Courtney Sobanski (Thompson) and Jen Roggi (Vernon) represented our Noyce Math Teacher Leaders at the 2025 Noyce Summit! This annual gathering brings together Noyce Fellows, Scholars, and Project Leads from programs across the country to exchange ideas, share innovative teaching practices, and highlight the work happening in classrooms and communities. 

Courtney and Jennifer presented posters highlighting their Year 3 Independent Leadership Project. Courtney’s project was Professional Development, BTC Coaching, and Peer Observation. Jen’s project was Grade What You Value and Value What you Grade. Along with Megan Staples, they also presented a workshop on Advancing Fellows’ Math Teacher Leadership Skills.  

Congratulations to Courtney and Jen on their incredible work and continued contributions to math education! 

On May 17th, 2025, the Fellows met for their Spring Workshop went really well! Fellows brought great energy and thoughtfulness to the session. We also wrapped up the year with a joyful teacher field day! It was a fun and much-needed moment to reconnect, celebrate each other, and reflect on all we’ve accomplished together. Grateful for this community and everything we’ve built this year.

Jen Roggi is the 2024-25 Vernon Center Middle School Teacher of the Year at Vernon Center Middle School! Congratulations Jen!!

Kari Baransky, Edison Middle School, Meriden Public Schools

Kari teaches middle school mathematics at Edison Middle School in Meriden. She has been a teacher for 25 years, all at Meriden Public Schools. In addition to teaching mathematics, Kari serves as the Subject Area Specialist for math at her school. She is also the Secretary and Treasurer for the MFT Union as well as the Team Leader for grade 8 Team Empower. Prior to becoming a teacher, Kari worked in the Guildford Police Department and Yale Police Department. She transitioned into teaching because of her passion for education and because teaching was more conducive to raising her two small children at the time. Kari has also run restaurants and gas stations and worked as a nanny in Utah. Kari loves acquiring new skills, experiences, and knowledge. She loves to learn and tries to inspire this passion in her students, as well. Her hobbies include gardening, cooking, and riding her Harley Davidson Softail Custom to school!

Over the years, Kari has participated in regional and national conferences, sharing knowledge on topics including Building Thinking Classrooms, Fund for Teachers, and Classroom Management. Most recently, Kari presented at the MidSchoolMath national conference in Santa Fe. There, she shared her strategies for and experiences in incorporating Building Thinking Classrooms into her instruction. Additionally, she has facilitated multiple professional development (PD) sessions in her district. In fall 2024, her PD included a team model for supporting teachers in Meriden Public Schools on having a successful school year. Kari has also had the opportunity to train teachers in the use of the Common Core Standards in Mathematics at both the elementary and middle school levels.

This year, Kari’s Independent Leadership Project (ILP) centered on supporting families in feeling more comfortable with mathematics. Kari says, “There are so many families that feel that they are not math people, and that transfers to our students. Everyone is a math person. Family support is the key to having students be successful in school.” As part of the project, Kari spearheaded an initiative to hold the first Edison Middle School family night focused on mathematics at her school. The Math Family Night received enthusiastic support from the school administration as well as engagement of colleagues from other subject areas. She worked with them and students to create 8 stations each addressing important math and science topics. Kari thoughtfully prepared multiple prizes and raffle baskets that were relevant to math and appealing to the community. Additionally, food donations sponsored by local businesses were also obtained to draw in families. A total of 40 families participated in the family night, 11 colleagues and staff members volunteered to support the event, with the principal, vice principals and teachers running some of the stations. The success of the event was evident in the school’s interest in establishing Family Math Night as an annual event.

Jessica Jané, Putnam High School, Putnam Public Schools

Jessica (Jess) teaches Algebra 1, Geometry, Manufacturing Math, and Consumer Math at Putnam High School. She has been in the field of education since 2011, where she began her career as a paraprofessional and long-term substitute. During that time, she decided to go back to school to become a licensed math teacher. In 2015, Jess began working as a licensed math teacher with a classroom of her own for the first time. This was in Killingly, where she taught 7th grade for six years and 8th grade for one year. In addition to teaching math, Jess also served as the Math IC for grades 5-8 and was a Team Mentor.

Three years ago, Jess made the jump to Putnam High School, where she holds leadership roles on the District Math Committee and is a co-advisor on the Student Council. At Putnam High School, Jess (along with Fellow, Courtney!) have begun implementing College Preparatory Mathematics (CPM) last year with Algebra 1 and Pre-Calculus, focusing on shifting towards a more collaborative, problem-based approach to math instruction. This year, they expanded the rollout to include Geometry and Algebra 2. A major focus has been helping students adjust to the emphasis on group work, critical thinking, and multiple solution strategies, while also ensuring teachers feel confident using CPM’s resources effectively. Jess believes her cross-district collaboration with Courtney has been helpful in this process to work together in building a support system for their teachers in effectively implementing CPM. They have shared lesson strategies, and developed best practices for integrating CPM’s problem-solving approach. She believes collaboration is so important, especially in rural districts where resources can be limited.

Last year, Jess presented at the annual meeting of the Vermont Council of Teachers of Mathematics (VCTM). Reflecting on her experience presenting there, Jess shares, “Presenting at the conference last year was an experience that pushed me out of my comfort zone in the best way possible. This might be surprising, but I am not the biggest fan of public speaking, ever since high school I was told I was “bad” at it, but taking on the challenge of sharing my experiences with other teachers helped me grow both personally and professionally. I realized that the audience wasn’t there to judge—they were there to learn and engage in meaningful discussions. The best part was connecting with other educators who shared similar challenges and how our conversations sparked new ideas and inspired others.”

Jess also recently presented at the 2025 Teacher Conference in San Diego, California. She presented on Cross-District Collaboration and PLC Building in Small Rural Communities with Courtney. Jess believes, “Small districts face unique challenges, but they also offer opportunities for meaningful collaboration.” In the session, Jess and Courtney shared about how they cultivated a strong professional learning community (PLC) across districts and provided strategies to help others do the same. Their presentation included practical resources, tips, and tools for implementing PLCs and peer observation programs, with the goal of demonstrating how structured collaboration can enhance teaching practices. They also shared about their own successes using these strategies and how cross-district collaboration has strengthened peer-to-peer support in their district. Jess shares, “Presenting at the conference was a valuable experience that allowed me to step outside my comfort zone and connect with other educators passionate about improving professional growth in small districts.”

Jess’ ILP focuses on the Youth Manufacturing Pipeline Initiative (YMPI), a program designed to connect students with opportunities in the manufacturing industry. Her goal is to raise awareness about these opportunities and help students recognize how the math skills they learn in school directly apply to real-world careers. This project is important to her because she wants to help students see a variety of pathways to success, not just traditional four-year college degrees. As a math teacher, Jess says she sees firsthand how often students question the relevance of what they are learning. By connecting math to real-world applications in manufacturing (such as precision measurements, geometric design, and data analysis), Jess believes she can help students understand the value of math.