Teach Western Mass


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Our People


Iwona Langlois

ELA and Social Studies Donahue Elementary School, Holyoke Public Schools
"Teaching is an opportunity to give back to your community by providing young people with the knowledge and skills they need to make a positive impact on their city."

Iwona Langlois is an ELA and Social Studies teacher at Donahue Elementary School in Holyoke Public Schools with over twenty years’ teaching experience. She was born and raised in Holyoke, Massachusetts.


At the age of five, I had the most amazing first-grade teacher, who inspired me with what I wanted to do with my life. I could see what a difference a teacher could make in her students’ lives because she really cared about us, which made me want to emulate that person. For me, teaching is an opportunity to give back to your community by providing young people with the knowledge and skills they need to make a positive impact on their city. I can’t think of a better way to make a difference in the lives of Holyoke’s young people than through teaching.


In life and in career, what is most important is the ability to use the challenges you face to learn and grow, to push you to become a better person and a better educator. You’re going to get that in Holyoke. All of our students need us, but some more than others. Based on circumstances beyond the child’s control, many require additional support before, during, and after school. Holyoke teachers provide this and more with a warm and welcoming attitude and atmosphere.  


The integrity and professionalism that you’ll find in Holyoke Public School teachers is among the best in the state. Our mentoring programs connect experienced teachers with first-year teachers to ensure they have the support and resources they need to be successful. Professional development is ongoing with input from administration, teachers, and outside sources always seeking opportunities for improvement. 

Sarah Greaney

2nd Grade Math Maurice A. Donahue School, Holyoke Public Schools
"There’s way more to teaching than reading and math. It’s always been a mentorship role for me. I look for the chance to share experiences from my own life and earn my students’ trust."

Sarah Greany is a second grade teacher at Maurice A. Donahue School. She previously worked as a pre-K teacher and a paraprofessional.


Parents are sending me their children and entrusting me to care for them. There’s way more to teaching than reading and math. It’s always been a mentorship role for me. I look for the chance to share experiences from my own life and earn my students’ trust. Too often my students struggle to understand the importance of what happens in school, so I look for the chance to make those connections to their future. They might be interested in video games, so I’ll talk to them about what skills a video game designer needs or we’ll talk about the increased income that comes with a high school and college diploma.


We value open-mindedness. Many of my colleagues weren’t born here, but come with a sense of respect for the reality our students are growing up with—whether it’s homelessness or immigrating from a country they’ve never been to. Our teachers need to have an open mind that will help those children feel included and trust them. That’s not something that they teach you in school, but it’s highly valued here and is making a difference in our community.


This is a community-oriented place and there’s so many opportunities to get involved. NYC, Boston, the Berkshires—you can hop in your car and drive to the beach in a couple hours. It always strikes me that we do lessons on weather that we’re lucky to be in a place that has four seasons. It may sound cheesy, but it doesn’t feel like the holidays when you don’t have beautiful snowfall and cold weather. There’s amazing hiking, skiing, running and biking trails. And beyond that, there’s always our great restaurants, shopping, and music venues!

Kim O’Grady

Instructional Leadership Specialist Forest Park Middle School, Springfield Empowerment Zone Partnership
"You can always name that teacher in your life that has had an impact on you and your life. In Springfield, you have such an amazing opportunity to make a difference."

Formerly a sales and business analyst, Kim O’Grady decided to change careers and follow in her father’s footsteps. She is the instructional leadership specialist at Springfield Empowerment Zone Partnership’s Forest Park Middle School.


I believe that we are all in this together and that whatever is going on in school, should be continued at home. Students need to be getting consistent messages from teachers and their parents, so we look for ways to get parents involved. Too many parents only hear from a school when there’s a problem. I feel it’s our job to go above and beyond to make them feel welcome. My colleagues and I look for opportunities to connect with parents around positive things. Whether it’s “coffee time” with our principal or pizza nights, we’re looking for opportunities to help parents develop a positive relationship with our schools.


Our teachers are incredibly determined. We had one student who just didn’t want to be at school. He wouldn’t do homework and was acting out in class and at home. His teacher was really struggling to engage this student because she really cared and was determined to help. I admit I was skeptical when she recommended this student try out for our end-of-the-year school play. At first, he was hesitant, but the more she discussed it with him, the more interest he had in having a role. It was like night and day once he started doing it. He made friends, he started trying harder in school, things improved at home. It’s an example of our teachers’ determination to stick with a student no matter what. His mom recently signed him up for acting lessons. It reminds me of the importance of what we do.


You can always name that teacher in your life that has had an impact on you and your life. In Springfield, you have such an amazing opportunity to make a difference. Many of our kids come from difficult backgrounds. They’re not just coming to school for education; Many of them are looking for a connection, for mentorship. Having the ability to impact these students in a positive way—not only educationally, but emotionally too—is what makes my life here so rewarding. 

Lori McKenna

9th & 10th Grade English Holyoke High School, Holyoke Public Schools
"I’m proud that our teachers take risks and are comfortable trying out new strategies that will help their students learn."

Lori McKenna has been an educator with Holyoke Public Schools for 11 years, teaching grades 9-12. She has been an active part of her school community, serving as a member of the instructional leadership team, working as a tutor for students, and leading professional development for fellow teachers. 


I love teaching because I believe teachers can have a tremendously positive influence on students—no matter their background. Our schools serve students who are still learning English, students with special education needs and IEPs, students who have experienced many difficult challenges in their lives, as well as students who are on task for successful academic achievement. I work to understand where each student is and how I can be most effective in helping all students succeed. I believe the best way to do that is to establish meaningful relationships with my students. If I can build connections with my students, create clear rituals and routines in my classroom, and show them that we have a relationship of respect, all of my students will be set up for academic success.


Our district recently launched Holyoke University, an opportunity for educators across the district to teach classes to their peers and share their expertise and unique experiences. Whether it be using restorative justice or learning Spanish to better communicate with your students, Holyoke teachers possess a wealth of resources and Holyoke University taps into that. I’m currently teaching a class called Questioning and Engagement Strategies, which I hope will give teachers strategies to ensure that they are using higher order thinking skills in their lessons and that they are engaging all students in the classroom for these activities. Some of these strategies are ones that I’ve developed myself and some are ones that I’ve learned through my own professional development that I’m sharing because I’ve found success with them.


Trying something new can be scary. What if I try something new and someone drops by my classroom and it looks like a failure? I’m proud that our teachers take risks and are comfortable trying out new strategies that will help their students learn. If you are open-minded and willing to try something new, that’s how we get better. That’s how we best help our students. We are intentional about collaboration and doing whatever it takes to see our students succeed. I had a student who was disengaged in my classroom, but because I speak regularly with her other teachers I learned that she was excelling in my colleague’s class. We worked together to figure out what it was that unlocked that student in her classroom. This ongoing collaboration makes us better—makes me a better teacher, makes us all better teachers. We leave our egos at the door for the sake of our students.

Jules Jeudy

K1 Paraprofessional UP Academy Kennedy, UP Education Network
"It’s not good enough for us to teach to one type of student. To be successful, we need to understand these young people and make them feel welcome and supported."

Jules Jeudy began his post-secondary education as an American Studies major, but a teaching internship at a local high school his senior year exposed a passion for teaching. He is currently a K1 Paraprofessional at UP Academy Dorchester and will join UP Academy Kennedy as School Culture Coordinator in the 2016-17 school year.


I have a passion to help students get into a good college, and I believe every one of them is capable of greatness. But, it takes a lot more than optimism to make sure every student has that chance. My colleagues at UP work constantly to improve our practice, so that we can better serve our students. I think our biggest asset is our focus on collaboration. We work together on lesson plans, on problem-solving, on behavior plans. We are constantly sharing ideas and giving each other feedback. It’s made me a better teacher for my students.


The students we serve have a wide variety of life experiences. It’s not good enough for us to teach to one type of student. To be successful, we need to understand these young people and make them feel welcome and supported. To do that, we have to be culturally-aware and vigilant about recognizing our own implicit biases. In practice, we strategize and talk about how we can prevent microagressions in our classroom and reflect on those situations where our classroom environment wasn’t as welcoming as we want. That makes us better teachers and sets our students up for success.


Western Massachusetts gets overlooked too often. We have all these amazing opportunities and things that make this place special—everything from the Basketball Hall of Fame to Dr. Seuss’s childhood home. Sure, Boston always gets more attention, but I’m excited to bring a little more shine to this great community.

Valerie Joell

7th Grade Math UP Academy Kennedy, UP Education Network
"It’s important for me to demonstrate that all of my students are capable."

Valerie Joell is a 7th grade math instructor, cohort leader, and grade level content team leader at UP Academy Boston. She will join UP Academy Kennedy as Dean of Curriculum and Instruction in the 2016-17 school year. Originally from Philadelphia, Val graduated from the University of Pennsylvania with degrees in Africana Studies and Urban Studies. Before joining UP, Val completed the Match Teacher Residency program and earned a Masters of Effective Teaching from the Sposato Graduate School of Education.


I am continually impressed and inspired by my colleagues’ commitment to turning every opportunity into a teachable moment for their students. On my very first visit to an UP school, I observed a homeroom period. Now, normally this might not be considered instructional time, but our teachers’ passion for learning permeates every moment of the day. Even handing out a permission form to students became a lesson. Instead of going through the permission slip and telling students they needed their parents to sign and return it, these had students silently read the form and then asked questions to check for understanding. I was floored by the intentionality of it.


I didn’t major in mathematics—I’m a humanities major—but I came to teach math because of my relationship with the subject growing up. I told myself, and many people confirmed for me, that math wasn’t for me; it was for other people. That really hindered my achievement. I was lucky to have some really wonderful teachers in high school who helped me discover that I could be successful in math. Eventually, I found myself in AP Calculus and AP Physics. If I hadn’t been in a classroom where I was taught that I was able to achieve these things, I wouldn’t have had this opportunity. I realized the power that a teacher could have in shifting students’ perspective about what they could accomplish. It’s important for me to demonstrate that all of my students are capable. I set to change the relationship students have with math and themselves.


In my classroom, I have a commitment to building a culture of error. For many students, math is black or white, right or wrong. I think that paradigm is flawed. I look for ways to demonstrate to my students that your reasoning can be strong throughout a problem, but you may arrive at an incorrect answer. That doesn’t mean that you don’t get it. I prioritize giving feedback on the reasoning and the process so students aren’t walking away thinking that they lost because they didn’t get the right answer immediately. 

School Leaders

Mary Kay Brown

Magnet Administrator John J. Duggan Academy, Springfield Empowerment Zone Partnership
"Our school culture values out-of-the box thinking and supporting our kids no matter what."

Mary Kay Brown has more than a decade of experience managing and administering magnet grants for schools and ten years of workforce development work with a focus on making the connection between school and career by providing career education, training, and opportunities for students.


Through our school’s “enrichment block,” community organizations lead five-week learning programs designed to help our students by exposing them to activities and subjects that they might not normally have access to in a typical school day. Our partners, including the Jewish Community Center, the City of Springfield Public Health Department, Martin Luther King, Jr. Family Services, Dakin Humane Society, Community Music School, Junior Achievement of Western MA, and many more, send professionals into our school to work with students to expose them to a variety of activities, interests, and social issues such as music, healthcare discrepancies, the ethical treatment of animals, and financial literacy. Students learn how the workplace readiness skills inherent in all these fields make them well-prepared students and are exactly the skills they’ll need to thrive in a twenty-first century workplace.


There’s nothing worse than having Peter not talking to Paul. Our teachers value communication, collaboration, and creativity in addressing challenges. Counselors, teachers, and parents meet as a team each week to make sure that no student here is falling behind. Together, we strategize ways we can help students with attendance, behavior issues, or academic challenges. Our school culture values out-of-the box thinking and supporting our kids no matter what. Our teachers also meet weekly in vertical- and grade-level teams to look at student work, practice instructional moves, look at student data, and strategize best practices to support student achievement and positive school culture. As a Magnet Expeditionary Learning School, our teachers work together to design curriculum units that integrate a social justice theme. Our Habits of Scholarship—respect, responsibility, quality, and perseverance—are critical components of Expeditionary Learning Schools and are as important to learning as academic content. Our teachers also strategize around ways to use these traits to support a positive school culture.  


I grew up outside of New York City and worked in Midtown Manhattan for a number of years, and I worried that I’d be missing out on all the culture by moving to western Massachusetts. I was wrong. Springfield is beautifully positioned because it’s an hour and a half from Boston, two hours from New York, down the road from Hartford, and Northampton and Amherst are right up the road. We enjoy the benefits of living in a small community, while still being able to get into a car and be in the middle of the action. 

Stephen Sullivan

Principal Holyoke High School, Holyoke Public Schools
"We believe we can change this community’s future for the better by making the schools the best they can be."

Stephen Sullivan’s career as an educator began as a coach and tutor. Today, Sullivan is helping create a more inclusive and respectful school culture as principal at Holyoke High School. 


We have a real pride in our community. But, there’s a lot of work to be done. As a school, we’re invested in seeing this community grow and be successful. We believe we can change this community’s future for the better by making the schools the best they can be. I’m glad to have a first-hand role in that work.


Our district is leading a charge to rethink behavior issues in our schools. We’ve brought in our community partners to help us establish a restorative justice model that helps students understand the harm that disruptive or abusive actions can have—not only to others, but on themselves. If there’s a fight or other behavior issue, rather than just have both students suspended and return to school without resolving their issues, we have a restorative justice team that meets with both students and members of their community to learn more about what happened. When those students return to school, we have re-entry circles aimed at helping student find the root of their conflict, so they can then begin the process of resolving their problems.


We always talk about encouraging students to take academic risks. We’re trying to promote the same attitude in our teachers. Too many teachers today feel like they are put in a box. At Holyoke, we encourage teachers to do what they feel is best to engage their students. We’re here to make sure that our students develop the critical thinking, collaboration, and analytical skills they need to be successful. Holyoke teachers have our trust and support to do that.