Meredith Laughlin
Interview Posted By: Jerrica Li
This week, I [Jerrica Li] interviewed a real life mentor to me, Meredith Laughlin. She is my Algebra math teacher and I thought she would be the perfect women to kick off our page. Teaching is at the heart of what ULMC wants to do and I thought it would be perfect to start local... you don't have to look far to find inspiration!
1. Can you tell us a little about your background?
I grew up in Western Mass with parents who had not gone to college. My dad worked for the phone company and my mom was a stay at home mom. I was the 2nd child and my older sister was a very good student. I remember my sister was about to enter high school (1982) and my mother wanted my sister to enroll in courses that were "secretarial" skills. My sister had an idea that she wanted to go to college and my mother's reaction was that it wasn't "practical" for a woman. When my sister entered college, she was an "engineering major" and I was tired of being compared to her. While I liked math and science, I decided WON'T be an engineer! I graduated #1 in my high school class and went to UMASS, Amherst as a mathematics major. I accepted a job at Hanover High School in Hanover, NH and loved my time there but then relocated back to Western Mass after getting married. I accepted a position at Longmeadow High in 1995 and have been at Longmeadow since. Currently, I am a math teacher and the Math Department Chair.
2. What exactly IS the entirety of your job?
My current job of Math Dept Chair has two very different components. As a teacher, I am responsible to teach 3 sections of high school math. Using the departmental textbook and ensuring the course is aligned to the Massachusetts State Frameworks, I must decide what material to cover, how to present it, what is assigned for students to work on including all assessment. I must provide a safe (physical and emotional) learning environment for all students, incorporate technology as an educational tool, meet all Special Education requirements for students with special needs, stay current with mathematics education trends, State curriculum changes and be very aware of requirements of State Testing (MCAS, PARCC).
The Department Chair aspect of my job has another set of responsibilities. I must complete performance evaluations for math teachers, interviewing for all job openings, set teacher schedules, lead monthly meetings taking the lead on curriculum change, new course options, and new technology. I have to respond to concerns about situations in math classes, provide support for new teachers and have some very direct conversations when teachers may not be doing what is best for students. I sit as a member on the Department Chair Council which meets monthly with the school administration to have a voice in policy change and school decisions.
3. How does STEM relate to your job? How do you use your degree in your job?
Having studied mathematics in college, I have deep understanding of mathematical reasoning, proof, and using the structure of mathematics as models for real phenomenon. I understand the benefit of learning the "rules" of a system and logically working within those rules - that people who can think mathematically would tend to use similar skills as a lawyer, accountant or physician. As a teacher, it's often frustrating to hear students say, "when will I ever use this?" because the mathematics of high school is just introducing students to the power of mathematics and feels oversimplified and useless at times. Real problems are messy, real problems need a great deal of advanced mathematics, but high school mathematics is an essential foundation.
4. Have you faced any challenges being a woman in STEM? How do you work with colleagues as a boss?
In college, there were many more male math majors, but I earned respect from them just as they earned my respect through performance. College was very humbling - realizing how many people in this world are so insightful, intelligent and impressive. In classes, I was willing to share ideas on solutions to problems when I thought I might have something valuable to contribute and never worried about proving myself or what other people thought. I listened and thought before I spoke. I keep expectations of myself high; I try to be helpful and thoughtful to others. I try to recognize that there are many ways to accomplish the same end. I try to honestly reflect on what I've done well and what I need to do better. I try to listen to those around me who I respect - teachers, students, parents. Teaching is a very personal endeavor and while it can be the toughest thing, I try not to take things personally. My relationship is different with teachers I taught with before being department chair and those I have had an integral role in hiring while department chair. I feel the veteran teachers see me as "Meredith" and the new ones see me as their "boss." It's just different.
In every field, there will be both women and men who are threatened, difficult to work with and simply unpleasant. My advice is to be honest both to others and with yourself. Do your job the best that you can and when things don't go well, or you make a mistake, acknowledge it, learn from it and move forward. Be nice - avoid sarcasm and unkind words - treat people the way you would want to be treated.
5. What is the best and worst part of your job? Was it hard when you first started teaching?
My favorite part is getting to know students each year, learning how interesting and amazing teens can be - the talents they possess and the opportunities they have ahead of them. I love watching students grow and mature in their time at LHS. I love when I can get students excited about mathematics - understanding how pieces fit together. I love when students meet my high expectations. The worst part is when students feel badly about themselves because they get poor grades in my class. It's tough for students to have the perspective that they are learning about themselves and even though they might not be the top math student at LHS, they will still have a great life - that in 5 years time, NO ONE WILL CARE that they didn't take Honors Precalc! Talking with others and self-reflection are ongoing - from my 1st year teaching to today. Finding people whose opinions I respect and listening to their ideas is very helpful to me.
6. How do you balance your work and personal life?
I try to be "present" in the role I'm in - during the school day, focus on school, immediately after school, be there for my kids. I have recently been making it a priority to be at school at 7:20am to be there for my students and it's worked well for me. I also have recommitted to making time for myself to exercise. Sweating for 30 minutes relieves so much stress!!
7. What do you define success as?
Knowing that you did the best you were capable of doing at the time with the information and abilities you had.
8. What is one personality trait that you think is universally important for a successful career?
Honesty.
9. Who was a mentor to you throughout your career?
MK Bennett, my college professor, she taught me to acknowledge my abilities. Bill Hammond was my 1st department chair and he taught me to think outside the box and try new things. Kathy Wells taught me the ropes at LHS and showed me what great teaching was.
10. Did you always want to do what you are doing now?
My interest in STEM began in high school. I've always loved puzzles, building things, and sometimes my brain can solve problems and I can't even explain how I knew what to do - I somehow "see" it. All I can say is it's how my brain works. While I was a fine student in other areas, math made such perfect sense. It made me anxious to have to do something like analyze poetry or find symbolism in literary works, but the rules of mathematics were comfortable. I remember finding myself sitting in math classes listening to students ask the teacher a question. I would know why the student was confused, what the student was thinking and the teacher would answer, but couldn't realize where the exact confusion was. At times, I've thought of working in business or computing, but I enjoy my students too much. After having kids, I wished I was a nurse and after listening to my sister give a presentation to my students one year, I wished I had followed in her footsteps! I do like the fact that my job has the flexibility to be a hands-on mom. I couldn't imagine working daily to 5pm and heading home to having left my kids with a caregiver.
11. What advice would you give your younger self? What is the best advice you've ever received ? What’s something you can pass on to girls wanting to pursue STEM?
I'd tell my younger self to make fewer plans and be willing to see what happens if you happen upon an unexpected open door. The best advice I've ever gotten is that life is a journey not a destination.
I'd pass on to young girls that the opportunities in STEM are greater than in any other area. If you have the slightest interest in STEM, just get onboard and enjoy the journey!
1. Can you tell us a little about your background?
I grew up in Western Mass with parents who had not gone to college. My dad worked for the phone company and my mom was a stay at home mom. I was the 2nd child and my older sister was a very good student. I remember my sister was about to enter high school (1982) and my mother wanted my sister to enroll in courses that were "secretarial" skills. My sister had an idea that she wanted to go to college and my mother's reaction was that it wasn't "practical" for a woman. When my sister entered college, she was an "engineering major" and I was tired of being compared to her. While I liked math and science, I decided WON'T be an engineer! I graduated #1 in my high school class and went to UMASS, Amherst as a mathematics major. I accepted a job at Hanover High School in Hanover, NH and loved my time there but then relocated back to Western Mass after getting married. I accepted a position at Longmeadow High in 1995 and have been at Longmeadow since. Currently, I am a math teacher and the Math Department Chair.
2. What exactly IS the entirety of your job?
My current job of Math Dept Chair has two very different components. As a teacher, I am responsible to teach 3 sections of high school math. Using the departmental textbook and ensuring the course is aligned to the Massachusetts State Frameworks, I must decide what material to cover, how to present it, what is assigned for students to work on including all assessment. I must provide a safe (physical and emotional) learning environment for all students, incorporate technology as an educational tool, meet all Special Education requirements for students with special needs, stay current with mathematics education trends, State curriculum changes and be very aware of requirements of State Testing (MCAS, PARCC).
The Department Chair aspect of my job has another set of responsibilities. I must complete performance evaluations for math teachers, interviewing for all job openings, set teacher schedules, lead monthly meetings taking the lead on curriculum change, new course options, and new technology. I have to respond to concerns about situations in math classes, provide support for new teachers and have some very direct conversations when teachers may not be doing what is best for students. I sit as a member on the Department Chair Council which meets monthly with the school administration to have a voice in policy change and school decisions.
3. How does STEM relate to your job? How do you use your degree in your job?
Having studied mathematics in college, I have deep understanding of mathematical reasoning, proof, and using the structure of mathematics as models for real phenomenon. I understand the benefit of learning the "rules" of a system and logically working within those rules - that people who can think mathematically would tend to use similar skills as a lawyer, accountant or physician. As a teacher, it's often frustrating to hear students say, "when will I ever use this?" because the mathematics of high school is just introducing students to the power of mathematics and feels oversimplified and useless at times. Real problems are messy, real problems need a great deal of advanced mathematics, but high school mathematics is an essential foundation.
4. Have you faced any challenges being a woman in STEM? How do you work with colleagues as a boss?
In college, there were many more male math majors, but I earned respect from them just as they earned my respect through performance. College was very humbling - realizing how many people in this world are so insightful, intelligent and impressive. In classes, I was willing to share ideas on solutions to problems when I thought I might have something valuable to contribute and never worried about proving myself or what other people thought. I listened and thought before I spoke. I keep expectations of myself high; I try to be helpful and thoughtful to others. I try to recognize that there are many ways to accomplish the same end. I try to honestly reflect on what I've done well and what I need to do better. I try to listen to those around me who I respect - teachers, students, parents. Teaching is a very personal endeavor and while it can be the toughest thing, I try not to take things personally. My relationship is different with teachers I taught with before being department chair and those I have had an integral role in hiring while department chair. I feel the veteran teachers see me as "Meredith" and the new ones see me as their "boss." It's just different.
In every field, there will be both women and men who are threatened, difficult to work with and simply unpleasant. My advice is to be honest both to others and with yourself. Do your job the best that you can and when things don't go well, or you make a mistake, acknowledge it, learn from it and move forward. Be nice - avoid sarcasm and unkind words - treat people the way you would want to be treated.
5. What is the best and worst part of your job? Was it hard when you first started teaching?
My favorite part is getting to know students each year, learning how interesting and amazing teens can be - the talents they possess and the opportunities they have ahead of them. I love watching students grow and mature in their time at LHS. I love when I can get students excited about mathematics - understanding how pieces fit together. I love when students meet my high expectations. The worst part is when students feel badly about themselves because they get poor grades in my class. It's tough for students to have the perspective that they are learning about themselves and even though they might not be the top math student at LHS, they will still have a great life - that in 5 years time, NO ONE WILL CARE that they didn't take Honors Precalc! Talking with others and self-reflection are ongoing - from my 1st year teaching to today. Finding people whose opinions I respect and listening to their ideas is very helpful to me.
6. How do you balance your work and personal life?
I try to be "present" in the role I'm in - during the school day, focus on school, immediately after school, be there for my kids. I have recently been making it a priority to be at school at 7:20am to be there for my students and it's worked well for me. I also have recommitted to making time for myself to exercise. Sweating for 30 minutes relieves so much stress!!
7. What do you define success as?
Knowing that you did the best you were capable of doing at the time with the information and abilities you had.
8. What is one personality trait that you think is universally important for a successful career?
Honesty.
9. Who was a mentor to you throughout your career?
MK Bennett, my college professor, she taught me to acknowledge my abilities. Bill Hammond was my 1st department chair and he taught me to think outside the box and try new things. Kathy Wells taught me the ropes at LHS and showed me what great teaching was.
10. Did you always want to do what you are doing now?
My interest in STEM began in high school. I've always loved puzzles, building things, and sometimes my brain can solve problems and I can't even explain how I knew what to do - I somehow "see" it. All I can say is it's how my brain works. While I was a fine student in other areas, math made such perfect sense. It made me anxious to have to do something like analyze poetry or find symbolism in literary works, but the rules of mathematics were comfortable. I remember finding myself sitting in math classes listening to students ask the teacher a question. I would know why the student was confused, what the student was thinking and the teacher would answer, but couldn't realize where the exact confusion was. At times, I've thought of working in business or computing, but I enjoy my students too much. After having kids, I wished I was a nurse and after listening to my sister give a presentation to my students one year, I wished I had followed in her footsteps! I do like the fact that my job has the flexibility to be a hands-on mom. I couldn't imagine working daily to 5pm and heading home to having left my kids with a caregiver.
11. What advice would you give your younger self? What is the best advice you've ever received ? What’s something you can pass on to girls wanting to pursue STEM?
I'd tell my younger self to make fewer plans and be willing to see what happens if you happen upon an unexpected open door. The best advice I've ever gotten is that life is a journey not a destination.
I'd pass on to young girls that the opportunities in STEM are greater than in any other area. If you have the slightest interest in STEM, just get onboard and enjoy the journey!