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Michaila Forte

1) Discuss your experience with research, either your participation in research or


application of an evidence base in your own professional practice. How have you employed
research in support of problem solving and/or continuous improvement in your
professional practice?

Problem solving is one of the key abilities teachers need in a classroom setting full of
changes, challenges and uncertainty. Problem solving requires the perceptive exploration of our
natural world and demands creative applications of our knowledge to make progress at the issue
at hand. I have found these skills within the STEM field. As biochemistry major I have found the
importance of research as a problem-solving tool goes beyond any single experiment, hypothesis,
or individual project. I believe the first part of problem solving needs to include researching the
issue and getting to the root of the cause. It is also important to understand what attempts have
been made, what the actual end goal is, and also a solid understanding of the subject matter.
Within my biochemistry studies, I have been exposed to very quantitative, exact, and
sensitive data through different trials and lab projects. This has shown me that it is important to
always conduct multiple experiments as this leads to a more reliable data set and better
conclusions that help improve my education and future experiences. This type of research has
helped me develop skills that allow me solve problems that require attention to detail while also
following strict guidelines and procedures. I have been able to apply these skills successfully
within my disciplinary Honors classes and a wide-ranging field of studies. I am confident that I
will be able to perform research in the classroom, learn from the results, and quickly implement
changes that will better my teaching for my students.

2) Describe how you might collaborate within your professional community to encourage a
positive climate and improved professional practices.

As a future high school chemistry teacher, I believe a wide range of collaboration will be
essential for my success. I plan on working closely with fellow teachers, my school’s leadership
team, my TFA coach, and potentially using as many JHU materials as possible in my curriculum.
My experience in the University of Washington Interdisciplinary Honors Program showed me
the importance of working with people from different backgrounds and experiences as leads to
different ideas and multiple angles to solve problems. This is especially relevant to my goal of
integrating specialists from varying backgrounds and experiences into my classroom. My
experience with interdisciplinary approaches and a strong belief in intersectionality will be
evident when interacting with other professionals and also with my students.
To work towards a positive learning environment, I plan to work within a community of
professionals and also reflect individually. At a community level, I plan to take three distinct
steps to encourage a positive climate and improved professional practices. First, the group will
assess the current situation through surveys and inclusive discussions. Next, we gather feedback
and bring together the ideas/perspectives of the group to create a shared vision of what my
colleagues and I want our environment to be. Finally, we create SMART goals and work
together to carry out the shared vision over a specified period of time. This process is then
repeated to see what worked and what needs improvement until a positive climate is
achieved. To then reflect individually and create an internal positive climate, I will strive to
embody values that I believe encourage constructive criticism and growth. These include honest
communication and striving for excellence in every possible situation.

3) Describe what social justice means to you. How is this belief evidenced in your
professional practice?

Social justice is the continuous fight for equity in resources and opportunities regardless
of race, gender, or social class. I believe access to an excellent education is a fundamental right
for all students and my role in Teach for America helps contribute to this goal. I recognize that I
have had privileges and different experiences than the community I serve, and as a result I use
my platform to listen and advocate for underrepresented voices. I am applying to JHU Master of
Science in Education because I have a passion for science and access to science education. As a
woman in the STEM field, I consistently did not see women in leadership roles in science fields.
I had multiple professors, teachers, and advisors tell me not to take a certain class or schedule
because it would be too difficult. My high school chemistry teacher even told me I wouldn’t
make it in the science field. Even with all of these barriers, I recognize I had way more access to
science than most. I’m here today to work towards increasing access and interest in science. I
have a fundamental belief in all children, I want to be an encouraging, positive role model for
students, and I plan to hold my students to a level of rigor and excellence.

4) Discuss a time when your position on an issue was challenged. How did you conduct
yourself, manage the conflict, accept feedback and take responsibility? What did you learn
the other persons’ perspective?

Throughout my work in education, I have had to defend my beliefs countless times.


However, there is one situation that sticks out to me because it involved someone I loved. My
grandfather is an ex-policeman and we approach social issues very differently. One evening at
dinner he asked me to explain the “Black Lives Matter” movement to him because he didn’t
understand why only black lives matter, and not “all”, “blue”, or “white” lives matter. This is a
common misconception that I’ve seen on social media and around campus, so I was excited to
discuss. I explained the BLM movement is a social justice group protesting against violence and
systematic racism towards black people. I outlined their main topics, such as police brutality and
racial inequities, and showed how the BLM movement is inclusive and empowering. Finally, I
calmly showed how saying “BLM” did not mean other lives did not matter, but simply trying to
point out the injustices specifically black people are experiencing every day. I was not expecting
such an aggressive response from my grandfather when he stated the majority of cops are trying
to do good and they’re dying in the field. I focused on de-escalation and presenting objective
facts rather than relying on my emotions to convey my position. Midway through the
conversation, he said I didn’t have ground to speak because I had never been in the position of
the police officers. I took this feedback and I realized my grandfather had these pro-police
opinions because he was once a policeman in a major city. I learned to recognize that people
come from different backgrounds and to respect others’ opinions, while still staying strong in
your belief. I saw first hand the importance of listening to others’ stories even when disagreeing
on a fundamental level.

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