Even though this year only marks his second at Evans High, Cecilio Lamar Fowler is a natural pro. A former postal worker who held tenure in the juvenile justice system, Fowler opted to work in a challenging school because he felt he could make a meaningful difference in his students’ lives.
His demonstration classroom is an archetype of efficiency and industriousness, -- Fowler’s room was selected because of his effective use of the gradual release model -- he not only encourages, but also expects his students to engage in peer-to-peer partnerships. Fowler takes students who have never experienced academic success and helps them attain at least a tiny triumph, effectively building their confidence to move forward.
When it comes to achievement, Fowler’s students’ scores rose from 19 percent on target to 56 percent on target in fall and winter benchmark exams. At his previous school, Fowler logged the highest learning gains in algebra, earning performance bonuses for surpassing the 70 percent mark.
Fowler routinely welcomes his fellow teachers into his classroom. He is the Great Beginnings trainer for new teacher induction/orientation at Evans High and participated in Harvard’s Teaching for Understanding online professional development. Schooled in such collaborative strategies as Kagan, IB and AVID, Fowler also served as a teacher mentor for the Alternative Certification Program and mentors pupils in math and non-academic activities.
Urban Educator | Council of the Greater City Schools | Mar 01, 2012 | ,