In the Classroom

10 IPS finalists could earn one of four $25,000 teaching prizes

PHOTO: Scott Elliott
Hubbard Life-Changing Teacher Award winners Tina Ahren, Deb Wolinsky, Rhonda Pierre and Cynthia Hartshorn at last year's awards dinner.

Ten Indianapolis Public Schools teachers have the chance to win $25,000 for their work in the classroom and their efforts to help their students improve their lives.

The finalists for the Hubbard Life-Changing Teacher Award were picked from 161 applicants. Four will win the top prize, and the remaining six will receive $1,000 each at the awards dinner on May 27 at the Eiteljorg Museum.

The finalists are:

  • Dave Davies, Emma Donnan Middle School
  • Laura DeHart, School 107
  • Ann Mennonno, School 27
  • Donna Pope-Green, Northwest High School
  • Apple Quick, Project SITE
  • Melissa Scherle, School 14
  • Marleen Signer, McFarland School
  • Roslyn Stradford, Shortridge High School
  • Angela Tipton, Key Learning Community School
  • Doris Young, Broad Ripple High School

The awards are the brainchild of Al and Kathy Hubbard, Indianapolis philanthropists and supporters of education causes. They were moved to find a way to honor Indianapolis Public Schools teachers after reading a newspaper column about an inspiring IPS teacher, Jamie Kalb, who who helped turn around the life of one her most troubled students. She was the first winner.

The Hubbards then set out to find and honor more teachers like Kalb with what they intend to be annual awards they have pledged to support financially for at least three years. Working with the United Way and their family foundation, they select reviewers who choose the finalists.

Tina Ahlgren, Cynthia Hartshorn, Rhonda Pierre and Deb Wolinsky won the award in 2014.

“We are thrilled to honor 10 phenomenal educators,” said Al Hubbard, who is the chairman of E & A Companies, an Indianapolis-based business. “These teachers have a tremendous impact on the lives of their students and represent the best of what we hope for in the classroom today.”

The selection panel considered how the teachers teach in the classroom as well as how they affect their students’ lives outside of it. The panel looked at videos of teachers in the classroom and held separate interviews with nominees.

“Thanks to the Hubbards, we are able to give these peak performing educators the respect and recognition they so richly deserve.” United Way CEO Ann Murtlow said in a statement.

What's Your Education Story?

Actress or teacher? A string of ‘failures’ showed this Indianapolis educator where she belonged

PHOTO: Dylan Peers McCoy/Chalkbeat
Karin Stratton, theater teacher at Pike High School, told her story of "failures" at the fall teacher story slam.

Karin Stratton would be the first to tell you she has failed a lot as a teacher.

You see, she explained, she never really planned on teaching at all. Teaching was just supposed to be short-term, a secondary career to the one she really wanted as an actress.

First, she taught third-graders at Vacation Bible School. Then, she moved on to teaching students at small private Christian schools in Kentucky and Chicago.

She was surprised to find out the Bible was pretty explicit — maybe not such great reading material for her youngest students. And the stylings of Whitney Houston were probably better left out of a religious classroom. Playing cards? Not the best way to teach math.

But every failure played a part in her journey as an educator. Turns out, she was right where she needed to be.

Stratton, who now teaches theater at Pike High School in Indianapolis, was one of several teachers and students who participated in a recent story slam sponsored by Chalkbeat, Teachers Lounge Indy, and Big Car Collaborative.

Here’s an excerpt of her story. It has been lightly edited for length and clarity:

I had sixth-graders in this little Christian school and they were pretty, I would say, hellacious. Very trying. And there were occasions when they would be so bad, and I knew I had this imitation of a force that they could not reckon with.

And so I would say, “SIT DOWN AND BE QUIET!”

… Then the president of the Christian school came to me and said, “We understand you do imitations of the devil.”

“Desperate times, sir.”

“Next time,” he says, and he gives me this big ol’ board, “You’ve got to hit ‘em.”

So I decided I’m not doing that anymore. We just try to work things out.

Well you see, I made some bad choices. I let them listen to secular music, and we made a play based upon things like homelessness and “don’t do drugs” and what not, and (Whitney) Houston’s song “Greatest Love of All.”

Well I didn’t know that we were not supposed to listen to that kind of music … so I wasn’t hired back at the school. And I failed. But that failure led me to a place called Maternity of the Blessed Virgin Mary in Chicago, Ill.

Check out the video below to hear the rest of Stratton’s story.

You can find more stories from educators, students, and parents here.

How this Indiana teacher helps hospitalized students transition back to school

PHOTO: FS Productions / Getty Images
Nurse talking to girl in hospital bed

Here, in a feature we call How I Teach, we ask educators who’ve been recognized for their work how they approach their jobs. You can see other pieces in the series here.

When Sara Midura meets her students, they’ve often just gone through a crisis.

As an educational liaison at Riley Hospital for Children, Midura is both a teacher and an educational advocate for patients in the Simon Skjodt Child and Adolescent Behavioral Health Unit. She helps them keep up with schoolwork and transition back to school once their hospital stay is over.

“Many times, the students who come to us are either slipping through the cracks or seen as having huge ‘behavior issues,’” Midura said.

Her work includes easing the anxiety of a student returning to school; partnering with the family, school, and treatment team to make sure a student’s behavioral health needs can be met; and finding a “go-to person” at school who understands the student’s situation.

Midura, who was recently named one of the top 25 finalists for 2019 Indiana Teacher of the Year, talked to Chalkbeat about how she supports hospitalized children and how the lack of mental health resources in schools can affect students.

This interview has been condensed and lightly edited.

Was there a moment when you decided to become a teacher?

I decided to be a teacher in kindergarten — I loved my teacher and loved school, so it felt like a no-brainer to my 5-year-old self! I proceeded to force my friends to play school with me in my basement and made lesson plans during days that I stayed home sick. I toyed with other ideas for professions through my K-12 education, but solidified my desire to be a teacher as a camp counselor during my high school years.

How do you get to know your students?

Since I only have my students for a short period of time, I try to capitalize on the time I have with them by having them fill out a “school profile,” which really serves two purposes. Since the first time I meet the kiddos is almost always their first day on the unit following a crisis, I know that they are not functioning in their prefrontal cortex and are in crisis mode. They understandably are typically shut off, so the school profile is a great way for them to easily and safely let me get to know them a bit. It starts a good rapport, and I can always connect to something in there. Then each day I just make sure I check in with them, always reminding them that I am their advocate. We talk about school, life, and anything else. It can be easier to get to know them since they are in such a small group setting of up to 10 kids. This is my favorite part of the job!

Tell us about a favorite lesson to teach. Where did the idea come from?

I am certified in Applied Educational Neuroscience (I took a nine-credit hour graduate course at Butler University with Lori Desautels), so I run a group on my unit every week called “Brain Club.” In this, I teach students about their brains, stress, emotions, and how the coping skills we teach them in their therapies and on the unit are truly brain regulation strategies. We talk about the different parts of the brain, which ones we function in where, our amygdala and fear, and so much else! The kids typically love brain club and are so engaged!

What object would you be helpless without during the school day?

My iPad! Between playing music — I cannot work in silence! — looking up information to help students with their assignments, and using the different educational apps to fit all of my kids’ needs, I bring my iPad with me everywhere.

What’s something happening in the community that affects what goes on inside your class?

Mental health resources, or the lack thereof in many districts, greatly impact what happens inside my classroom and on my unit. There are many schools that are so underfunded and lacking resources, leaving staff burnt out. In my mind, this creates and unsafe environment for my patients returning to school. My patients need a school staff that can understand mental/behavioral health.

Tell us about a memorable time — good or bad — when contact with a student’s family changed your perspective or approach.

The first really challenging case that I had was a few months into me working on the unit. We had a very high-achieving student who was going through some intensive setbacks, and the student’s dad was extremely concerned about school. I assured him that we would be able to “fix” everything with school and ensure that it went back to his expectation of normal, but that ended up not happening. This experience taught me that I cannot ever promise any outcome, but I can promise families that I will be with them each step of the way to ensure that education matches the treatment needs. This has changed my approach to speaking with families.

What part of your job is most difficult?

Navigating all of the different school systems and cultures during such a short hospitalization period can be very difficult when discussing behavioral health needs. I have my patients for about a week typically, so trying to provide enough support and education to patients, family, and school staff can be very challenging. I often feel like I don’t have the capability to serve schools as well as I would like to with supports! It is also difficult to not know how my students are doing after they are discharged — I wonder about them so often.

What was your biggest misconception that you initially brought to teaching?

I’m not so sure that this was a misconception rather than an underestimation, but I really did not comprehend until I got into teaching how huge of a difference a teacher can make on a child’s life. Now what I know about the brain and mental health is that one positive, intensive relationship with a teacher can absolutely change the course of a student’s life — it’s amazing to watch.

What are you reading for enjoyment?

This is very nerdy of me, but I loved reading books that relate to behavioral health, so currently I am reading “Life Without Ed,” a book told from the perspective of someone who battled an eating disorder. I work with many kids with eating disorders, and it is such a terrible, heartbreaking disease that I greatly misunderstood before working on my unit.

What’s the best advice you’ve received about teaching?

The best advice I received about teaching was to “fill your four circles consistently.” One of my amazing professors from Butler, Theresa Knipstein Meyer, gave a lecture one day about how crucial self-care is for educators. She showed us the theory of the four circles, where you have to consistently be taking care of different aspects of your health for the circles to be balanced and keep “your fire within” ignited. I think that it is so easy for educators to pour their entire hearts and souls into teaching only to get burnt out, and I have had to be conscious about taking care of every aspect of my life. This makes me a much better teacher and person, and I am so grateful to have learned that.