omar also demonstrates innovation. Students use the latest industry design software and sophisticated computer equipment to complete construction, engineering and architecture projects for real-world clients. The high quality of his students’ work has resulted in numerous awards from industry groups. Omar is currently piloting a consultant learning model developed by a University of San Diego professor and actively incorporating industry mentors to enhance student success. Known for his warmth and high expectations, students note that Omar constantly challenges them to succeed, even calling their cell phones if they aren’t in class. |
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Region 10 For three decades, Kathy Caine has inspired the largely Hispanic students her school serves with her passion for learning. She holds high standards for all, and students respond by succeeding beyond their own expectations. Her inquiry-based instructional strategies are designed to engage; lessons often start with discussions of ideas or elements of theatre, such as a reading of Shakespeare’s “Macbeth” with a brogue. For one AVID final exam, students prepared their class presentations using the rubric provided. Students spoke in front of the class, made a case for the grade they deserved, and used examples, visual aides, technology and personal testimony to demonstrate their learning. As the staff development coordinator for her school’s professional learning community (PLC), Kathy coordinates PLC research and guides the collaborative work of staff members in small and large groups. Her recent efforts as WASC coordinator have led to many improvements: a new bell schedule, an in-house alternative program for credit-deficient students, an expanded tutorial program, a middle-high school transition program, and a renewed sense of urgency about achievement. |
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Region 11 Described by her principal as an outstanding teacher and leader of students, teachers and parents, Linda Levine is a 33-year educator who teaches three Advanced Placement (AP) courses: comparative government, U.S. history, and American government and politics. With her department members, she embraces new concepts such as common assessments. As a BTSA provider, she models powerful teaching strategies and works with beginning teachers so they may develop their own influential strategies. Linda leads the school’s innovative Model United Nations (MUN) program, in which 350 students participate in simulations of the U.N. General Assembly and other multilateral bodies. Linda is extremely dedicated to MUN; civic leaders flock to her classroom to debate her students. She raises money through MUN booster parent gatherings to take students to such destinations as the East Coast, China, Russia and Europe to participate in state, national and international MUN simulations. In a recent interview, Linda noted, “What excites me the most is when I get really shy students and the program helps them come out of their shells.” |
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