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20, 2015
To Whom It May Concern:
I have come to know well and admire Lilli Meier, after having taught her as a Brandeis undergraduate , then working
with her the next year (2013-2014) as her as her Field Instructor (2 days a week in fall and the full practicum in the spring
at Boston Arts Academy), and finally in the five-week teaching writing course in June 2014. Throughout her academic
preparation for teaching, Lilli has shown tremendous growth in her teaching skills, consistent devotion to engaging and
supporting her students, and an invaluable openness to seeking feedback from her colleagues and even her students to
help her become the teacher she wants to be.
As an undergraduate and during her MAT work, Lilli impressed me with her eagerness to participate in class discussions.
She read thoughtfully, examined and questioned approaches we studied, and was able to connect what she was observing
in her middle school pre-practicum to our readings. Observing middle school students in Ms. Dowcett’s class definitely
helped her focus on careful scaffolding and kid-centered explanations and she was later able to translate that in her work
with ninth graders at Boston Arts Academy. Hard working and imaginative, Lilli put lots of energy into her semester of
real teaching. Though she began with a curriculum shared by all the 9th grade teachers, she was confident enough to
create her own interpretation to a plan or, in the case of the African Study unit, to choose the most challenging (and least
studied) African culture to energize her students.
Lilli was committed to engaging her students and every aspect of her classroom instruction included student-focused
work. One unit she devised for her ninth graders with her cooperating teacher focused on a “purpose of education” final
project; using different group strategies, her students debated the various purposes of education, established their group
focus and translated the purpose into a “mission statement for “their school”, developed a curriculum outline and then
presented the “school plan” to the rest of the class. Even as she created innovative lesson plans, she still established a
very clear and predictable classroom rhythm. Her students knew to follow the agenda on the board, to have homework
out and ready to review. She nudged students to expand vocabulary word meanings, to question literature or historical
facts, to debate with each other.
During her year at Boston Arts Academy, Lilli came to know her students well- she was always circling the classroom,
encouraging, focusing, challenging individual students. She made an effort to talk with their advisors, sometimes their
counselors and other teachers. They knew she cared about them, wanted them to succeed. Her cooperating teacher spoke
of Lilli’s active engagement in other aspects of the school life, attending staff meetings, working to tutor students, having
“conference time” for students on Wednesday afternoons.
Finally, I was especially impressed that Lilli chose to take a half-year off after her MAT program to study and travel in
Central and South America. Having lived and taught in Latin America for 14 years, I was excited for her to experience
different cultures and she seemed to learn so much from her adventure. She took Spanish language classes at
Quetzalteco, Guatemala, for six weeks that included not only Spanish instruction but trips, seminars, discussions around
social and economic issues. Then, showing a wonderful independent spirit, she traveled down to Peru for two months. I
know she returns with wisdom so valuable to her teaching- an increased awareness of the importance of making learning
relevant, and an empathy for what ELL students experience with their limited English.
I have great confidence in Lilli Meier- I’ve seen her grow into a wise, well-trained teacher, ready to step into any English
classroom. I can recommend her with great confidence and hope you will contact me, should you have further questions.

Frances Moyer,, 617-277-4363
English teacher and department head for thirty years, international schools (1974-1990) and Newton South High School
(1990-2007 ) presently Brandeis School of Education and volunteer mentor to new teachers in the Boston Schools