Cross Case Features: Teachers

Jefferson High School: Social Studies

Jane Vincent, Global Studies

Jane Vincent, who teaches Global Studies I and Global Studies II, came to Jefferson with “very little background in global history. Most of what I teach I have not studied. I have done professional development and since then I’ve worked very hard to learn more.” She received her bachelor’s degree in American History and only recently developed an interest in researching and teaching about other parts of the world. She identifies her involvement with professional development (including NCTA) as integral to her learning to teach Global Studies. “The opportunity to work with [the NCTA seminar and other opportunities] really propelled integrating content about Asia into the curriculum.” Drawing on her NCTA learning, she designed and teaches an elective course on the history and literature of war.

Jane Vincent is a co-curriculum leader at her school where she serves as a liaison for the Social Studies department and writes curriculum. In Global Studies I, she covers the beginning of civilization up to the Enlightenment. According to Jane, the NCTA seminar left her “better able to integrate deeper information and knowledge into my teaching and I’m better able to make cross connections. I always try to incorporate new things.” She was impressed that the NCTA gave her access to lectures from scholars in the field and with their willingness to work with teachers.

Buoyed by the success of her experience with NCTA, Jane wishes to partake in a NCTA study tour. She says, “NCTA has enriched our teaching and what we can bring to the table. It has deepened my interest in the region and created a new door.” She continues to seek professional development activities outside of what the school and district offer.

Arthur Linn, Global Studies

Arthur Linn teaches Global Studies II. Arthur is interested in taking part in an upcoming NCTA study tour to China. Jefferson High School requires Arthur to teach certain topics, but he has found the guidelines flexible, allowing him to integrate personal interests into what he teaches. “The great thing is you can do whatever you want. So if I want to spend three weeks on Asia, I can as long as I cover other things. Having the state exam is somewhat restricting, but you still have the flexibility at the same time to cover other things.”

Since the NCTA seminar, he has felt more competent in his teaching and knowledge of new material about Asia. He feels more comfortable and confident passing this knowledge on to students. He thinks students benefit because he is excited about the material and he sees them sharing his excitement. “They are interested in learning more about China and Japan.” He started a “Japan Now” strand in his Global II Class . He also introduced students to some Chinese language phrases, showing them the ancient symbols and having them figure out the meaning.

Maria Montal, Global Studies, U. S. History

Maria Montal participated in the NCTA seminar while teaching at another school. Of her NCTA experience, she says, “This definitely was one of the best professional development programs I’ve done—and I’ve done a lot of different workshops.” At her previous school, Maria Montal, found it hard to put her NCTA experience to work in the curriculum. She says, “A lot of the material I didn’t really have a chance to use because of the way the curriculum was set up in the other school.”

But at Jefferson High School, where she teaches Global Studies and U.S. History, she finds it easier to use her NCTA resources because there is a lot of interest in Asian studies. Nevertheless, finding the time to explore possibilities is hard – “Getting the time is always a big thing.” In fact, she comments that she almost has too much material now: “I’m teaching Global Studies for the first time and I’m spending a lot of time learning content.”