Bridget Leon, a fifth- and sixth-grade science teacher at Panama Central School, recently became a lead teacher. Image provided
PANAMA — After a long process, a Panama Central School teacher has officially earned the title of master teacher.
Bridget Lyon, a fifth- and sixth-grade science teacher, originally applied to become a lead teacher because of her love of science.
“I’ve always considered myself a lifelong learner,” she said. “I also love science and collaborating with others. I want to see what’s out there and I want my students to have more opportunities.”
Lyon said collaborating with others is an essential part of the master teacher program, specifically collaborating with other teachers in the same field, something she said is also important to do in a small school district.
To become a master teacher, Leon had to go through a 10-month process that included internships. First, she had to apply, and once she received the email, after the original request saying she was able to be considered, she had to submit another massive application with multiple steps.
The steps took into account things like teaching style and included a middle school science test — the Praxis Middle School Science Teacher Test — which Lyon said she was a little nervous about.
“My master’s degree is in literacy, not science,” Leon said. “This is my 26th year of teaching. I spent eight years in Florida before spending 18 years in Panama. I started out teaching reading intervention and then moved up to fourth grade.
While teaching fourth grade, Lyon said she noticed that the kids were curious about science. That’s when she started advocating for students to have more science opportunities in school. She gave the example of obtaining grants to allow for more science projects, such as the tower gardens she was able to install in her classroom last year. Because of her interest and love for science while teaching fourth grade, when the school needed a science teacher for fifth and sixth grade, they asked her.
In addition, the audition process also included references, and when Lyon was told she was a finalist, there were interviews in June that did things like show how well she could collaborate with others. The official announcement of the milestone was made in mid-November.
Now as a lead teacher, Leon goes to Buffalo State’s Western New York Center several times a month to join groups that meet and talk about what they’re doing around the state. This continues throughout the year and in the summer they offer professional development opportunities such as visiting the Adorondacks and learning about the rock formations.
“An important part of my teaching style is that I don’t teach a certain way,” Leon said. “I like to think of it as a toolbox, always putting away tools to take out and use later. With my literary background, I am excited about the opportunity to grow my scientific knowledge and serve my region alongside my love of science.”
Part of collaborating with Lyon’s other master teachers is being able to bring the tools she’ll learn back into the classroom to help her students grow and move beyond the classroom. She wants to help motivate her students by showing them that she is still a student, too.
“Personal growth doesn’t just happen from age 5 to 18,” Lyon said. “You still have goals as you go through life. “I am a continuous learner and want to see what is out there and think about the needs of my students in the classroom and district.”
Leon gave the example of a field trip to Northwest Arena to help students learn about friction and see it in a realistic way.
There are about 20 other teachers in Chautauqua County who have earned the title of master teacher.
Leon’s future plans include continuing to move up to Buffalo, more professional development opportunities, and putting more tools in her toolbox. Eventually, she added, some of the master teachers could become lecturers and attendants for the New York State Science Teachers Association. She also wants to learn more about grants and grant writing.
The main focus of the Master Teacher Program is on STEM content knowledge, how teachers know their students and families, and how this knowledge is reflected in their teaching. Leon gave an example of when she was teaching fourth grade and knew her students needed more support at home and were struggling with math. She attended Personal Development and used a flipped classroom strategy, finding a way to let students watch a video of her teaching the lesson and then answer one question for homework. This allowed more time the next day to help students understand and practice, Lyon said.
She added that she has always appreciated the support her school provides.
“I always appreciate the school district and the community for pushing me and allowing me to do things like this,” Lyon said. “The administration and my colleagues have always been very supportive and allowed me to pursue professional development. This really makes a difference.”
