In a field traditionally dominated by men, women are increasingly breaking barriers and making significant strides in the education sector. Their leadership, vision, and commitment are shaping the future of learning and inspiring generations to come. As a science teacher at The Browning School, Joan Gillman instructs both lower and middle school students. This year, she is responsible for teaching four second-grade classes, two fourth-grade classes, one section of fifth grade, and one section of sixth grade. In addition to her teaching duties, she serves as a sixth-grade advisor, mentoring a group of boys in middle school.
Joan Gillman’s Journey at The Browning School
Joan Gillman recalls a particularly impactful lesson on water shortages with her sixth-grade class at The Browning School, where they discussed the global disparities in access to clean water. One student, now in ninth grade, was so inspired by the lesson that he joined the school’s Green Team, a community-service club focused on combating climate change through green initiatives. Together, they researched organisations dedicated to clean water access and decided to partner with water.org.
The Green Team organised a school-wide fundraiser, where students enthusiastically volunteered to collect money, create posters, and spread awareness. Their efforts resulted in raising over $1,000, showcasing the passion and dedication of the younger generation toward environmental causes.
Evidence-Based Educational Methods
Gillman’s commitment to environmental education extends far beyond the classroom. She actively encourages her students to engage in community-based environmental projects, such as clean-up efforts in Central Park and conservation initiatives. Through these experiences, students not only develop leadership and collaboration skills but also gain a deeper understanding of the importance of environmental preservation. This hands-on approach has inspired many of her students to pursue careers as environmental advocates, demonstrating the long-term impact of her work.
The Browning School is an all-boys independent institution founded in 1888 in New York City. The school emphasises equitable practices, social impact, and evidence-based educational methods. As an educator, one of the biggest challenges Gillman has faced is adapting to the ever-changing landscape of technology in the classroom. She now finds great value in technology, and the Browning School’s classrooms are equipped with SmartBoards and Chromebooks to enhance the learning experience for her students. This year, Gillman will be introducing a new platform, Toddle, to her fifth-grade students.
Nurturing Future Leaders
Joan Gillman was drawn to The Browning School because of its unwavering dedication to diversity, equity, and social impact. The school, an all-boys independent institution founded in 1888 in New York City, embeds these values deeply within its curriculum rather than treating them as supplementary principles. With over 400 students from kindergarten through 12th grade, The Browning School is committed to fostering an inclusive environment where both educational and social responsibility are at the forefront. The school follows evidence-based educational practices and invests in the professional development of its teachers to ensure they are equipped with the latest educational philosophies.
Beyond the Classroom
Gillman’s role at the school extends beyond the classroom. She is one of the teacher leaders of The Green Team, an all-school club focused on sustainability. The Green Team not only promotes environmental awareness but also runs fundraisers to collect money for disaster relief. The team organises clean-up activities in Central Park throughout the year and posts “Green Action of the Week” signs around the school to encourage students and staff to reduce their carbon footprint. One of the highlights of the Green Team’s efforts is the annual Biodiversity Day, an event that involves the entire school in workshops, guest speakers, field trips to Central Park, and various other activities aimed at highlighting the importance of preserving the planet.
Through her science classes and leadership in The Green Team, Gillman hopes to instil a deep sense of environmental responsibility in her students. She believes that the survival of Planet Earth depends on the younger generation and takes her role in shaping these future stewards of the environment seriously. Joan Gillman is passionate about making a positive impact in her students’ lives, both academically and as responsible citizens of the world.
Fostering Curiosity and Innovation
Joan Gillman is a strong advocate of hands-on learning and interdisciplinary curricula, believing that young students possess a natural curiosity about the world around them. As an educator, her goal is to harness this sense of wonder to create lessons that engage students while helping them master a variety of scientific topics. Gillman’s Fourth Grade Straw Rocket unit exemplifies this philosophy, offering students a dynamic, experiential approach to learning.
While Gillman is passionate about incorporating innovative projects like the Straw Rocket unit, she acknowledges that time constraints can sometimes hinder the implementation of new ideas. She notes that as the school year progresses, the challenge of fitting these hands-on activities into the curriculum becomes increasingly difficult. Nevertheless, she strives to balance innovation with practicality by continuously evaluating her students’ progress.
Gillman’s Educational Philosophy
For Joan Gillman, it’s crucial to assess whether her students are meeting their educational goals. If a particular project or teaching approach isn’t effective, she steps back to identify what went wrong and makes the necessary adjustments. Innovation, she believes, is not always a one-size-fits-all solution, and educators must ensure that new ideas are relevant and beneficial for their specific group of students.
Gillman’s approach to teaching emphasises the importance of combining creativity with careful evaluation. By maintaining this balance, she ensures that her students not only enjoy the learning process but also achieve meaningful educational outcomes.
Commitment to Equity and Environmental Education
Joan deeply appreciates the school’s dedication to equity and diversity, noting how these principles are woven into its curriculum. The students are regularly exposed to relevant topics through assemblies, school events, and student organisations. Upper School students, for instance, have the opportunity to participate in the NAIS Student Diversity Leadership Conference (SDLC) and engage with other national workshops and local meetings involving independent schools in New York City. This commitment to equity enables students to gain a deeper understanding of societal issues from a young age.
Inspired by the school’s mission, Gillman designed and taught a unit on “Hurricane Relief and Environmental Racism” to her sixth-grade science class. The unit encouraged students to evaluate the mission statements of three relief organisations, examining whether these groups upheld their promises when providing aid after major hurricanes. As part of the project, students explored the biases that often emerge in disaster relief efforts and were challenged to devise solutions to address these inequities. Despite the complexity of the topic, Gillman found that with thoughtful guidance, the students embraced the material and generated insightful ideas to combat the injustices they uncovered.
Joan Gillman strives to inspire her students to make a positive impact on the world. She focuses on nurturing the innate curiosity and wonder that children naturally have about the world around them. She believes that by blending science education with lessons on equity and social justice, she is already witnessing the positive influence her students are beginning to have.
The Future of Education
Joan Gillman reflects on the evolution of technology in education, describing it as one of the greatest challenges in her teaching career. Starting in 1982 with just a blackboard and chalk, she never anticipated the significant role technology would eventually play. From the first computer in her classroom, which she didn’t know how to operate, to today’s advanced tools, her journey demonstrates the profound impact of technological advancements on teaching.
Now, every classroom at The Browning School is equipped with SmartBoards, making it easy to integrate videos, slideshows, and interactive notes into lessons. Students are provided with Chromebooks, enabling them to take notes, watch videos, complete assignments, and collaborate with peers through various online platforms like Seesaw, Google Classroom, and Canvas. Gillman is also learning a new platform, Toddle, which may be introduced to other grades if successful.
While technology enhances learning, Gillman emphasises the importance of approaching new tools, such as AI, with caution. It’s vital that these innovations support learning rather than detract from students’ ability to develop their own skills.
The Browning School is experiencing significant growth, with plans for a new building and increased student enrollment. The school is committed to equity and diversity, with initiatives like the NAIS Student Diversity Leadership Conference and professional development opportunities for faculty. A group of Black alumni, known as the Panther Mentors, has partnered with the school to create leadership opportunities for students of colour.
Embracing Technology and Professional Development
The Browning School is committed to continuous professional development for teachers to ensure they remain at the forefront of educational innovation. The school’s unique focus on a boy-centred pedagogy tailors teaching methods to suit the developmental needs of boys. Small class sizes foster a supportive environment where students can thrive academically and personally. The Browning School integrates cutting-edge technology into its curriculum, with each classroom equipped with SmartBoards and students in middle and high school provided with Chromebooks. Professional development is a priority for educators, as continuous learning helps teachers stay enthusiastic and adaptable.
Throughout her career, Gillman has not only embraced new teaching techniques but also actively contributed to the broader educational community. She has led workshops at prominent conferences like the NSTA and STANYS, sharing her expertise in STEM education and diversity. Titles like Fish, Snails, and Whale Tails and Mars, Here I Come reflect her creative approach to science education. Most recently, she helped organise the SCONYC Conference, an experience that was both challenging and rewarding, showcasing her dedication to advancing education and inspiring fellow teachers.
43 Years of Passionate Teaching
Joan Gillman, reflecting on over four decades as an educator, finds deep fulfilment in a career driven by her passion for teaching and a steadfast belief in the importance of education. Her goal has always been to prepare future generations to make informed decisions, and nothing brings her greater joy than inspiring her students to become lifelong learners. Throughout her teaching journey, Joan has relied on professional development to keep her enthusiasm alive, staying current with new techniques and educational philosophies. This commitment to continuous learning has enabled her to gain fresh perspectives and implement innovative ideas in the classroom, creating a dynamic and engaging environment for her students.
As a strong advocate for lifelong learning, Joan has actively pursued professional development not only to enhance her skills but also to model this behaviour for her students. Among her most notable experiences are three courses at NASA Goddard Space Flight Agency, where she had the unique opportunity to witness the construction of the James Webb Telescope. She has also attended workshops at the American Museum of Natural History on topics such as palaeontology, climate change, and animal science, as well as courses at the Cornell Ornithology Lab.
Joan has participated in several prestigious programs, including the GLOBE Weather Field Test Program and the National Geographic Certified Educator program. In 2022, she became a Modern Classroom Project educator, further expanding her teaching toolkit. These opportunities have enriched her teaching practices and empowered her to share valuable insights with her students, ensuring they receive a well-rounded, impactful education.
