Teacher Profiles

Amy Wang
Volunteering with a community health initiative while a student at Northwestern University is what catalyzed an interest in teaching for Amy Wang. Amy says, “We taught high school students about healthy living and empowered them to share their knowledge with their communities.” A biology major, Amy realized that she could combine her passions for science and working with young people by joining the DC Teaching Fellows.

Amy teaches 10th grade Biology at Phelps ACE High School. This year, she has set the ambitious goal of not only teaching science content but also increasing her students’ math proficiency by at least 1 grade level. She says, “I incorporate math every week: math strategies, reading with graphs, fractions, proportions and percentages.”

Amy is making progress toward her goals. She says, “[Students] have been much more effective in preparing for quizzes and tests since I hosted a seminar on how to study for a test.” Additionally, her administrator writes, “[Amy] is highly effective at building a supportive and learning-focused classroom community. Students are invested in their work and value academic success. For example, students work hard, remain focused on learning without frequent reminders, and persevere through challenges.”

Rachel Lindy
Growing up with an expressive language disability, Rachel Lindy often felt misunderstood by teachers who did not understand learning disabilities and alternative learning styles. She persevered, however, and graduated from high school with honors and from Oberlin College. Rachel taught for a year in Africa and again saw the deleterious effects of unappreciated learning disabilities.  “My co-teachers told students who learned differently that they were stupid, and the teachers only taught one way (writing notes on the board). Kids who didn't learn that way were lost.”

Armed with the firsthand knowledge that all students (including those with special needs) can achieve when their teachers addressed their needs, Rachel joined her family’s long line of educators by enrolling in the DC Teaching Fellows.

At Tyler Elementary, Rachel teaches Kindergarten Inclusion. Rachel says, “I feel so lucky to be a member of the Kindergarten team at my school. [Tyler] is a microcosm of the achievement gap. We have a wide diversity of students. [Regardless of where the students start], I am trying to get all of them to an I reading level.” As she and her students working toward their goals, Rachel measures their progress using a goal tracker she received from her TNTP Academy Seminar Leader, Thea Stewart. With great pride, Rachel shares that observers in one of her classes said they couldn’t tell which students were part of her special education caseload and which were not.

Principal Jennifer Frentress writes, "Ms. Lindy has become an invaluable member of the Tyler teaching staff. Her leadership and contributions to our inclusive efforts has helped move our school forward."