Nicolette Burgess’ journey to becoming Instructional Programs Coordinator has been a dynamic one. Initially an aspiring political science major, she found that one class changed the course of her career. After attending her first politics class, she quickly realized that it was not the right career path for her. Encouraged by her college roommate, she decided to explore an education class, a choice that ultimately transformed her career trajectory.

This shift resulted in Burgess majoring in Elementary Education, where she discovered her passion for teaching. She began her career in education by teaching fourth grade for four years, followed by five years in fifth grade. While she enjoys working with students in the classroom, she realized her role could be even bigger by becoming an instructional coach in the middle school. With these experiences, Burgess was ready for a different challenge and was recently hired for the new position of Instructional Programs Coordinator, a role that will allow her to make an even greater impact on the teachers and students of Mount Markham. 

As Instructional Programs Coordinator, Burgess will be responsible for overseeing the development, alignment, and evaluation of educational programs across the elementary and middle school buildings. Following the New York State education standards, she will collaborate with building principals and teacher teams to implement research-based, high-quality instructional practices.

 

Q: What are you hoping to accomplish this school year in this new role? What are some of your long-term goals?

A: To start, we’re evaluating our current classroom practices to identify what we are doing well and what can be improved. We are always looking for opportunities to grow, especially aligning with our new Mission, Vision, and Values. Our vision at Mount Markham is to challenge and inspire children to be lifelong learners and contributing citizens. To achieve this, we must ensure they have a strong academic and emotional foundation for success.

In the classroom, we are focusing on creating instructional opportunities that enhance student engagement. We also want to encourage more dialogue in the classroom. Students don’t want to be talked at for forty minutes; they want more hands-on learning experiences. So, we ask ourselves, how can we make students feel more comfortable engaging and enjoying their learning? With New York State’s Portrait of a Graduate, students will have more input in their learning and will find various pathways to graduation.

Regarding long-term goals, consistency will be crucial in developing curriculum and instruction. We have invested in specific programs to streamline instructional methods and create more consistency across classrooms. When every classroom employs vastly different instructional approaches, students must relearn how to answer questions instead of simply absorbing the material. The teachers at Mount Markham are incredibly passionate about their subjects; we just need to ensure students know what to expect year after year. We want to foster creativity and passion in teaching while also streamlining certain instructional methods.

 

Q: What instructional material is new for the 26-27 school year? How will it continue to evolve in the future?

A: We recently purchased IXL, a program that teachers can use to really target their instruction. We want to utilize state testing data to pinpoint questions that are frequently missed on exams and tailor it to our lesson plans and meet the needs of our students.

 

Q: How do you develop instructional materials for teachers? What guidelines are you following when incorporating new topics/materials into the curriculum?

A: Our goal remains meeting the New York State educational standards while still leaving room for creativity in the classroom. When developing instructional materials, I begin by examining what is being implemented at the elementary level to find ways we can adapt these approaches for middle school students. Students at the middle school level have different needs for each subject, so introducing new methods will depend on the specific teacher or class. Occasionally, I provide teachers with more opportunities for project-based learning and other innovative strategies to engage students.

 

Q: What kinds of training/workshops can teachers look forward to participating in?

A: This year, our teachers participated in workshops focused on inquiry-based learning, which emphasizes ways to allow students to guide the learning process. These training sessions have helped us explore methods for anchor-based learning and project-based learning. We’re using this information to enhance the learning experience for our students and encourage them to take a more active role in their education.

 

Q: Why education?

A: My objective has always been to make a difference in the lives of children. Initially, I believed that pursuing a career in political science and international relations would allow me to create a significant impact. However, I soon realized that I could make a meaningful difference within a school, with my impact being more direct and personal.

With each new chapter in my career, I have felt even more of that positive impact. Starting as a fourth-grade teacher, I was able to make a difference in the lives of twenty students; then, moving up to the middle school, I was teaching an entire grade level of students, before finally stepping into instructional leadership, where I get to influence each one of our teachers, who will then hopefully change the lives of their students and continue to make positive changes at Mount Markham.