Mentor Teachers

Emily

Emily

Mentor Teacher

I have been working with children and families in a variety of capacities for 23 years- 13 of those have been at Hilltop- as a preschool teacher, a toddler teacher, and more recently as a mentor teacher. I tend to learn through experiences, through challenging myself, and through being challenged by others. Some things I enjoy about my current role are being an advocate for everyone, offering different perspectives, guiding learning dispositions, and supporting educators in all the aspects of their important work.  A teacher once told me she described my work to a child as, “she takes care of teachers,” and I really like that description. My current focus is on finding and maintaining a balance between supporting strengths and supporting challenges held by our educators, between offering teaching and coaching based on individual or team needs, between spending time in classrooms and time on other tasks my role entails, and between helping Hilltop grow and letting Hilltop grow me.

Trudy

Trudy

Mentor Teacher

I have been working with children, families and educators for about 15 years. This past month, my first learning as a Hilltop Mentor Teacher has been surrounding names, roles, and connections between various Hilltop teachers and children. I am just starting to meet Hilltop family members, and I look forward to continuing to get to know you all. I am learning about each classrooms’ strengths and challenges, and figuring out, in collaboration with both young learners and older learners (aka educators), how I can support their learning, exploration and discovery. I bring my passion for constructivist education and collaborative problem solving along with my joy for exploring educational strategies. You may see me sitting quietly at the edge of a classroom scribbling in a notebook, engaging in play with children as I follow them into their investigations and being curious alongside educators as we reflect upon your children’s learning together. I am inspired by young children’s perspectives, adult interpretations and curiosities surrounding children’s learning, and the creativity possible in open atmospheres.