In November, Neag School of Education alumna Cathryn Tuttle ’20 (CLAS), ’21 (ED), ’22 MA was recognized as a Knowles Teacher Initiative 2024 Teaching Fellow.

Established by Harry and Janet Knowles, lifelong philanthropists and STEM educators, the Knowles Teacher Initiative is a five-year fellowship program for early-career math and science teachers. Through the program, the Knowles Teaching Fellows gain access to a robust set of resources, including membership in a national community of over 500 dedicated educators; personalized coaching and mentoring; and financial support for professional development.

Tuttle completed her Bachelor of Arts in biological sciences in 2020 from UConn’s College of Liberal Arts and Sciences and a Bachelor of Science in biology education in 2021 from the Neag School. Through the Neag School’s Integrated Bachelor’s/Master’s teacher education program, she also received her Master of Arts in curriculum and instruction in 2022. She completed her student teaching at East Hartford High School and her master’s internship at Windsor High School, which she says allowed her to see how school climate and professional communities influence the way classrooms function and, thus, how teachers feel about their work.

Now in her third year at East Hartford High School, Tuttle teaches general biology and elective courses, such as marine biology and zoology, and says she’ll also be teaching her first botany course in the spring.

“One of my favorite parts about my job is the people; I have an amazing group of colleagues in the biology department,” Tuttle says. “It was their collaboration and success as a department that made me choose EHHS.”

Tuttle has always been drawn to teaching because of her love of kids and learning. She says she chose biology “because life science fascinated me as a kid, and I felt like it was a field that students could resonate with on a more personal level, especially in learning about their own bodies and the world around them.”

The application process for the Knowles Fellowship lasted several months, with multiple rounds of interviews to find the most qualified applicants. Those selected for the 2024 Knowles Teacher Initiative were repeatedly reminded that they were “there for a reason,” as they were handpicked as early career educators who have passion and potential for personal and professional growth within the Knowles community and their respective districts.

“Being a Knowles Fellow inspires me to be more reflective in my teaching practices, be intentional about my decision-making in the classroom, and constantly seek opportunities for professional learning,” Tuttle says.

Being a Knowles Fellow inspires me to be more reflective in my teaching practices, be intentional about my decision-making in the classroom, and constantly seek opportunities for professional learning. — Cathryn Tuttle ’20 (CLAS), ’21 (ED), ’22 MA

She says she enjoyed her time at the Neag School of Education, especially her science-focused courses and learning from instructors Victoria Schilling, John Settlage, and Todd Campbell. Additionally, she credits the Neag School community with inspiring her to apply to the Knowles Fellowship.

“Cathryn Tuttle is among the most professional and dynamic teachers I have had the opportunity to work with within the Neag School,” says Todd Campbell, professor and head of the Neag School’s Department of Curriculum and Instruction. “When completing our program, she demonstrated leadership in our methods classes and in her clinical experiences and internships. She has a commitment to equity and justice that has been fostered by the numerous opportunities she has sought, including participating in our Justice-Centered Ambitious Science Teaching project first as an intern while completing our program and then as a teacher leader of a professional learning community during the first years of her teaching career.

“We have co-presented at national conferences and she is currently helping us write a book focused on our Justice-Centered Ambitious Science Teaching work,” Campbell says. “We have all benefited from the opportunity to learn with and from Cathryn.”

“I encourage all Neag School teacher preparation program graduates to apply for the Knowles Fellowship,” Tuttle says. “Knowles is an incredible initiative supporting early-career math and science teachers through some of the most difficult years of the profession and beyond. Not only is Knowles influential for the first five years of one’s teaching career, but the community reaches far beyond the initial fellowship.”

Her goals for the future include integrating more health and wellness education into the biology curriculum at her school, which could include teaching a neuroscience elective so students can learn how physical and mental health can affect them. She also hopes to build a school/community garden to teach students about sustainable agriculture and possibly pilot a cessation/rehabilitation program in place of disciplinary action for students struggling with drug and alcohol abuse.

“My main goal is to use my position in the Knowles community to start making some improvements at my school with the hopes of reaching beyond our district,” Tuttle says. “I also hope to increase my involvement in our local and state teacher’s union, the Connecticut Education Association, to lobby for systemic change on the district, state, and maybe even federal level.”

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