Vice Presidential Candidates
Brenda Royce
AMTA was formed to keep Modeling Instruction moving forward after the early rounds of grant sources for teacher training were no longer available. I quickly became a life member the summer it was formed to help build seed funds for AMTA because I had seen the positive impact it had on my students’ learning. It is a joy to see that goal being realized over the years, in spite of various challenges and growing pains. I have given into this community over the last 23 years through leading workshops, curriculum development, and presenting modeling through conferences and webinars, and am now at a place where I have more freedom to give through board leadership.
One of the strengths of modeling instruction is in its ability to bring out the voices of all students in the classroom. Workshop leaders in recent years have increased efforts to make equity for all students a stronger part of the conversation among modeling teachers. Similarly, AMTA’s effectiveness in the science education community will depend on bringing out the voices of teachers across subjects, grade levels, and the rich personal diversity of this community. Some areas important to reaching this goal include where and how workshops are hosted and promoted to be sure teachers of all backgrounds are being included, addressing access issues for teachers with fewer district resources or family constraints (online workshops have already helped with this concern), and intentionally seeking out teacher leaders from less visible groups in AMTA so all teachers see themselves as they enter the AMTA community. Being able to address these goals depends, of course, on our financial viability, which has been a key part of the conversation since AMTA’s inception. Continuing to build a membership base and identifying partnerships and grants will need to be part of our way forward. I look forward to the opportunity to serve the AMTA community as a board member.
Bryan Battaglia
Hello! I am Bryan Battaglia, a science teacher (Bio major in college, but predominantly teaching physics now) from the Metro Detroit area. Modeling Instruction and the AMTA have changed my career and reinvigorated my love for teaching. I have been involved with modeling instruction since 2010 as both workshop participant and workshop leader. I am running for a board position because I would like to give back to the community that has helped me so much.
Just as physics and science are for all, so too should the organization that helps educators. It is important that the AMTA is there to support all teachers as they embark on their journeys into modeling instruction. Giving up 3 weeks of the summer is a tough ask for many teachers. Asking them to pay for it is even tougher. We need to focus on obtaining grants or alternate funding methods to offset the costs involved in training. This would allow a much more diverse group of teachers to be involved in our mission. We make decisions based on our own experiences. The more varied the experiences, the better the decisions can be made as long as all approach the discussion with a spirit of open-mindedness.
I am definitely not here to be the smartest person in the room. I value ideas from others and hope to bring about the best consensus. I’m here to help the AMTA move forward to be the best resource and advocate for teachers interested in getting better at doing what’s best for our students.
Secretary Candidate
Taylor Kaar
I am an Aerospace Engineer who became a Physics teacher as a second career and has never looked back. In my 10 years in the classroom, I have come to love the modeling methodology and the philosophy behind it. My students take ownership of their learning in order to push their own understanding forward.
I have mostly been focused on Physics, having started teaching with 11/12th grade on level, honors and AP C students. I have helped to develop curriculum with the Center of Mass Model materials that are on the document repository and presented about this model at modeling conferences around the Midwest. I have used modeling in all my classes to great effect and my confidence in the process is what led to my greatest modeling undertaking.
We recently completed the transition to a Physics First curriculum at my school which I oversaw as the department chair. I was the co-writer on the Physics curriculum that we wrote with modeling serving as the underpinnings. I then co-wrote the adjustment of the chemistry curriculum to take advantage of Physics First. We use modeling with our 9th grade physics, 10th grade chemistry, and upper-level biology classes. We have extended that modeling pedagogy down to our middle school students as well and the students look forward to the ability to share what they are thinking in classroom discussions, as all good scientists should.
I was raised in a family that valued service. Through our faith and the Scouts, I was taught that you give back to those who give to you. Modeling has given me so much, a stronger foundation in scientific understanding, a central part of my educational philosophy about how students learn, and some of my best friends from around the country. I have sought to give back by my contributions to local groups, mentoring teachers and continuing to develop materials that I make free for all to use, but this opportunity would allow me to give back on a larger scale and I feel that I have things to offer. I seek a position with humility and a desire to be able to help however I can.
Member-At-Large Candidates
Bryan Battaglia and Brenda Royce images and statements above
Mitch Sweet
I took my first Modeling workshop in 2010, and that profoundly changed the way that I teach and how I think about teaching. I continued to take both Chemistry and Physics Modeling workshops and had some amazing instructors, and met and collaborated with a number of brilliant individuals through AMTA. I started leading workshops in 2016 which has given me the opportunity to work with lots of eager in-service and pre-service teachers. I feel that I have benefited both professionally and personally from AMTA, and now I would like to return the favor by serving on the board as a Member-at-Large.
To increase the diversity of AMTA’s membership and work towards inclusion for existing members, here are things I would suggest. First is the establishment of a mentorship program in AMTA. While many of the long-time AMTA members have established professional support networks, newer members often do not have those same resources available to them and, as a result, may not progress into leadership positions in AMTA, as Workshop Leaders, or at their schools. Pairing a newer member of AMTA with a mentor can help to make the mentee feel that AMTA is a welcoming and inclusive organization. Next, AMTA can further promote a culture of inclusivity by encouraging open dialogue, respecting diverse perspectives, and valuing contributions from all members. Diversity is not limited to racial and ethnic diversity but also means diversity of thought, which can come from urban versus rural versus suburban viewpoints, as well as age and gender. Building a diverse and inclusive organization is an ongoing effort. It requires commitment, continuous evaluation, and an inclusive mindset at all levels of the organization.