Derrick* was homeless. He came to our classroom in November, well into our second nine weeks of school and he was very clearly both eager to learn and fit in...and also very behind academically. Texas requires students to pass the reading and math state tests in order to advance to the next grade; it was clear we had a steep hill to climb. Derrick, along with his 32 classmates, would need more than worksheets and lectures to prove their mettle in our math and science class. It would take a year of PBL units for them to become creative problem solvers and critical thinkers capable of smashing the tests. They used their understanding of how to add, subtract, multiply and divide fractions to create their own working recipes for a bake sale, they created a drought sustainable community garden, they identified their passions and charted individualized paths for how to pursue them. Derrick and his classmates passed the state tests and were empowered to do so much more. Through PBL, they were given a chance to break the cycles of poverty that encircled their families. They learned how to amplify their voices beyond their classroom, into our community. They proved they were capable of so much more than passing state tests.

Equity matters. As educators, we have found ourselves in charge of removing deeply entrenched barriers that society and its systems have put in the way of our learners. It has become astoundingly clear during my twelve year career that Project Based Learning is the vehicle that helps all learners gain access to community connections, raise their voices in meaningful ways, and reach beyond the path set in front of them. From a wealthy suburban school in Austin, to a rural Title 1 school in Wichita Falls, I have been fortunate to see PBL work its magic with students across races, socioeconomic spheres, and abilities. I have found tremendous joy in using PBL to help all learners uncover how capable they truly are. Through project based learning, I have been able to integrate literacy across content by having learners write reflections, engage in peer and expert discussions, present products to people outside of our classroom, and make connections across content. This depth of learning simply wouldn't be possible without PBL.

Currently, I find myself passionate about coaching teachers to rediscover the joy of teaching and learning, facing teacher burnout head on. I enjoy stretching my coaching muscles as teachers grapple with what it means to integrate constructivist principles through a learner-centered lens, and apply it all to the work they do with and for their students. It is thrilling to watch teachers move from a place of "I can't. This won't work. What could this even look like?" early in a workshop to "Alright, we'll get messy and work through this together!" by the end of our time together. It's about our learners - everything we do. And I find incredible joy in each workshop I get to facilitate bringing PBL to teachers worldwide.

Education is a deeply rooted passion of mine. I would relish the opportunity to share more about my deep love for learning for all students if desired. Thank you for allowing me to give you a glimpse of what education has meant for me since 2008.

Ever learning,

Erin Starkey, M. Ed.

Phone: 512-971-0697

E-mail: erinstarkey626@gmail.com