My name is Leigh Feguer. I grew up in a small town in the Upper Peninsula of Michigan, which landed me in the most unlikely setting, teaching science in Schenectady, NY. This large urban high school was a completely different world from the one I knew growing up. Schenectady’s enrollment was one-third the population of my hometown. While my teacher prep program prepared me well for knowing my content and assessing my students, I felt like knowing my students was my biggest hurdle, and I was intentional about improving daily. Most of my experiences growing up didn’t match those of my students. Still, my passion for life science and my love of learning helped me develop lessons that my students and I could experience together and have taken me on the most amazing 25-year journey.  For me, becoming the teacher that my students deserve is my why.

 

My National Board journey started shortly after completing my master’s degree and came from a desire to expand my resources to better meet the needs of my students. While the curriculum development and refinement became easier over time, I never got away from the desire to improve the connection to my students and the connection my students had with my content. I am committed to the idea that I never know which one of my students will be the one to make the next big discovery in science, and if I discourage their inquiry and desire to go into science, I may close that door not only that student but the science community as a whole. It is a reality I live with daily. To ensure I give my students the experiences they need to continue in science, I knew that I needed a new lens to design and assess meaningful lessons. Teaching in a large district provided me not only exposure to opportunities such as National Board Certification but also an amazing support group, and that became one of the tools I used to engage my students. Through the certification process, I found new ways to connect with my students and my content. I felt more and more like a conduit between my kids and science, and when I felt like I was struggling as an educator, as happens to us all from time to time, I have an amazing network of NBCTs to pick me up, inspire me, and encourage me. 

 

Achieving certification was only the beginning of my journey. Becoming an NBCT opened doors that I had never imagined I would have access to. I knew that building a network of certified teachers around me working on the same content would amplify the impact we could have on science education in the region. I knew the best way to learn science was to teach and do science, and the best way to learn to teach science was to work with student teachers. Nothing puts your practices under a magnifying glass like having a resident or student teacher reflecting on practices with you every step of the way, but nothing I have found gives me more excitement for creating new lessons like working with a teaching candidate with a fresh perspective on how to approach a lesson. Achieving NBC gave me the confidence to host seven teaching residents and many more early career teaching candidates for observations. Out of my time with these teaching candidates came the opportunity to reach even more future science teachers by teaching courses with the local standout MAT program, formerly UGC and Clarkson, now housed at Siena College. Embedding the NBC propositions and practices into these courses laid the foundation to know that the teachers we are preparing are entering the classroom prepared to make an impact on their science students.

 

As NBCTs, we know the power of a strong learning community. My colleagues at Schenectady set a great example of what supporting each other can do for a department, but as I worked with more teachers, I realized that not every district had this kind of support. I found my way to the regional and state Science Teaching Association (STANYS), leading regional conferences, presenting at state conferences, and finally landing as the Director of Biology at the state. Leading meaningful professional development is a way that I can make sure that teachers can find the support that they need.

 

The journey has been amazing, and it all started with a colleague convincing me to attend a meeting at our district to explore the process of becoming an NBCT by joining the support group. I remember being nervous and slightly intimidated, wondering if I was good enough to be considered and what I learned through the process, and since it is just that, a continuous process of experimentation and growth, and no matter where that process takes you, the students benefit.