Autumn Rivera: Gems from an Educator

[00:00:00] Hi, I'm Katie Kramer, President and CEO of The Betscher Foundation, welcome to Colorado Leadership Stories. Where we talk to everyday courageous leaders who have made transformational impacts in their communities and are building a better state for everyone. You'll hear from leaders and organizations and communities throughout the state

[00:00:22] as we explore the idea that leadership is an activity that anyone can do. Today, we are coming to you from Glenwood Springs and the new Space Theatre at the Colorado Mountain College Spring Valley Campus. We're excited to welcome our guest, Autumn Rivera.

[00:00:43] Autumn was Colorado's 22-teacher of the year, along with being one of four finalists for the national teacher of the year title. She is currently a sixth grade science teacher at Glenwood Springs Middle School, and is also an adjunct professor at Colorado Mountain College in the Education Department.

[00:01:00] During her nearly 20 years as an educator, she has worked with students from elementary to postgraduate levels. Autumn believes in the importance of diversity and representation in the classroom and encourages her students to make a change now instead of waiting for the future.

[00:01:13] In her free time, she enjoyed hiking, traveling, reading, volunteering, and spending quality time with people she loves. We're delighted to have her share her insights with us today. Welcome, Autumn. Thank you so much for having me. Well, let's dive right in.

[00:01:27] Autumn, I know you grew up outside the Glenwood Springs area. Tell us about your family background in childhood and where you grew up. Awesome.

[00:01:34] I grew up about 30 minutes north of the dot zero exit on I-70, so right before the Glenwood Canyon, my dad was a Bison Ranch Manager.

[00:01:41] So we left next door to a Bison Ranch, and I spent my childhood raising pigs and sheep and geese for four eight to tell about my first car. The community is called Sweetwater Community, people who are familiar.

[00:01:52] There's no town. I grew up with no town close to me. My dad and I actually graduated from the same high school. We both went to Eagle Valley High School, both graduated. My dad was born in Valley View.

[00:02:03] I was supposed to be born in Glenwood that didn't work out so well. Came two months early, so my poor mom had to fight for life to Denver. But we made it. We're here. We're all great. So spent my childhood in the area.

[00:02:13] Spent my childhood hiking and being outside and being with nature and really having a close connection with my community. My dad's siblings all live in the same area.

[00:02:24] So I went to school with all 18 of my first cousins, and so just had this small community feeling that I just has really carried me through. It's a big core value of that community piece that I've carried through with me into my teaching. I love that.

[00:02:36] And I always love asking educators this. But I'm wondering when was the moment that you first knew you wanted to be a teacher? And why? Yeah, I think I always found myself in teaching positions.

[00:02:49] I don't think I named it teacher at the time about three miles up the road was this lake that we used to go hiking at. And I remember hiking there and having this moment, I was looking around at different wildflowers and thinking like,

[00:03:00] I want to learn a whole bunch about something and show it to someone else. And I hadn't labeled it teaching at the time, but I knew that that's what I wanted to do.

[00:03:08] And ironically years later when I became a teacher, a group of my students decided that they wanted to support and save this local lake. That was up for sale and they wanted to help protect it. They were working with a land trust.

[00:03:23] And we were able to help that land trust purchase that lake. And that lake was the lake I was hiking at when I decided I wanted to become a teacher. Oh man, that's a great story. And we're going to come back to that.

[00:03:34] Let's put it pin in that because I want to hear more about that. I know there's much more to that story. But I wanted to also ask you, I think I know that I was influenced in my growing up life by some incredible teachers.

[00:03:45] Did you have a teacher that inspired you or impacted you in a big way? I think my mom is probably the first teacher she was also a middle school teacher for a long time. And also taught at Colorado Mountain College, we have a very similar background.

[00:03:59] So I think working with her and really how she teaches and what that looks like. And then just multiple teachers who I was very shy when I was an elementary school and middle school.

[00:04:10] I was a big introvert and so those teachers that believe in you and for suited not force. Encourage you to take safe risks. I think is really what helped me come out of my shell. And so I'm grateful for all those different teachers.

[00:04:23] I think one of the unique things about your story is that you, you've such deep roots in this area. Right? And so you are basically teaching in the area in the community that you grew up in. How do you see yourself in your students?

[00:04:36] I'm very lucky to be part of this community. You know, my grandfather moved here when he was 15 and he lied about his age and worked for the railroad. And was the person that did the railroad through the Guamacanian?

[00:04:48] He had some crazy stories of being trapped under a rock and had to get out because he was maintaining the tracks. And so to have him be here in my dad born here and then me growing up here.

[00:04:58] And my niece is a nephew's now we're growing up in this area. And I think that's really that strong piece of understanding how we all work together and how we all support each other.

[00:05:07] And I think that really helps me carry over in my classroom of the idea of like learning doesn't just happen in my four walls. Like I want the community to come in. I want to bring my students out into the community.

[00:05:16] So I think it really helps being able to understand the area to understand the mix between those that live out in the country. Like I did, that those that live in the city and how those relationships tie into each other.

[00:05:28] And I think that's really helpful to have lived that experience really helps me be able to have that relationship.

[00:05:34] I think sometimes there's this mentality of like, oh you grew up in the country you must not be a smart and sort of be able to have those connections of like, no I get it. I get what you're doing.

[00:05:43] I am definitely more comfortable in closing a cattle gate than I am in writing a subway but I figure them both out. You know, like you're able to practice and get that piece.

[00:05:52] I'm understanding and not assuming background knowledge and creating background knowledge is something that's really helped to make those connections with my students. Yeah, that's great.

[00:06:01] I wonder if you can reflect to on with such deep roots in this area. How has it changed from the time that you grew up to what it's like now? Yeah, it's changed dramatically.

[00:06:11] I remember when I grew up in like the gypsum eagle area there were no stop lights. My close to stop light was going on springs growing up and I remember when we got the first stop light in eagle and the first stop light in gypsum.

[00:06:21] And like how crazy that was. Our first fast food restaurant when that came in really has morphed and now these these towns are much bigger and much more vibrant and being part of that community and seeing how it's grown but they're still that core belief is still there and ingrained in all the communities has been fun to be a part of.

[00:06:39] Autumn, we know that you stayed in state for education and went to Colorado Springs and was at Colorado College there smart lady. You three degrees I guess or courses of study biology teaching and education leadership is that right? Yes, and I'm currently working on my PhD right now.

[00:06:57] So I think to the pressure. Did you do a master's degree as well or you get the straight to the PhD?

[00:07:04] I have undergradism biology and then my first masters from Colorado College is in secondary science education and then my second masters from University of Colorado College Springs is an educational leadership. And now I'm working through Walt and University getting my EDD. Wow, and what's the PhD?

[00:07:21] It'll be in curriculum instruction and assessment. Oh my goodness. Okay, so why collect all the portfolio of degrees? How how have those things shaped to your teaching philosophy?

[00:07:32] For me it's not about the degrees it's about the learning that comes behind the degrees and so I got my first masters but it came along with my teaching.

[00:07:40] I wanted to be a teacher and then at Colorado College it's really hard to be a science major and a teacher.

[00:07:45] And so as I had to put that teaching aside and then was able to take advantage of their masters of art and teaching program that they have and complete my teaching degree and was able to become a teacher and I taught in college Springs for seven years and loved it and then realized.

[00:07:59] And my small town was calling me and so I came back here thought I wanted to be a principal and so I did the educational leadership program and realized that I do not want to be an administration.

[00:08:08] I admire them so much but that is not where I want to spend time with the kids. I like being with the kids.

[00:08:14] So all of the degrees have been really through just that knowledge, that additional knowledge that I want to get that's really helping me and being able to help my students as well. One of the things that we hear about a lot is the teacher shortage, right?

[00:08:29] Is that show up here in this valley as well? And what's happening to address it?

[00:08:36] It's showing up very largely in this valley here. It's been hard. This is across the state but in this area, the housing issue is a big crisis that we're facing and unfortunately I've watched multiple really qualified teachers have to leave because they can't afford to work in the area in which they teach.

[00:08:54] And so we have been lucky in some areas to hire some really qualified candidates in other areas.

[00:09:00] We've been hiring warm bodies and so it can be something that really can affect the education of our students. And so trying to find different ways I know in the wrong first school district, we've

[00:09:10] Then some teacher housing and getting that figured out but unfortunately the crisis is much higher than what we have to support. So I know they're still trying to find creative ways to help.

[00:09:20] And so I'm not sure if you can find a way to help someone who's renting and if at some point the landlord declares it, maybe this is they're going to change the status I would be in the similar situation.

[00:09:29] I might not be able to afford to live here. It's quite expensive. So trying to find ways to help support that and change that I think is a number one priority in this area.

[00:09:38] I think the other thing to just, I have so many people in my family that are educators and it's not just about teaching kids. Right? I mean you have to be so many things to these students sometimes parent, sometimes social worker, sometimes counselor, mentor, you name it.

[00:09:58] And that's a lot of pressure. How do you balance that with the fact that you're trying to teach these kids things too?

[00:10:04] It is hard. And I think, yeah, I can be really hard and then if you throw on top of that all the other pieces of what's going on at home and how you're trying to help that students balance it as well.

[00:10:14] I think one area that has been really hard to be a teacher is how the viewpoint of teaching has changed over the course of the last even six years.

[00:10:23] You know, six years ago teachers were valued as professionals, maybe not in the highest regard but I felt like that was there and then COVID came. And we were really valued for a while of like how do people do that? How does this happen?

[00:10:37] And then we were switched to, we need to have teachers because we need someone to watch our kids so that we can go to work. And how that piece shifts and, unfortunately, that mindset has not changed.

[00:10:48] And so the mentality of a lot of people is that school is not here to educate school is here so that we can watch and have daycare for our children.

[00:10:56] So we can work and I understand that people need to work and need to take care of their, you know, have means to take care of their family. But unfortunately that mindset shift has really affected how people view school, how students do school, how parents view school.

[00:11:11] And it's been difficult. And so until that part changes, I do think that teachers are having to make decisions that are maybe not what's best for students but are what are allowing them to be human.

[00:11:22] And sometimes I'll know like this is what's best for kids. I can't do that on my own and so I'm going to have to not do that piece and do this piece instead because I also have to take care of myself.

[00:11:32] Well, that's exactly where my head went to is. How do you balance being asked to give, give, give, give, give, right and not refill your own bucket.

[00:11:43] And so I guess just, I want you to say a little bit more about that especially if you think about people that are just entering the profession.

[00:11:49] Well, it's vice to give new teachers about how to take care of themselves and that because it's just requires so much of your heart and soul and head when you're really effective teacher. How do you take care of yourself?

[00:12:02] Yeah, I think it's really important to not fall into the toxic positivity trap that many districts in society can lay for us as teachers of do it for the kids.

[00:12:12] And remember your why because all of a sudden it takes something that's really hard and says but you just be positive anyways and I think we need to name the hard and understand the hard and choose which hard you're going to do in which hard you're not going to do because we can't do them all.

[00:12:27] And so which ones are you really going to focus on and do well, which ones are you're going to have to set a boundary and it's okay as a teacher to say no I can't do this piece.

[00:12:35] And I think we need to be support teachers in setting those boundaries and saying I want to support my students in these ways, which means I can't support them in these ways.

[00:12:43] And so until we triple the number of adults in education, you know teachers are going to have to make sometimes difficult boundaries but we need to be able to have those pieces there.

[00:12:52] And so I'm telling new teachers like really think about that piece, like what do you want to do when you're trying to make changing your classroom don't try to make as ton of different changes.

[00:13:00] You can only make so much so start small, you know slowly make those changes over the course of the year, over the course of couple years and really pause it don't forget about yourself as well. Right.

[00:13:11] And I wanted to go back and talk a little bit about just the experience of the pandemic. I mean all of us on the side of things and what incredibly difficult time.

[00:13:21] I just had a senior that graduated from high school this year and just as high school years were that experience and I am curious when you look back at that. Were there any positives that came out of it or was it just universally hard.

[00:13:39] I love to call them COVID gems. There were a lot of COVID gems. I feel like that came out for me specifically as a rural leader it can be really hard to get into spaces.

[00:13:49] That happened say on the front range unless I physically drive myself over two mountain passes in the middle of winter a lot of times I'm not able to share those spaces and so when COVID gem is that the virtual meeting really opened up a world where I was able to partake and be a part of situations that I would not have been able to be a part of before.

[00:14:07] So that has been really awesome to have that happen. I think in education it really helped us break down the barrier a little bit between the home life and the school life so that we're able to help support students and have those conversations.

[00:14:21] You know before it was very much like school focus on school and social life you know is for another time and that's not how life works and so it's really allowed us to humanize our students as well like I'm a human my students are human and let's be humans together and let's learn together.

[00:14:36] Absolutely and and I echo that I think at the better foundation one of the things that was one of those gifts of COVID was how we think about our work and we are a Denver based

[00:14:48] funder that funds statewide in a deep way and I do think that it was the assumption that you're always doing windshield time.

[00:14:58] Whether that's people applying for grants and they have to they feel like they have to come to Denver or we are doing site visits and all of that's wonderful it's always wonderful to have the eyeball time

[00:15:08] and in person but I think that us having to force ourselves immediately to disrupt an adapt technology in that way those barriers came right down and I think it takes into consideration

[00:15:24] that no one needs to have the expense in burden of how valuable people's time are time is that we can jump on a zoom and then save those in person exchanges for when it really matters. Exactly.

[00:15:40] Even today I've had a meeting with someone who was in Texas I had a meeting with someone who lives in Denver was able to I was just newly appointed the president of the

[00:15:50] Association of Science teachers and so was able to check in with different board members today and have that piece and that wouldn't have happened before you know and so I think it really has been something that allows us to move forward also the class I teach at Colorado Mountain College is all virtual right.

[00:16:05] So for many students they really appreciate it because they can drive home after class and be at home during our class time or home after work and so some people it's not their favorite but for some students it's really helped and support and made it.

[00:16:20] And so you have to be able to take these classes where they wouldn't have been able to before.

[00:16:24] That's great well and I wonder we hear about in some places in the state that it's difficult to have access to broadband and do you find that that is difficult that some students in this area don't have access or is it pretty.

[00:16:40] I think I was one of those people for a long time as well when I taught I did not have great access to online when we were teaching online in the pandemic learning how to you know you learn the tricks like turn off your camera turn off this piece and so even in my in my college class I have some students that there's that piece and so you have to have sort of a scaffolded approach of like okay if you have this much internet this is the minimal I want you to do all the way up to like here's the more.

[00:17:05] I think that it's a lot of people who are not involved I'd love to see you be if you can but it is something that it can be a big.

[00:17:12] Barrier that needs to be overcome in those situations and yet another example of how you have to be a down the left leg so. As an educator and meet people where they are with that.

[00:17:22] Yeah oh my goodness well the other thing sort of pulling the thread on the pandemic and things that we hear about and talk about a lot in the state.

[00:17:34] It's the topic of youth mental health and I just wonder your reflections of has that changed in your experience you've been in the field for a long time and with people needing more support.

[00:17:46] You know I think that the pandemic put kind of a finer point on some of that but how does that show up for you? Yeah I just finished my 19th year of teaching and I reflect back to when I first started teaching to now.

[00:17:57] I don't necessarily know if the needs have changed but I feel like students are giving space to actually be able to share.

[00:18:03] Right situation it's not marked as something we don't talk about but it's something that's part of the education process like learning how to deal with your feelings learning how to manage conflict.

[00:18:14] All of those parts are super important and so when you give student space to share that out there are other pieces that are going to come with it.

[00:18:22] I've been really proud and impressed with my students for really having some vulnerable conversations with each other, vulnerable conversations with me. And it's such an honor when you get to be that trusted adult that a student can come share ideas with or share struggles with.

[00:18:36] And I think we've increased to the mental health support but it needs to be significantly increased you know our students are growing up as a lot and there's a lot of different pieces that are involved in that and so the more that we can support our children the more that we can provide that there.

[00:18:51] And give them the tools you know and go through those pieces the class that just left the middle school I teach at you know had multiple students pass away in the course of the three years at our school.

[00:19:02] And so we were really lucky to be able to bring in us been a hopes center to come in and help and that has been really helpful to help our students but there's a lot more that's out there that students really need support with.

[00:19:13] So I've definitely seen the change in students focalizing that that need for support which is good that we need them to vocalize that.

[00:19:21] I think that matches my experience to you know we support Colorado high school students or a better scholarship program and and I think that those needs have always been there but the. Distigmatizing talking about when you're struggling and inviting people to be whole people.

[00:19:40] Always, and then are there interactions that you're not just putting on the list of my professional things I'm also a mom and partner and a friend and daughter and.

[00:19:52] And I think when we bring our whole cells to whether it's a classroom or our professions as leaders it invites other people like you said. be vulnerable and share that their humaneness. I love that. Yeah. It's great.

[00:20:06] OK, I want to talk a little bit more about what you do because you are amazing. And you just throw it out there. Now I'm sharing this or doing this. But I think so much of your impact is so deeply outside of the classroom and the way

[00:20:22] that you bring outside of four walls or your Zoom screen or whatever into your students' lives, especially in the science way. But let's go back to the lake story. But I know a number of years you taught for the Colorado River Expedition, talk about that role

[00:20:40] and what you did and the roller your students specifically played in preventing sweet water lake from being developed. Teach it an expeditionary learning school where we really focus on bringing all the contents together. Which I'm a huge believer in because I think

[00:20:55] so many times we have it so departmentalized as students don't see how they tie in together. And that science and math and language are our social studies all play a huge important role mixed in. And so for about five years, we did a expedition

[00:21:08] on the Colorado River where they read a book called Down River. They grew up in the Grand Canyon. Then we talk about the Colorado River and science and social studies that had the mapping part of it and math. They did different measurements.

[00:21:20] And so we took all those pieces together. And we spent entire semester learning about the Colorado River and all different angles of it. We started off the year building background knowledge where we took the kids on the river. We were about a partner with some amazing community

[00:21:32] organizations that helped make that happen. Just because the river flows through my town is not mean my students have been on it, so we wanted to make sure they really understood this is the river we're learning about. And so we spent and semester learning about the whole piece

[00:21:44] and then at the end students raised money and would donate every year to a different non-profit organization that they would choose. And usually it was be a different conservation organization. And one year in 2019 a student came to me.

[00:21:57] And she said, I don't think we should donate our money there. I think we should donate our money. She had it hard about this local lake called Sweetwater Lake. That was up for sale. And that there was a land trust.

[00:22:07] It gave our land trust that was looking at purchasing it. And she said, I think we should donate our money to this land trust. Like this is a really cool thing. It's part of the Colorado River watershed. Like I think we should do it.

[00:22:17] I didn't have a lot of time to really figure this out and I was a little bit like, I don't know. But when 11-year-old comes to you with an idea, you're like, okay, here we go. And so we presented it to the classes.

[00:22:25] And I want of the students to make the decision, I didn't want it to be my decision. You spoke to this earlier, but one of my biggest passions is giving students voice now. I feel like so much of our lives,

[00:22:36] students are told when you get to the next grade level, when you get to high school, when you get to college, when you're an adult, that's when this thing has to happen. And students need to practice that skill in the moment, not later on in the future.

[00:22:47] And so I want them to practice it as much of my classes they can. And so we research the pros and cons. The students decided, like, yeah, we do want to donate our money, but they're like, we want to do more than that.

[00:22:56] And so we take in the money that we had raised. We also did a bake sale, they designed t-shirts, we sold the t-shirts during COVID because that's March 20, 20 happened. And so we were able to raise over $1,000, which doesn't seem like a lot in the multi-million dollar price tag,

[00:23:13] but for sixth graders to do that, that's awesome. All on their own was really exciting. And so we were able to donate the money and Land Trust was able to purchase it and then about a year later Governor Pullis arrived at the lake and announced it

[00:23:24] the 43rd State Park of Colorado. And so it was a very unexpected situation. It was not, you know, it just, you just let the students sort of direct to where the energy goes. And it was very exciting for them to be a part of that student.

[00:23:37] Now that came to me actually, is doing a study this summer in Arizona on the Colorado River down on the second part of the River Sogefully Cool to see this sixth grader now in high school still following this passion and still being into it. Wow.

[00:23:51] And the best example of how educators have a spark and see what happens when these students, how that grows. So that's a great story. I love that. I know you're heavily involved in the school district and in the state of Colorado

[00:24:08] and even countrywide when it comes to science and education, leadership collaboration. Maybe tell us about what you're doing right now and then also, what are some of the key issues right now? Yeah, I'm really passionate about science education

[00:24:23] from a district level all the way up to a national level. I am the district content league for science from middle school here in Raringford School District and really work with an amazing group of science teachers that are constantly trying to better ourselves

[00:24:36] and so as such an honor to be able to lead them at a state level like I said, I'm the president elective of the Colorado Association of science teachers and to be able to be part of a group that's advocating for science has been really powerful.

[00:24:48] And then out of national level, I'm a member of multiple different organizations that are really looking at like what's the next steps that we're gonna do for science education. And in the last 10 years, we've had this big shift of what science education looks like.

[00:25:01] We have the next generation science standards and our three dimensions that we've created to help support how we can change science from being like let me memorize out of a textbook. Let me memorize the parts of a cell, let me memorize the part of a table of elements

[00:25:15] to let me do the science. Let me practice how to collaborate with someone. Let me practice showing how to display data. Let me practice creating a lab and seeing what happens when that goes through that process. And so right now in science education,

[00:25:29] that's our big push of really helping our educators understand that it's not just a shift in what we teach, it's a shift in how we teach. And so we've been really working at all three levels districts, stay in national to really help support teachers and understanding that process.

[00:25:46] It's a really exciting shift in science education because that's a lot less of me standing up and lecturing and a lot of like figured out. Like here you go, here's the supplies. Let's figure it out together. And when students have a chance to see it happen in front

[00:25:59] of them, the learning is just so much more authentic. Come in, like here I've memorized this chapter from the textbook. Wow, I'm certain. And I even think about science as a field definitely impacted by the rise of AI in a more profound way. Are you seeing that here?

[00:26:18] Maybe even locally, but is it talked about at the national level? Yeah, it's definitely talked about at the national level. Actually our color of science conference that's happening in October is focusing on AI specifically. That's there focus. I think AI is coming not just to science education

[00:26:32] but to education in general and finding that middle line between not being afraid of it 100% and finding ways to use it. It can make my life as a teacher in many ways easier. And so finding ways to use it appropriately like any technology device

[00:26:48] and also teaching and understanding ways to have it not be. So I think that's just the next part of it but I think it's very exciting for where it could lead for how we can change education and really help move away from memorization and move more towards creation.

[00:27:03] Mm-hmm. Well, you strike me and everything about your story is that you're such a profound learner which would make sure good teacher. But also what motivates you? Other than just the love of learning. What motivates you to take all these leadership positions when you don't have to? Yeah.

[00:27:20] And you've got this other life you're balancing. I know it's a lot. I think number one, it's for my students. You know though it's not happening in my classroom directly. The end of rect results are really profound for students across the nation.

[00:27:33] I think to have people so many times I'm in spaces for education where I'm one of the only teachers if not the only teacher that's helping making decisions about what things look like in education. I'm on more than one board that has over 30 people

[00:27:47] and I'll be one of two or three teachers in the room. And so I really try to pride myself in being like, I am in the front line right now. I am in the teaching right now. Teaching has changed so dramatically in the last five years

[00:27:59] that we really need to listen to that teacher voice. And so I think what motivates me is being able to advocate for all of the amazing people I work with who don't have the time, the means or the desire to share their stories.

[00:28:14] I'm able to take their stories for them and be that advocacy for them and share that piece because we just need to listen more and hear what's happening more. So I'm always honored any time I get to share the stories of my colleagues

[00:28:26] because they're doing amazing things out there and I really think the more we can listen to the teachers the more we can shape education. Right. Well you inspire to be sure and what a wonderful role model and I know one of the things that we talk about,

[00:28:40] better funds a lot of education things and has invested deeply into the teacher workforce pipeline. One of the things we talk about is elevating the teaching profession and you talked about that here and getting more teachers in the room. I mean, you are connected to the future

[00:28:56] and such a profound way that these students are a future. Are there other ideas that you have that you think people, we really need to elevate the profession by feeling the blank. Is there anything else? I think really elevating the profession by understanding that teachers are professionals

[00:29:12] that have gone as I've shown here, have multiple degrees, have lots of experience. They're not just teaching up in the classroom and making things up like it's in very specific knowledge to very specific skill set that not everyone has.

[00:29:25] I do not have the skill set to be a doctor. I cannot, I faint at the side of the blood. You please do not ask me to do that. However, I can sit stand in front of a group of 30 middle schoolers and not break a sweat.

[00:29:34] Like I got that skill set down. I'm so proud of myself. And so I think respecting and understanding that that's a trained skill. It's not something that I'm like, oh, I can't do anything else. I guess I'll go up here to teach her.

[00:29:46] Like I have dedicated not just time and in my degrees but also just on my own in different professional development and different courses to continually perfect my craft because we all want to do what's best for our students. Absolutely. And one other thing we didn't touch on

[00:30:01] that fits in the spucket in my mind is just the power of good mentors. And I know that's been a big part of your journey. You are clearly a mentor to so many and inspiration. Who are some of the year most influential mentors

[00:30:16] and maybe what was some advice you received from them? Yeah, this is so funny because I just had a conversation with a friend about this on the drive home on this weekend about just different mentors in your life. And some direct and some indirect.

[00:30:27] This woman I was talking through was an indirect mentor. We didn't realize that we had known each other through different situations. But just sort of the groundwork that she laid through her work in science education has made it possible for me to continue that work.

[00:30:40] And so I think about different mentors with whether it was in college. I think about people I've worked with in Colorado Springs who really helped me when I was a brand new science teacher sort of know and give me the encouragement to take safe risks

[00:30:54] within the classroom and try anything and sometimes it works. Sometimes it doesn't and so to continue to just have that piece growing. I think mentors are someone that encourages you, especially when you can't see it, but they can see the next step.

[00:31:09] And so they helped encourage that piece. I think my Colorado fellow Colorado teachers of the year have really been mentors to me as well and especially kind of taking that first step. Being a national finalist was a whole other world that was the first time in 28 years

[00:31:24] that that had happened in Colorado and so little scary to take that next step but the encouragement from that Colorado teacher your cohort was really helpful. And then mentors through my state teachers of the year, I think all of those different pieces have been really helpful.

[00:31:37] It makes me feel a little old to know like turn back and now be the mentor but it is really exciting to think about that next piece and how we really just need to be that extra tutor later for each other. Oh, man, I love that.

[00:31:48] So power, fall. Well, one more question for you and then we'll do the lightning round. You've been so patient having me pick your brain here but I wanted to just ask you a little more specific about this area of the state and you being a science teacher.

[00:32:01] I think that when I hear about your story, one of the things your magical at is getting people connected to the real life application of what you're teaching and I know that you've taken your students on rafting trips even to observe the grizzly creek fire damage.

[00:32:16] What advice do you have for other teachers that are really trying to implement that real world into the classroom, those lessons into this school? Yeah, I think the more you do that, the more authentic your learning is. I think there is something to be said about teaching

[00:32:33] about the world far away from you but if that's all you're ever learning about, it becomes this hypothetical situation. So the more that you can bring that learning, especially for a middle school or the more that you can ground that into like what's affecting their life right now.

[00:32:46] We took our students up to the Glenwood adventure to the cavern so they were able to see like we're gonna talk about roller coasters. You need to write a roller coaster so that when I talk about it, we understand the potential and kinetic energy

[00:32:58] we can have that connection. So I think I've realized in my teaching career that building background knowledge as a teacher I'm first asked to draw on background knowledge. What's their previous knowledge? But when I do that, I'm already setting my students up at different levels of equity

[00:33:16] and so instead of just assessing their prior background knowledge, I would like to build a common foundation. And so hence why I take my student drafting or why I take them to the caverns to write on a roller coaster. I want them to have that shared experience

[00:33:30] so that when we continue to learning, they're not falling behind. I found in my own life many times that there were these assumed learning situations that I didn't know having grown up in, you know, on a bison ranch 30 minutes

[00:33:45] from the nearest town like it's just a very different experience. And not that my experience was worse or better it just was different. And so I don't want any student to feel less than because they hadn't had that same experience. And so by creating those experiences,

[00:33:58] the learning becomes more authentic. The students understand like this actually affects something that's happening in my life or something that's happening in my loved ones life. And so the more that we can do that, the more that we can move away from what's scripted

[00:34:10] in a curriculum to like how can I change this lesson? How can I modify this to really apply to my students is so crucial in education. And I really think of something that we as educators need to continue to strive to do.

[00:34:23] Wow, and that is why you've been the teacher of the year. Well done! That is absolutely amazing. Absolutely amazing. Okay, well you have survived and now we are at the lightning round. Four final questions. I'm very excited for the lightning round. So what is your favorite Colorado hobby?

[00:34:39] My favorite Colorado hobby, I love especially in the summer, is to go look at wildflowers. I was a biologist, body major in college. And so I love to go on a wildflower hike just walking around, you don't get very far because you're just identifying all the wildflowers

[00:34:53] but it's my favorite thing to do is to just be with the wild Colorado's got beautiful wildflowers. And so the more I can be out there with them and the better my summers are. Oh, I love that. And now is there this,

[00:35:03] I don't know if you'll tell us the truth here. If there's a special place that you like to go to because of its discovered, then every single day. I know right? But maybe you could at least give us a hint

[00:35:12] about the location about where you find the best wildflowers. One of my favorite hike to do is actually the hanging lake hike because it has some pretty unique flower that has the yellow monkey flower that you don't always see.

[00:35:24] And so I love to go and do that hike and be part of that. But honestly, I love to do new hikes. I love to do new hikes and see new places. I spend a lot of time up in the flat tops as well

[00:35:33] just to walk around that area. But yeah, anywhere, it's new and beautiful. Oh, we're so lucky to live here. Okay, what's your favorite Colorado landmark? Okay, I thought hard about this question. But the real answer for me, honestly, is the Glomacanite. New year, we're gonna see the course.

[00:35:48] I just, every time I drive through it, I have grown up. I am 41 years old and I have driven through that canyon a gazillion times. I remember when driving with my dad and he would like know exactly where we were in the canyon

[00:35:59] and I thought he was magical because he knew all the different, you know, the flag in the canyon and we have the tree inside the tree in the canyon and the tunnels and all those pieces and it's just, it's beautiful. Like I still drive through to the stay

[00:36:10] and it makes me stop and just be in awe. It's beautiful. I agree. I love the Glomacanian. And growing up as a Colorado kid coming to go swimming in the pools and that's always, you know, you've almost there once you got to the canyon, I love it.

[00:36:25] Okay, what action hero do you most identify with? So, not so little known facts. Among any of my students is that am I a huge teenage mutant ninja turtle fan? Nice. I have been collecting memorabilia for 20 years now and have a giant display in my classroom

[00:36:41] of teenage mutant ninja turtles. So which one? Because I too, like, he's been ninja turtles. Oh, I love that. Part of my background. Okay. So which teenage mutant ninja turtle? My favorite is Donna Tello. This is a question that all kids must know before they leave me

[00:36:54] to task question. They have multiple times. Donna Tello is the funny yet smart one and so that's why he's a little more sciencey guy. So that's why I like him the most. I love that. That's great. The teenage mutant Ninja turtles, I love it. Okay. Final question.

[00:37:08] What are you currently binging? Is there a show or a book or a podcast that you can't get enough of? It's wasting your time or inspiring you. You want to put on a book? I, ironically, a year ago today,

[00:37:17] I was at the Taylor Swift concert in Pittsburgh, Pennsylvania. And so I have been not, not stop binging her ever since and just I leave and then I come back and I leave and I come back and so I have been binging for a long time.

[00:37:30] Now I'm on the torture poets department and enjoying every moment of it. So it's very fun. And it makes you fun. Can actually with the students. So of course. They pretend they don't like her, but I know in their hearts. They do. Yeah, what's not to worry?

[00:37:42] Well, thank you. Adam, you are just a delight and we are so grateful to have your whole humaneness in this profession. What a great example you are to so many and thank you so much for caring so deeply about our Colorado kids and what an inspiration. Thanks.

[00:38:00] Thank you for joining Colorado Leadership Stories where we hope to inspire the next generation of Colorado community builders, doers, and different speakers. Colorado Leadership Stories is presented by the BETURFoundation. The BETURFoundation supports Colorado by empowering leaders and communities with tools to tackle challenges and pursue opportunities,

[00:38:23] building a better state for everyone. With an 85 plus year legacy of giving back, we're committed to amplifying our impact for future generations. That's the spirit of BETURF.