The diversity and abundance of science classes offered at FHC are some of the greatest strengths of our school. However, with the absence of two faculty members in the next school year, Ryan McCoy and Brittany Moore, the department is left without a head and a vital teacher for chemistry classes.
Filling the shoes of McCoy is Kim Maxwell, who has stepped up to lead the department through some of the most challenging times that have been experienced by the district in a number of years. To name a few, one of the most prevalent being the lack of teachers, which leads to oversized classes, culminating in an overall less cohesive learning environment. In the past, the manpower in the science department was greater than it is now, having 13 teachers rather than 10. The problem isn’t necessarily the fault of the hiring process or a poor environment; it’s that science-oriented students have next to no interest in teaching.
So, what can be done?
Nothing, really. Other than relying on the fact that a select few are generous enough to give up a multitude of careers with higher salaries, that offer higher accolades and recognition, there is not much anyone can do. Despite this, plenty of these beautiful anomalies walk through the doors here at FHC and want to raise the next generation, to challenge them to think critically and work hard, and ask that they consider science in their future careers.
Moore went into college on the pre-medical track, hoping to be a doctor at the end of her long schooling career. When the COVID-19 virus struck, however, and plunged the world into a global pandemic, the desire to be in school for 10 more years was lost. Deciding to experiment with what would change the trajectory of her life, Moore elected to change her coursework to focus on education, still majoring in chemistry and graduating with that degree.
“I always wanted to be a teacher, but my teachers told me that I was too smart, that I could do so much more with my life,” Moore said. “Being very impressionable, I trusted their advice. But when COVID hit, I changed my mind and did what was best for me.”
Above all else, teachers need to love what they do. Brian Bitney embodies this value as he has two master’s degrees, both in fields of science, and could have followed the advice that Moore’s teachers gave her. In spite of the prospect, he derived the joy he felt from teaching and measured that it was more than worth giving up the many benefits that come with being a scientist, to push students to be the best scientists they can be instead.
“I understand that I could make more money doing other things, but I think every educator is in this because they love the interactions with kids, they love seeing the growth, they love feeling like they’re helping the kids to achieve their dreams,” Bitney said. “Science is really important for the future. The more kids that I can harness love for science or help along their journey to become future scientists is what inspires me.”
An aspiring teacher himself, Ethan Clapsaddle is the student teacher to Bitney. His motivation to become a teacher stems from a life filled with active, engaging, and caring teachers who inspired him to do the same for every student he’ll teach in the future. While he could pursue a career in the wider field of science and earn much more money, Clapsaddle is compelled by the teachers who brought him up to do the same for the next generation.
“I had many very good teachers [who] were present for me and took interest in my mental health, and genuinely cared for me to continue going to school,” said Clapsaddle. “I want to teach for a couple reasons: one being to repay that favor, to be there for the students that are like me and may be suffering with something going on at home. Another being that I love science and I love to explain things, to help students see the full puzzle and put it together, piece by piece.”
The retiring department chair, McCoy, is filled with a number of emotions as he teaches for his last month: excitement, for all of his students and what they’ll accomplish in the near future; apprehension, for what a future without teaching holds for him; anxiety, for the trajectory of the science department. Losing his talent is detrimental, although with the rearrangements in the classes and hiring of 2 new teachers, hope is certainly not in vain. The only classes that won’t be taught next year are AP Chemistry and AP Physics II, the classes that McCoy and Moore specialized in. Both will be offered online until there is a large enough demand for the classes to run again.
“We’ll have some teachers doing new things, Bitney is going to take over AP Physics I and Physics, [Paul] Young will be teaching AP Biology, and the new teachers will be doing chemistry and physical science,” said McCoy. “There are a number of things that are out of our control, and we have to make the best with what we have. I think our students have had a really good experience despite these factors.”
Using this data, it can be inferred that the science department is approaching equilibrium. Given time, enough of the statistical abnormalities will once again parade our halls. Thus, the null hypothesis can not be rejected, and therefore, science will prevail and continue to inspire students to invent, investigate, and innovate.
