Genelle Faulkner
8th Grade Science Teacher, Helen Y. Davis Leadership Academy

Genelle Faulkner is a passionate science educator and advocate for social justice. She has been teaching predominantly students of color for over five years. She is an avid lover of all things science and often brings in current affairs and real world applications to her students. She is also an avid storyteller who brings Science to life and helps students engage with the topics in a more personal way.

Education and learning have always been her passion. She received a B.A. from Wesleyan University in Biology and Psychology. Following this, she was both a Donovan Urban Teaching, and Science Educators for Urban Schools (SEUS) scholar at Boston College, where she earned a master's degree. In college, her thirst for knowledge compelled her to explore different disciplines and acquire a variety of skills. She is fluent in French and English, and has studied Neuroscience, Biology, Psychology and Urban Education. This makes her well suited to engage her middle school students as she draws on different experiences to relate to her students. She is currently an 8th grade science teacher at the Helen Y. Davis Leadership Academy, a public charter school in Boston. There she follows her passion to bring a love of science to her mainly black and brown student population. As chair of the science department she ensures that the curriculum being taught is rigorous, and covers the breadth of disciplines students will need to be successful when they get to high school.

Her passion for education also extends beyond the classroom where she is an advocate for bringing more teachers of color to schools. She has seen firsthand the difference it can make for students of color to see themselves represented in their teachers. She is a council member of TRIBAL (Teachers Resisting Inequities for Blacks, Asians and Latinx) a group that seeks to advocate for the recruitment, retention, and agency of educators of color.

When she is not reigning in middle school students she spends her time hiking, singing, reading various articles, and having solo dance parties. She is currently redesigning her science curriculum to better reflect the lived experiences and needs of her urban students, while being interdisciplinary.