As she enters her 43rd consecutive year as a Science Teacher at The Browning School, Joan Gillman continues to exemplify an unwavering commitment to nurturing young minds. Her remarkable career is fueled by a profound belief in the vital role of education, viewing teaching as one of the world’s most essential professions. Joan holds that educators are pivotal in preparing the next generation to navigate and shape the world, guiding them to become informed, compassionate, and responsible citizens.
Joan’s passion for teaching began during her high school years when she participated in a community service program. Volunteering in the lower school, she discovered the joy of working with children by teaching them to play the recorder, tutoring small groups in math, and organizing inclusive playground games. Her ability to engage all children, regardless of their athletic abilities, was admired by the head of the school. Beyond the classroom, Joan also taught swimming at a local JCC, including special needs children, and substituted as a ballet teacher at a dance studio. These experiences instilled in her a commitment to inclusiveness and a belief in giving every child the opportunity to shine, regardless of their talents.
Joan’s interest in science and engineering began in childhood, where she often found herself experimenting with different solutions, fascinated by weather patterns, and building model cities and robots with her older brother. These early experiences laid the foundation for her love of science, which she later channeled into her teaching career.
In 1980, Joan graduated Summa Cum Laude from Felician College (now Felician University) with a B.A. in Elementary Education K-8. She continued her studies at New York University, earning an M.A. in Education for the Hearing Impaired K-12 in 1982. Following her graduation, Joan began her first full-time teaching job in the South Bronx. This experience marked the start of her lifelong commitment to education, a journey that has seen her teach in a variety of schools, including independent schools, religious institutions, and public schools.
Before joining The Browning School, Joan taught 5th and 6th grade science at the Calhoun School and led several science and math electives for 7th and 8th graders. Her diverse teaching experiences have always been driven by a desire to make a positive impact on her students, helping them become passionate about learning and understanding the world around them.
Joan’s career is a demonstration to the profound impact a dedicated educator can have on the lives of students. Her commitment to inclusiveness, passion for science, and belief in the importance of teaching have made her a beloved and respected figure in the field of education. As she begins her 43rd year at The Browning School, Joan continues to inspire her students, fostering a love for learning that will stay with them for a lifetime.
The Browning School, an esteemed all-boys independent school founded in 1888 in New York City, stands as a beacon of excellence in education. With over 400 students in grades K-12, the school is dedicated to nurturing the intellectual and moral development of young men. Guided by its mission to “create men of intellect and integrity to contribute meaningfully to our world,” The Browning School is committed to fostering a learning environment where boys can thrive both academically and personally.
Central to The Browning School’s philosophy are its four guiding values: Curiosity, Honesty, Dignity, and Purpose. These values are not merely taught but are woven into the very fabric of the school’s culture, ensuring that they are emphasized and lived out throughout the year. The school’s approach to education is deeply rooted in evidence-based practices, and they invest heavily in the professional development of their teachers and staff. This commitment ensures that educators are equipped with the latest educational philosophies and tools, enabling them to provide the best possible learning experience for their students.
Joan shares that at The Browning School, equitable practices and social impact are integral to the curriculum. They are not add-ons but essential components that permeate all aspects of the educational experience. The school’s curriculum is designed to celebrate boys’ unique strengths through research-based strategies that address their developmental needs at every stage. The Browning School believes that academic achievement flourishes when boys feel respected, encouraged, and challenged as learners. This belief is reflected in the school’s environment, where high standards are upheld not only for the students but also for the faculty, fostering a mutual love of learning and a deepening understanding of the world.
The academic program at The Browning School is crafted to offer boys both challenge and engagement. It encourages them to think deeply, communicate clearly, and embark on a transformative journey into the world of ideas. The school is dedicated to creating a climate where boys are valued for their unique gifts, where they are both seen and heard, and where they are given the freedom and boundaries necessary to grow. The Browning School intentionally cultivates deep relationships with each student, ensuring that every boy is supported in his journey to becoming an excellent student, a dedicated friend, and a decent man whose life will have a positive impact on others.
Shaping Minds and Inspiring Environmental Stewardship
At The Browning School, Joan plays a pivotal role in shaping young minds and fostering a deep appreciation for science and the environment. With a demanding schedule, Joan is responsible for teaching a diverse array of science classes across different grade levels. This year alone, she is leading four second-grade science classes, two fourth-grade science classes, one fifth-grade science section, and one sixth-grade science section. In addition to her teaching responsibilities, Joan serves as a sixth-grade advisor, guiding middle school students through the often-challenging transition into a new academic stage. As an advisor, Joan takes great pride in helping her students adjust to life in middle school, offering them a supportive environment where they can thrive. Her advisory group becomes like a family, where students support one another, seek advice, and work through problems together. Seeing her students enter the classroom with smiles on their faces, eager to start the day, is one of Joan’s greatest joys.
Beyond the classroom, Joan is a dedicated leader of The Green Team, an all-school group committed to conservation and sustainability. Although she did not found The Browning School’s Green Team, Joan has been a driving force behind its initiatives since joining the school in 2018. Under her leadership, The Green Team organizes fundraisers for disaster relief, conducts Central Park cleanups, and posts “Green Action of the Week” reminders throughout the school to encourage students and staff to reduce their carbon footprint. One of the team’s most significant events is the annual Biodiversity Day, a school-wide event that features workshops, guest speakers, and field trips, all aimed at educating students about the importance of preserving our planet. Joan’s passion for environmental education is evident in her commitment to these initiatives, and she hopes to inspire the next generation to become responsible stewards of the Earth.
Joan’s dedication to science education goes beyond traditional classroom teaching. She is a strong advocate for hands-on learning and interdisciplinary curricula, believing that young students’ natural curiosity about the world around them should be nurtured and developed. One of her favorite projects is the Fourth Grade Straw Rocket unit, where students are challenged to design and launch rockets. This project allows students to apply their math and science skills in a practical, engaging way. They experiment with different variables such as the length of the straw, the number and style of fins, the size of the clay nose cone, and the launch angles. After launching their rockets and recording the results, students analyze the data to improve their designs, providing a powerful learning experience that they remember for years.
Joan also underlines the importance of addressing climate change in science education. She believes that teaching is one of the most important jobs because it prepares the next generation to lead. By helping students understand how the world works, Joan hopes to equip them with the knowledge and skills they need to make wise decisions in the future. Through her science classes and leadership in The Green Team, Joan is committed to making a positive impact on her students’ lives and ensuring that they are prepared to tackle the environmental challenges of tomorrow.
Joan’s multifaceted role at The Browning School highlights her dedication to her students’ academic and personal growth. Whether through teaching, advising, or leading environmental initiatives, Joan’s work is driven by a deep commitment to making a lasting impact on the lives of her students and the future of the planet.
Passionate Pursuit of Professional Growth in Education
Joan places a high value on professional development as an essential part of her long and successful career in education, which spans 43 years. She attributes her longevity and enthusiasm for teaching to her commitment to continuous learning and staying abreast of new techniques, ideas, and perspectives. Joan is a strong believer in lifelong learning and strives to model this behavior for her students by regularly participating in professional development opportunities. Over the years, she has attended numerous workshops, courses, and science conferences that have not only enriched her own knowledge but have also brought fresh ideas and energy into her classroom.
Joan’s passion for astronomy led her to apply for and attend three workshops at the NASA Goddard Space Flight Agency in Greenbelt, Maryland. These experiences were particularly thrilling for her, as they allowed her to delve deeper into a subject she had always been fascinated by while collaborating with fellow educators. During her last workshop at NASA, Joan had the unique opportunity to witness the construction of the James Webb Telescope, an experience she describes as one of the highlights of her career.
In addition to her time at NASA, Joan has attended workshops at the American Museum of Natural History in New York City, where she explored topics such as paleontology, climate change, and animal science. She has also taken courses at the Cornell Ornithology Lab, further broadening her scientific knowledge and expertise.
One of Joan’s most memorable professional development experiences was in 2017 when she was selected as one of 12 teachers to participate in the GLOBE Weather Field Test Program in Colorado. This opportunity allowed her to test a new weather curriculum, aligned with the Next Generation Science Standards (NGSS), with her sixth-grade science classes. Joan’s interest in meteorology made this an exciting and valuable experience, providing her with excellent new material to enhance her teaching.
In the Fall of 2018, Joan undertook a rigorous three-part process to become a National Geographic Certified Educator. This certification is awarded to teachers who have undergone specialized training and passed an evaluation process by the National Geographic Society. As part of her certification, Joan created a Capstone video showcasing her oil spill curriculum, where students engage in a hands-on simulation of cleaning up an oil spill. This exercise not only helps students understand the environmental impact of oil spills but also encourages them to think critically about reducing their carbon footprint.
In the summer of 2022, Joan further expanded her teaching skills by applying for a grant to become a Modern Classroom Project educator. This five-week online course equipped her with the tools to create a self-paced classroom that meets the needs of all students. Joan has already begun integrating the lessons learned from this course into her own classroom, demonstrating her commitment to evolving her teaching practices.
To stay up-to-date with the latest developments in science education, Joan remains an active member of several professional organizations, including the National Science Teaching Association (NSTA), the Science Teaching Association of New York State (STANYS), the Science Council of New York City (SCONY), and SEEDS (Science Educators for Equity, Diversity, and Social Justice). Joan’s involvement with STANYS has been particularly significant, where she has served as a Subject Area Representative (SAR) for the elementary level in New York City for many years.
Through her ongoing professional development, Joan not only stays enthusiastic and engaged in her career but also brings the latest scientific knowledge and teaching strategies into her classroom, ensuring that her students receive a high-quality education that prepares them to be informed and responsible citizens.
Cultivating Future Innovators
Over the years, Joan has recognized the growing significance of STEM, and now STEAM, in science education. She has integrated this approach into her teaching at The Browning School, where each spring, her middle school students participate in the annual STEAM Expo. This event allows students to choose a topic that piques their interest, leading them to conduct research and present their findings.
The topics students select are diverse and creative, ranging from exploring which conditions can prevent berries from molding quickly, to investigating whether different musical genres influence a person’s drawing style. Other projects have examined the effectiveness of various cleaning solutions in destroying bacteria, the impact of different types of light on plant growth, and whether color influences taste perception. Because students choose topics that they are passionate about, their work on these projects becomes a labor of love rather than just another assignment.
Joan has found that her students thoroughly enjoy the challenges that the STEAM project presents. The process of researching, experimenting, and presenting their findings mirrors the steps that a professional scientist would take in conducting a scientific study. This hands-on, student-centered approach not only deepens their understanding of scientific principles but also fosters a sense of ownership and excitement about learning. Through the STEAM Expo, Joan’s students gain valuable experience in scientific inquiry, critical thinking, and problem-solving, preparing them for future academic and career pursuits in a world that increasingly values innovation and interdisciplinary knowledge.
Overcoming Time Constraints in Education
One of the largest challenges Joan has faced in implementing innovative practices in education is managing time. Despite her enthusiasm for project-based learning and creative teaching strategies, Joan finds that time constraints often interfere with her ability to fully execute these ideas. She notes that as the years go by, the school year seems to pass more quickly, making it even more challenging to fit everything into the curriculum.
To address this, Joan strives to balance innovation with practicality. She is constantly evaluating whether her students are achieving their educational goals. If she notices that something isn’t working as intended, she takes a step back to identify the issue. Once the problem is diagnosed, she makes the necessary adjustments to ensure that her students stay on track. Joan understands that not every new innovation or teaching approach will be a perfect fit for her class. Therefore, she carefully considers whether these ideas are applicable and beneficial for her students before fully integrating them into her lessons.
Joan’s ability to adapt and refine her teaching methods demonstrates her commitment to providing the best possible education for her students. She believes that while innovation is important, it must always be balanced with the practical needs and realities of the classroom to ensure that students continue to meet their educational goals.
Integrating Diversity and Creativity in the Classroom
Joan greatly admires The Browning School for its commitment to integrating equity work into the curriculum. She appreciates how students are engaged with issues of equity and diversity through relevant assemblies, dedicated school events, and student organizations. The school’s participation in initiatives like the NAIS Student Diversity Leadership Conference (SDLC) and other national workshops and conferences further exemplifies this commitment.
Thanks to The Browning School’s dedication to equity and diversity, Joan was able to develop and teach a unit on “Hurricane Relief and Environmental Racism” to her sixth-grade science students. This unit allowed students to critically examine the mission statements of three relief organizations and evaluate whether these organizations adhered to their missions during disaster relief efforts after major hurricanes. The students were then tasked with proposing solutions to eliminate the biases they identified. While this was a challenging topic, Joan found that with the right approach, her students were eager to engage with the material and develop meaningful ideas to address the injustices they discovered.
Joan is a strong advocate of project-based learning, believing it to be one of the most effective ways to engage students and ensure long-term retention of the material. She often begins new units in science with creative methods, such as performing an original rap, sharing a unique phenomenon, or telling a story to spark interest. This approach has proven to be very successful, as students come to class excited and ready to learn.
In Joan’s classroom, project-based learning allows students to demonstrate their understanding in various ways, whether through designing a slideshow, filming a video, creating a diorama or poster, or setting up a talk show. This approach not only encourages creativity but also ensures that students internalize the material, as they must present their projects to their peers. Joan also emphasizes differentiation, allowing students to choose the medium that best suits their learning style.
Joan strongly opposes the “one size fits all” approach to education, recognizing that each student has unique needs. She believes it is the teacher’s responsibility to find the right approach to help each student succeed. Joan is committed to creating a classroom environment where every student feels comfortable, confident, and capable of mastering the material.
Joan also believes in an interdisciplinary curriculum. In her science classes, she incorporates elements from other academic subjects to ensure that learning is connected and reflective of how the world actually works. By integrating various disciplines, Joan helps her students see the interconnectedness of knowledge, fostering a more holistic and meaningful educational experience.
Inspiring Change
As a dedicated science teacher at The Browning School, Joan plans to continue teaching both lower and middle school science, emphasizing the importance of representation in STEM fields. She recognizes the value of being a positive role model for her students, particularly as a female science teacher. Joan hopes that by demonstrating her passion and expertise in science, her students will remember that women, too, can make significant contributions to the field.
Growing up, Joan noticed that most science teachers were male, but she is pleased to see that this image is changing. She believes that her presence in the classroom can help break down gender stereotypes, showing her students that women can excel in science and make a difference in the world.
Joan has taken significant strides as a female educator by actively participating in teaching workshops at numerous professional conferences. Initially, she was unsure of how she would be received by her peers, but her worries quickly dissipated as her workshops were well attended and well received. Her creative approach to teaching resonated with her fellow educators, who appreciated her enthusiasm and innovative methods.
Over the years, Joan has presented workshops at various prestigious conferences, including the National Science Teaching Association (NSTA) conferences, the NSTA STEM conferences, the Science Teachers Association of New York State (STANYS) conferences, the Science Council of New York City (SCONYC) conferences, and the New York State Association of Independent Schools (NYSAIS) Diversity Symposium. These experiences have been incredibly rewarding for Joan, as she has been able to inspire other educators to become passionate about science education and to invigorate their teaching careers.
Joan’s involvement in these conferences reached a new level when she helped plan the SCONYC conference. This experience was new and challenging for her, but ultimately very rewarding. She took pride in showing the world what a woman can achieve in the field of science education.
In addition to her conference work, Joan has also contributed to the field through her writing. She authored an article titled “Straw Rockets are Out of This World,” which was published in the October 2013 issue of “Science and Children,” a publication by the NSTA. Following the publication of her article, Joan was approached by an author from the NSTA who was writing a book called “Bringing STEM to the Elementary Classroom.” The author expressed interest in including Joan’s Straw Rocket Unit in the upcoming publication, which Joan considered a significant acknowledgment of her contributions to science education. This recognition further fueled her passion for teaching and reinforced her commitment to inspiring the next generation of scientists.
Commitment to STEAM Education and Climate Awareness
Joan has come to recognize the crucial role that STEM and now STEAM play in science education. Each Spring at The Browning School, her Middle School students have the opportunity to choose a topic, research it, and present their findings at the annual STEAM Expo. This initiative allows students to explore a wide range of topics that intrigue them, such as preventing berries from molding, the impact of musical genres on drawing, the effectiveness of cleaning solutions, the influence of light on plant growth, and the effect of color on taste. By researching topics they are passionate about, students approach their work with enthusiasm, making the project a labor of love rather than just another academic task. This approach mirrors the scientific process and helps students experience the real-world challenges and joys of scientific inquiry.
Joan is also mindful of the evolving landscape of technology in education. While AI technology is still in its early stages, she believes it holds great potential for enhancing the learning experience. However, she emphasizes that any new technology must be integrated thoughtfully to ensure it supports, rather than detracts from, the development of students’ skills. Caution and careful consideration are essential to make sure that technology enhances rather than replaces fundamental learning experiences.
In her view, addressing climate change is a critical aspect of science education. Joan believes that teaching is a vital profession because educators are responsible for preparing the next generation to tackle pressing global issues. By educating students about climate change and the workings of the world, Joan aims to equip them with the knowledge and awareness needed to make informed and responsible decisions for the future.
Keys to a Fulfilling 43-Year Teaching Career
Joan emphasizes the importance of continuing professional development throughout a teaching career. She attributes her long tenure of 43 years to her commitment to embracing new techniques and ideas gained from workshops, courses, and science conferences. This ongoing learning has helped her remain enthusiastic about teaching, allowing her to interact with other educators and bring fresh perspectives and ideas to her classroom.
Joan also advises maintaining a sense of humor. Teaching can be challenging, and students can sometimes become difficult, but keeping a light-hearted approach and patience helps overcome these obstacles and keeps the love for teaching intact.
Lastly, Joan encourages teachers to seek help when needed. Being in a school surrounded by professional educators provides a wealth of advice and strategies that can be invaluable. Despite the challenges and exhaustion that come with teaching, Joan believes it is one of the most rewarding professions and assures that keeping your spirits up will lead to many fulfilling days ahead.
