Marta Soto-Johnson, Maloney High School, Meriden Public Schools

Marta is a dedicated mathematics educator with a decade of experience teaching secondary school students across a wide range of courses, including Algebra 1, Geometry, Algebra 2, Calculus, Statistics, AP Statistics, and Principles of Engineering. From 2020 to 2025, Marta taught Math 7 and Pre-Algebra in Meriden Public Schools. This year, Marta has moved back to teaching Algebra 1 at Maloney High School. Marta’s academic background is as diverse as her teaching: she holds a B.E. in Mechanical Engineering, an M.S. in Management of Technology, and an M.B.A., reflecting her strong foundation in both technical and applied problem-solving. Fluent in English and Spanish, she brings accessibility and inclusivity to her classrooms, ensuring students of different backgrounds can thrive. Her commitment to instructional innovation is evident in her professional presentations, including two poster sessions at the Alliance District Symposium in 2025 on the use of manipulatives to deepen understanding (2022–2023) and on embedding geometry standards intentionally within the Grade 7 math curriculum (2024–2025). Beyond her classroom, Marta has served her community as a board member for the Meriden, Berlin, and New Britain YMCAs.   

Becks Olthoff, Engineering and Science University Magnet School, New Haven Public Schools

Becks Olthoff is an accomplished mathematics educator with 17 years of experience teaching grades 6–12, from Pre-Algebra through AP Calculus BC. He currently teaches at the Engineering and Science University Magnet School (ESUMS) in New Haven, where he has been since 2020. Becks holds a master’s in mathematics for teaching from Harvard University and began his career teaching at an international school in the Dominican Republic (2011–2017), where he ultimately became the lead math teacher. A Yale Teaching Fellow and mentor teacher (2025- present), Becks has also participated in the Yale Partner Teachers Program (2022 – 2025). Fluent in conversational Spanish and a guitar player and teacher, Becks is deeply committed to creating safe, collaborative, and confidence-building learning environments where students can thrive. These commitments are reflected in his many leadership roles and constant innovation of his practice.  

Becks has adopted the Building Thinking Classroom model extensively and has adjusted assessment processes in his classroom to help students understand their own engagement, the non-math skills they are developing (e.g., collaboration, communication), with documented impact on achievement and students’ identity. Dedicated to inclusion and equity, he has written curriculum, presented district-wide professional development on Building Thinking Classrooms, developed lessons for multilingual learners and co-presented at major mathematics education conferences such as ATOMIC and ATMNE in 2024. Beyond the classroom, he has served as a TEAM Mentor for other math teachers, junior class advisor, SAT prep instructor, Lunch Bunch advisor, and middle and high school soccer and basketball coach. This fall, Becks was honored with the 2025 Yale Educator Award after being nominated by a former student who joined Yale’s class of 2029. 

Carson Dunn, University High School of Science and Engineering, Hartford Public Schools

Carson teaches algebra and statistics at University High School of Science and Engineering in Hartford. Carson began his teaching journey with Teach for America (2018–2020) at his current high school, where he laid the foundation for his commitment to educational equity and student success. By 2021, he expanded his impact beyond the classroom, serving as head girls’ varsity volleyball coach at the University High School of Science and Engineering. In 2024, Carson stepped into leadership as Mathematics Department Chair, while also mentoring graduate students through the UConn Neag Internship Program, supervising their work 10–20 hours per week.  

Carson has taken a lead role in supporting other teachers in Hartford in learning about and implementing a Building Thinking Classrooms lesson model in their classrooms. Early efforts included leading a Building Thinking Classrooms (BTC) book study with his colleagues and presenting district-wide professional development sessions. Carson focused on designing and facilitating sessions for thirteen Algebra 1 instructors to support their professional application of BTC practices. He documented this work and showcased it at the Alliance District Symposium, presenting his Individual Learning Project on facilitating a teacher-led cohort of Algebra 1 educators as a model of how districts can support year-long impactful professional learning as teachers work to change their practice. Across his roles as teacher, mentor, coach, and leader, Carson has consistently worked to foster equitable, collaborative, and student-centered learning environments.