The School at Marygrove welcomes second U-M Detroit Teaching Resident, Katie Guzdial

Learn more about Ms. Guzdial through this brief interview. 

What will you be teaching at The School at Marygrove in the fall? What do you love about teaching that subject? 

This fall, I’ll be starting off my first year teaching the Next Generation Science Standards (NGSS) version of Physical Science at The School at Marygrove. I couldn’t be more excited to teach Physics and Chemistry to my 9th grade students this year.

I have always been an outgoing and curious person. I have always wanted to know the why behind everything. I wanted to understand why everything in the universe is the way it is and how it came to be that way. The goal of science is to answer those very questions—why things are the way they are. In this way, science is really a way of thinking about the world around us because science is—quite literally—all around us, all the time. However, science is not just about determining why things are the way they are, but also investigating the intersectionality of science, our society, and the natural world at large. Science asks us to not only understand why but also how our society and natural world are impacted by and for humankind. I love teaching science because it drives students to ask questions about the world around them and seek answers to those questions. Then, students can create and develop solutions to the injustices in our society and the world around us, and thus, create a better world for all of us.

What drew you to the teaching school model for your preparation as an educator?

I was immediately drawn to the teaching school after hearing Dr. Hearn and Dr. Saunders speak about the opportunity in my SecMAC (Secondary Master of Arts and Certification program) professional seminar during the summer of 2019. I already knew that I wanted to teach in an urban public school, and after hearing about the project-based learning and social justice focus of the school, I was completely sold. I am passionate about both teaching social justice and teaching for social justice, and I believe the best way to bring relevancy to science content is through project-based and place-based learning.

Through the teaching school model, I was able to do a full year of student teaching at The School at Marygrove where I got to know the know the staff and administration very well, and see the intricacies involved in starting a school. Now, I am able to continue receiving support from the School of Education at The University of Michigan through one on one coaching with PhD student and former science teacher, Rachael Gordon. I truly believe this support and coaching will make me the best educator I can be.

This certainly isn’t a normal school year, but what are you excited about for the coming year?

First and foremost, I am so excited to virtually meet the new 9th grade class at The School at Marygrove. I am so excited to get to know them both as people and as learners, and to support them through this unprecedented year. Although this year will be scary and confusing for all of us, I know we can get through it, together. For this upcoming school year, both my students and I will have a lot to learn and adapt to in terms of using new technology tools. I think this provides a unique opportunity to model growth mindset for students. While I would love to think that I will be able to seamlessly switch back and forth between using Microsoft Teams and Schoology and Padlet and Flipgrid, the truth is that it will not always be so polished. If I am honest about my learning and growth, I hope that this will help students see that they are capable of so much learning and growth, as well.