Category Archives: Education

Marzell earns prestigious Mathiesen Award from CalRTA

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Terry Lee Marzell has earned a prestigious Martin P. Mathiesen Award from the California Retired Teachers Association. Photo credit: Hal Marzell

Author and retired teacher Terry Lee Marzell was one of four members of the California Retired Teachers Association (CalRTA) who received a 2025 Martin P. Mathiesen Award. The awards were announced at the Annual Convention and Delegate Assembly held in Los Angeles last June.

The Mathiesen Award is presented to recognize CalRTA members for their service to CalRTA and to the community. Marzell earned the honor for her service as the CalRTA Division 80 President, newsletter editor, and Scholarship Committee member. Marzell has also participated in numerous community service projects, including gathering donations of clothing and hygiene products for low-income students, food banks, and homeless shelters, and pet foods and supplies for the local no-kill pet shelter. She has also worked as an adult literacy tutor at her local library.

The Mathiesen Award is given to runners-up for the 2025 Ruth Q. DePrida Award, which was earned by Lynn McKenna of Eureka. In addition to Marzell, this year’s Mathiesen Award winners included Scott Schmerelson of the San Fernando Valley; Pat Zetah of Solano County; and David Belk of Redlands—Yucaipa.

Peter Tork of Monkeys fame was also a teacher

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Peter Tork of the Monkeys fame was also a teacher. Photo Credit: UK Music Reviews

Former teacher Peter Tork didn’t Monkee around. But there was a time in his life when he did.

In the mid-1960s, a pop band known as the Monkees hit the music scene with a few songs and a zany television show aimed at American teens. The band became, literally, an overnight sensation. Peter Tork, who played bass guitar and keyboards, was a member of that band. The other three members were Micky Dolenz, Davy Jones, and Michael Nesmith.

Over the next five years, the group attempted to keep up with a whirlwind schedule that included weekly television sitcom episodes, studio recording sessions, national and international concert tours, and a full-length feature movie. The hard work paid off. Since they first hit the scene, the Monkees have sold more than 75 million records worldwide, making them one of the biggest selling groups of all time. Their best known songs are “I’m a Believer,” “Last Train to Clarksville,” “Daydream Believer,” and “Pleasant Valley Sunday.”

But the work schedule, creative differences with producer Don Kirshner, and infighting among the band members left Peter exhausted. In December, 1968, he bought out the remaining four years of his contract and left the Monkees. For the next few years, Peter drifted from one gig to another and spent or gave away all his Monkees earnings. By 1975, he’d hit rock bottom.

That’s when, even though he had dropped out of college, Peter accepted a position as a teacher at Pacific Hills School, a private secondary school in Santa Monica, California. He was hired to work there by Dr. Penrod Moss, the school’s director, because Moss was so impressed by Peter’s interview. “I like to hire people who are independent and creative,” Moss explained. “I was impressed by his personality and his ability to talk.” For Peter, a career in the classroom is not so odd when you consider that his father was an economics professor at the University of Connecticut for many years. At Pacific Hills, Peter taught many subjects, including English, math, drama, history, and music. He also served as a baseball coach at several schools. In all, Peter’s career as an educator spanned three years.

In 1986, the Monkees got together again to celebrate the 20th anniversary of the band. The following year they released a new studio album which earned measured success. Since then, Peter participated with fellow Monkees in numerous reunion shows and tours, until band member Davy Jones passed away in 2012.

In March, 2009, the former teacher was diagnosed with adenoid cystic carcinoma, and later that year underwent extensive surgery. Despite being declared cured, ten years later the cancer recurred, and he succumbed to the disease on February 21, 2019. He was 77 years old.

Lydia Aholo taught traditional language to Native Hawaiian students

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Lydia Kaonohiponiponiokalani Aholo taught courses in Native Hawaiian language and culture. Photo Credit: Kamehameha Schools Archives

I always enjoy sharing stories about educators who have worked with indigenous groups of students. One of these educators was Lydia Kaonohiponiponiokalani Aholo, a Native Hawaiian teacher who taught aspects of the traditional culture to other indigenous Hawaiian students.

Lydia was born on February 6, 1878, in the little town of Lahaina on the island of Maui. She was the third child born to mother Keahi Aholo, who died when Lydia was only six years old, and father Luther Aholo, the Secretary to John Owen Dominis, who was serving as the Governor of Maui at the time. Dominis was the husband of Queen Liliuokalani, the last reigning monarch of the Hawaiian Islands. The royal adopted Lydia, even over the strong objections of her husband and other members of her family.

As a young girl, Lydia attended first Kawaiahao Female Seminary, and then Kamehameha School, a private school for Native Hawaiian girls. In fact, she was a member of the first graduating class for girls in 1897. She then studied Music and Secretarial Sciences at Oberlin College, a private liberal arts college and conservatory of music located in Oberlin, Ohio.

Once she returned to the Islands, Lydia accepted a teaching position at her alma mater, Kamehameha School for Girls. She worked under Principal Ida May Pope. There Lydia taught the Hawaiian language. As a teacher, former students and family members described her as very strict about matters of etiquette and the proper way to conduct oneself in public. In addition to her classroom responsibilities, Lydia performed secretarial services as a stenographer and accountant, and she also worked for the Hawaiian Homes Commission and for the Federal Credit Union as a Secretary-Treasurer. She retired from the teaching profession at the age of 75.

All of her life, Lydia’s talent for. music was well-known, particularly in the area of traditional Hawaiian songs. She served as a mentor to her grand-nephew, Alfred Apaka, Jr, and instructed him in the proper enunciation, phrasing, and interpretation of traditional Hawaiian songs. In addition she became the Director of the Liahona Glee Club, which had been organized in the 1920s.

Lydia Aholo never married or had children of her own. She passed away on July 7, 1979. She was 101 years old. She is interred at Nuuanu Memorial Park. To learn more about this Chalkboard Champion, see this link to Kaiwakiloumoku Indigenous Institute.

Author William H. Armstrong was a distinguished educator

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Distinguished educator William H. Armstrong earned acclaim as an author of novels for young adults, including the novel Sounder, and numerous study guides and self-help books. Photo credit: Godine Publishing

Many teachers are familiar with the classic young adult novel Sounder, and William H. Armstrong, the author of this long-time favorite. But did you know that he also had a long and distinguished career as a teacher?

William was born on a farm in the Shenandoah Valley in Lexington, Virginia, on Sept. 14, 1911. He had a difficult time in school as a youngster, since he was small for his age, wore glasses, stuttered, and suffered from asthma. As a teenager, he attended Augusta Military Academy in Fort Defiance, Virginia. After his high school graduation in 1932, William enrolled at Hampden-Sydney College in Virginia, where he wrote for the school newspaper and edited the literary magazine. He graduated cum laude in 1936, and then completed graduate courses at the University of Virginia.

Once his education was complete, William moved to Kent, Connecticut, where he established himself as a farmer, carpenter, and stonemason. In 1945 he accepted a position as a teacher at the prestigious Kent School, a private, co-ed, college prep boarding school. There he taught courses in the classics, ancient history, and general studies to high school freshmen. His career as an educator spanned 52 years.

William inaugurated his career as an author in 1956 when he published his first study guides. In the years that followed, he published numerous self-help books for students. His books were so highly regarded, that in 1963 he garnered the National School Bell Award from the National Association of School Administrators for his distinguished service in the interpretation of education. In 1986, he was awarded an honorary Doctorate of Letters from his alma mater, Hampden-Sydney College.

In 1969, William published his first young adult novel, Sounder, a story about an African-American family of sharecroppers. Praised by critics, Sounder won the John Newberry Medal and the Lewis Carroll Shelf Award in 1970, and was adapted into a major motion picture in 1972 starring Cicely Tyson and Paul Winfield. Over the course of his writing career, he published 14 more novels for adult and young adult audiences.

Sadly, William Armstrong passed away on April 11, 1999, at his home in Kent. He was 87 years old.

The valuable contributions of school libraries

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Most educators would agree that school library programs are extremely valuable to students. But did you know that, according to recent studies, strong school libraries help to increase standardized test scores? Statistics show that public schools with strong school library programs outperform those without such programs on high-stakes standardized tests. This is true regardless of parent education, poverty levels, ethnicity, or the percentage of English language learners found in the population of the school. Increases in library program elements correspond to standardized test scores at all grade levels, including elementary, middle school, and high school.

Library elements that contribute to increased test scores include the total number of hours the library is open, the total amount of technology available in the library, the total services provided by trained library staff, the presence of a program of curriculum-integrated information with literacy instruction, the informal instruction of students in the use of resources, providing teachers with information about new resources, and providing reference assistance to both teachers and students.

A strong school library program is described as one that provides a full-time teacher/librarian, a full-time paraprofessional, a robust and up-to-date collection of digital, print, and media resources with a budget to support it, and abundant access to the library’s facilities, technology, and resources. How well does your school’s library program meet the criteria?

To learn more, read the report, Remodeling Literacy Learning: Making Room for What Works, which details key findings from a nationwide survey of more than 2,400 educators representing all grade levels and subject areas. The report investigates the connection between professional learning, educator collaboration, and student learning.