Prince Johnson—NYTOTY2026: Championing Sustainability, Civics Education, Career and Technical Education (Part 1of 2)

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We can even write papers about
your, you know, create a

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hypothesis and write about it.
But action, right it is, is so

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essential to education.
It's not enough to just teach

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the history or, you know, have
students engaged in in writing

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and, and, and, you know, really
critical thought, but actually

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engaging in that.
And so I started to focus on.

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So we started taking trips while
we went to Williamsburg,

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Brooklyn, where gentrification
and red lining can be seen.

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We went to sewage facilities
near Newtown Creek in Queens.

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And even though their own
neighborhood students started

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taking a look at the cultural
landscape, the physical

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landscape of their
neighborhoods, how it was built,

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what kind of stores they have,
what kind of where the lack of

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supermarkets, right, or where
the garbage dumps are with how

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often the garbage is picked up.
So we started really analyzing

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that, taking that data, and then
seeing what we could do.

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notes.
Welcome, welcome, welcome to Add

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Up Accelerated Excellence, the
podcast for the advancement of

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educational excellence and
equity.

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Today's guest is the
accomplished 2026 New York State

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Teacher of the Year and the 2025
by Gilda Lemur, New York History

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Teacher of the Year, Prince
Johnson Prince, welcome to add

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up accelerated excellence.
And if you would, I know you've

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been on the on the on sort of
the circuit talking about your

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agenda as the New York State
teacher of the year.

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Could you just introduce
yourself to the Add Up

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Accelerated excellence
community, giving voice to your

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name, and give us that high
level campaign of what is the

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argument you're making as the
New York State 2026 Teacher of

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the Year?
Well, thank you Jacob, for

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having me.
Yes, my name is Prince Johnson.

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I am the 2026 New York State
Teacher of the Year.

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And as of since January, I've
been going around the state

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representing the state to uplift
this community and uplift the

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profession and public education
across the state and also

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nashing.
And what we are expected to do

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is to share what makes us unique
as teachers of the year.

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And for me, I teach at a
culinary high school.

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I am also very much involved in
sustainability, but I am a

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social studies teacher.
And so I find the Nexus between

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these three worlds, between
sustainability, career and

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technical education and civics.
And what I'm finding is there

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are various connections between
the three.

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And then the country needs to
move forward, the state needs to

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move forward for developing ways
which connect these different

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worlds, to uplift the whole, the
whole country and to create

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opportunity for students and
adults of them.

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So Prince, thank you for that.
I want to take you back a bit.

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So just imagine your classroom.
What was the reaction of your

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students when they found out
that you were the 2026 Teacher

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of the Year?
Just just just paint a picture

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for us.
What was that moment like for

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your students?
So they actually, I found out in

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July, but they knew I was
competing in May and June and

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they worked.
I was teaching AP Human

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Geography at the time and we
were, I was in the third round

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of the competition for New York
State Teacher of the Year.

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There are 4 rounds and the third
round was actually former New

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York State Teacher of the Year
is actually observing you coming

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to the classroom, talking to
different stakeholders.

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And so my students worked very
hard to try to say all the right

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things.
We actually had a fiscal debate

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about gentrification in
Williamsburg, Brooklyn, and it

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touches deeply for my students
who are primarily from minority

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communities who are being pushed
out of their communities.

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And so they definitely had a
perspective during the debate,

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but when they found out that I
won and that technically they

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only found out in September.
So it was supposed to be a

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secret till September 9th when I
gave my official speech.

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But when I came back to school,
it was to a heroes welcome I and

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then you just realize how much
impact students make on your

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life.
But also, you know, we don't

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always get as teachers these
awards and these, these pieces

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of praise that we always kind of
live for.

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But that moment I'll never, I'll
never forget just classes and

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classes of students just really
being happy for me.

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And, and, and, and it hasn't
stopped, right?

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Every time these kids and I, I
don't have the same students

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that I taught last year now, but
every time I see them and

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anybody from my school, they're
just really, they're just really

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supportive and it just tells the
unique relationship teachers

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have on students and vice versa.
Yeah, yeah, I can definitely

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imagine that all the records
that probably ensued and that

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sense of pride that the students
probably have.

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Have you seen perhaps since the
notification, a difference in

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how students walk into your
classrooms?

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Are they proud to to study with
the New York State Teacher of

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the Year?
I'd say so.

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I think there is, I think the
award wasn't just for me, but

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for my students, and they feel
really proud to say that they

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had this teacher, right, who has
this award?

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Parents during parent teacher
conference, our first one

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brought up to me multiple times.
They're just really happy for me

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and that their child is in my
class.

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So it's truly special for the
whole school community.

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It really is, whether the kids
have me or not.

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Indeed, indeed.
I'm so glad that the parents got

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in on some of that joy.
So, Prince, let's go back a bit.

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You and I had the fortunate
opportunity to meet at a state

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conference, but since then,
we've had a few conversations

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that I knew I had to get you on
the show.

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So this is also a first for you.
This is your first podcast ever.

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Yay.
So, so excited.

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That you have entrusted and up
accelerated excellence, but you

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talked about you had some
struggles as a as a young

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learner.
Do you mind sharing that story

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with us of your struggles and
how those struggles and have

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impacted you as an educator
today?

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Well.
Sure.

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So my family is a family of
immigrants from India.

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They came to this country for
opportunities.

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And you know, a lot of ways as
many, I, I feel, I see this

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pattern often.
Many immigrant parents trust the

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educational system to take care
of their child, right?

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They're, they're, they're coming
to this space where it's

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different than the educational
system that we have, at least in

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India.
And, and so they trust the

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teachers and administrators
wholeheartedly.

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And for years, I really
struggled in class.

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I did not enjoy being in school.
I always shield away from being

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the center of attention because
I really didn't understand what

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was going on.
And then around 6th grade,

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actually 6th grade, I had this
fantastic teacher, my favorite

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teacher of all time, Miss
Alexander from Hillside grade

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School in New Hyde Park.
And she just sat down with me

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one day and just really had a
one for one conversation.

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I'm hard to work and, and
obviously she noticed, you know,

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and that was hard for me because
I was the one trying to hide,

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you know, all the time and she
wouldn't let me And she really

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got to know me and she realized
I had a learning, learning

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difficulties.
And and so she ended up getting

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intervention for me, you know,
with my speech, with my writing,

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with my various learning
disabilities.

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And I started really blossoming
and enjoying school.

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And from that point on, I
realized how important teachers

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are.
And I still like truly, it's

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like I have to like keep the
emotion down.

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But every time I've said this
the story a few times,

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obviously, but every time I I
talk about Miss Alexander, it

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still brings emotion to my my
throat and my voice because she

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really didn't make an impact in
my life.

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So listen, shout out to Miss
Alexander, if you're listening

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to this.
Thank you for thank you for this

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remarkable moment in which a
student now teacher of the year

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can, can look back and say, I
felt seen.

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And how powerful that is, not
only for Prince, but for any

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student.
So Prince, when did teaching

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become the dream?
So what were those conditions?

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That's interesting.
So it wasn't a right of way kind

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of situation for me.
So within my community, I think

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my parents really pushed me
toward a different path.

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And so that's the path I went.
So I ended up going to Stony

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Brook University as a pre Med
for a focus.

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I was taking a lot of science
and math courses, but my love is

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always history.
But that really didn't seem like

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a reality.
And so, and I didn't want to

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disappoint my parents.
However, eventually I I did have

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my best friend was my roommate.
And he was, yeah.

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His name is Sergeant James.
He's actually a New York City

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teacher, also social studies.
And he showed me, you know,

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between semesters, he showed me
what courses he filled out for

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you.
Now you'd get to choose your

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courses.
And this is about junior year,

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actually.
And I looked at the courses and

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he was taking an introduction,
introduction to education, you

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know, like the the intro
pedagogy, right?

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And and also all these history
courses.

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And I said to him, man, I wish I
could take these courses.

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Yeah, they sound so much.
They sound so much fun, you

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know, and so far.
And he said, why don't you?

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And he knew my background and
and you know, I told him, you

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know why?
But at that moment, it was the

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Ahama, right?
It was that moment really was a

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trend.
And actually, I got to go back

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to Stony Brook and go to the
exact location in the library

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where that happened.
Yeah, it's Stony Brook Library.

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So it was huge, massive library.
It was on the 1st floor in a

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passing area.
And I still remember that.

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I mean, so vivid to me that.
And then I filled out the exact

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courses he had.
We took all the courses

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together.
I really enjoyed it.

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And I ended up teaching a
lesson.

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We had to teach a lesson in that
intercourse.

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And they, Oh my God, the way the
other students reacted to my

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lesson, you know, like literally
applause at the end.

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And at that point, I knew I
could do this.

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I, I didn't know what I was
getting myself into at that

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point.
I thought, you know what, maybe

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maybe this was God's called him
for, you know, maybe this was my

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calling to, to follow the spout.
And, and you know, in India, I

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have some great uncles who were
head masters, you call them, you

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know, it's like the British,
this stuff.

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We have head masters, you know,
so it is in my you can say my

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blood to be even though
everybody in my family here are

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in the health professions,
there's not one person outside

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the health professions.
They accept me.

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So I'm kind of like I am the
black sheep.

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So it only took about 26 years
for my parents to kind of accept

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after this, this award that I am
a teacher and you know, and it's

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00:16:29,040 --> 00:16:32,840
OK, it's OK to be a chief.
Well, you know that that's a

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00:16:32,960 --> 00:16:37,400
very strong commentary.
Imagine here's your passion, but

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00:16:37,400 --> 00:16:41,400
you're being directed socially
even on this case family.

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00:16:41,400 --> 00:16:46,360
But we often see that time that
that we also see that often

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00:16:46,360 --> 00:16:52,160
cases with sort of larger social
norms, whether it be a matter of

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00:16:52,520 --> 00:16:59,320
which professions either are
likely to yield more income or

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00:17:00,360 --> 00:17:03,200
or community status, so on and
so forth.

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00:17:03,560 --> 00:17:08,200
But there's nothing better than
finding, as you mentioned, your

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00:17:08,200 --> 00:17:13,359
passion and being able to live
out your dream every day to have

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00:17:13,359 --> 00:17:17,640
a positive impact on students in
this case, but also to get paid

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00:17:17,640 --> 00:17:19,280
for it.
Yes.

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00:17:20,200 --> 00:17:24,359
And, and kudos, I'm glad that
now the validation has has come

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00:17:26,119 --> 00:17:29,480
from your familiar familial
community.

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00:17:31,080 --> 00:17:37,480
So you're teaching history in a
career and technical school.

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00:17:39,680 --> 00:17:43,920
How do you find the way to, as
you mentioned earlier, bridge

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00:17:43,920 --> 00:17:50,840
the intersection between about
civics, CTE, and sustainability

242
00:17:51,080 --> 00:17:52,720
through history?
Right, yes.

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00:17:52,720 --> 00:17:59,240
So originally for years I taught
thinking, you know, history is

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00:17:59,240 --> 00:18:01,560
the most important subject.
This is my class.

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00:18:01,560 --> 00:18:04,760
And I think a lot of most of us
think whatever we're teaching is

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00:18:04,760 --> 00:18:06,600
the most important subject,
right?

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00:18:07,600 --> 00:18:10,120
And I always say, I think
history is really important for

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00:18:10,120 --> 00:18:13,040
students to understand civics
and to be engaged in their

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00:18:13,040 --> 00:18:16,800
community.
And I taught like that even when

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00:18:16,800 --> 00:18:18,600
I ended up at food and finance
high school.

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00:18:18,960 --> 00:18:24,800
And I and I was there realizing
that I was in a silo.

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00:18:24,800 --> 00:18:27,800
Everybody's in the silo.
We're all teaching separately.

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00:18:28,760 --> 00:18:31,160
And I remember hearing this
quote.

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00:18:31,280 --> 00:18:36,680
You know, why be a star when you
can be a constellation, right?

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00:18:36,720 --> 00:18:39,160
Why be a star when you can be a
constellation?

256
00:18:39,840 --> 00:18:42,800
And if that's just a thought
about working with others, you

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00:18:43,040 --> 00:18:46,920
know, like we have all these
great teachers working

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00:18:46,920 --> 00:18:51,280
separately, but if we actually
engage with each other, we'll

259
00:18:51,280 --> 00:18:54,840
get more done and the education
would be more enriching for our

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00:18:54,840 --> 00:18:56,960
students and more engaging,
right.

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00:18:58,520 --> 00:19:01,680
And I realized not every kid
loves history coming into my

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00:19:01,680 --> 00:19:04,160
class.
Maybe I'm hoping that after the

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00:19:04,160 --> 00:19:07,960
afterwards they love it, but I
but they came to our school

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00:19:08,560 --> 00:19:11,680
because they love cuisine.
They love to cook, they love to

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00:19:11,680 --> 00:19:13,920
bake.
And I realized, you know, why

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00:19:13,920 --> 00:19:16,680
fight against it?
Why go against the stream?

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00:19:17,520 --> 00:19:21,440
Why not learn what's going on in
the kitchens?

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00:19:21,440 --> 00:19:25,120
And so I went into the kitchens.
I started observing the chefs

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00:19:25,360 --> 00:19:31,120
and the bait instructors.
We have some rock stars, rock

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00:19:31,120 --> 00:19:35,520
star chef instructors.
And going into those cases, I

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00:19:35,520 --> 00:19:39,440
saw the same kids who were
struggling in my class really

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00:19:39,440 --> 00:19:44,560
being leaders and, you know,
being on top of the game in the

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00:19:44,560 --> 00:19:47,480
kitchens.
And it really gave me a better

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00:19:47,520 --> 00:19:51,600
outlook on children.
And one of the things I do

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00:19:51,600 --> 00:19:54,680
believe in is that you really
need to get to know your

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00:19:54,680 --> 00:19:59,000
students first.
Get to know their likes and

277
00:19:59,000 --> 00:20:01,720
dislikes, who they are, their
family.

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00:20:04,280 --> 00:20:08,800
Before you can actually engage
in teaching, you need to get to

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00:20:08,800 --> 00:20:11,440
know them.
And so I got to know them in the

280
00:20:11,440 --> 00:20:13,840
kitchen.
And then I started to create

281
00:20:13,840 --> 00:20:17,760
projects that integrated
culinary with history.

282
00:20:17,760 --> 00:20:20,880
So if I'm teaching about India,
we're making butter chicken in

283
00:20:20,880 --> 00:20:24,880
the in the kitchen, right?
If we're, if we're learning

284
00:20:24,880 --> 00:20:28,720
about the French Revolution,
it's going to be a lot of, you

285
00:20:28,720 --> 00:20:31,920
know, mother sauces and, and
croissants, right?

286
00:20:32,360 --> 00:20:35,840
It's so it's the kids started
really hating coming into my

287
00:20:35,840 --> 00:20:38,720
classroom.
They were, oh, you know, they

288
00:20:38,760 --> 00:20:40,600
wanted to understand the history
part of it.

289
00:20:42,120 --> 00:20:49,360
Then what I started to realize
is that our students are facing

290
00:20:49,360 --> 00:20:52,960
and the city and I think the
country is facing a lot of

291
00:20:52,960 --> 00:20:56,080
issues that have been built
historically into our country.

292
00:20:56,800 --> 00:21:00,920
I you know, a lot of people call
it environmental racism where

293
00:21:02,120 --> 00:21:05,680
most of us know about redlining
right back in the in the 40s and

294
00:21:05,680 --> 00:21:10,400
50s, communities were marked out
by banks and certain areas

295
00:21:10,400 --> 00:21:12,280
weren't giving out loans.
Some were.

296
00:21:12,880 --> 00:21:19,000
But those same areas, if you
over overlay the red lined areas

297
00:21:19,200 --> 00:21:25,520
with the areas that have garbage
shops where garbage trucks are

298
00:21:25,520 --> 00:21:31,080
and sewage treatment facilities
are placed, they almost always

299
00:21:31,080 --> 00:21:33,640
are placed in these formerly red
lined areas.

300
00:21:34,320 --> 00:21:38,520
And so even though the practice
of redlining is gone, all the

301
00:21:38,520 --> 00:21:41,280
legacy is still there.
And so if you could drive

302
00:21:41,280 --> 00:21:44,560
through the Bronx, right, I-95,
we got asthma alley.

303
00:21:44,560 --> 00:21:48,920
I mean, literally that highway
cut right through communities of

304
00:21:48,920 --> 00:21:51,240
color, destroyed and divided
communities.

305
00:21:51,560 --> 00:21:54,640
But the let that's one legacy.
But the second legacy is there's

306
00:21:54,640 --> 00:21:58,960
high rates of asthma and
longevity numbers are lower for

307
00:21:58,960 --> 00:22:00,520
anybody who lives around that
area.

308
00:22:00,880 --> 00:22:02,280
And that's true across the
state.

309
00:22:02,280 --> 00:22:05,600
You can go to Rochester or
Buffalo, Albany, and you can go

310
00:22:05,600 --> 00:22:08,880
across the country.
I mean, this is the legacy that

311
00:22:09,040 --> 00:22:10,920
many communities of color are
still living.

312
00:22:12,200 --> 00:22:18,240
And so I wanted to understand
how what I can do, you know,

313
00:22:18,240 --> 00:22:21,400
like, I don't like the idea
that, you know, I'm just

314
00:22:21,400 --> 00:22:26,920
teaching this course and we can
even write papers about your,

315
00:22:26,960 --> 00:22:29,400
you know, create a hypothesis
and write about it.

316
00:22:30,000 --> 00:22:36,520
But action, right.
It is, is so essential to

317
00:22:36,520 --> 00:22:39,480
education.
It's not enough to just teach

318
00:22:39,480 --> 00:22:43,760
the history or, you know, have
students engaged in, in writing

319
00:22:44,320 --> 00:22:47,480
and, and, and, you know, really
critical thought, but actually

320
00:22:47,480 --> 00:22:52,000
engaging in that.
And so I started to focus on.

321
00:22:52,000 --> 00:22:55,280
So we started taking trips while
we went to Williamsburg,

322
00:22:55,280 --> 00:22:58,000
Brooklyn, where gentrification
and redlining can be seen.

323
00:22:58,000 --> 00:23:02,040
We went to sewage facilities
near Newtown Creek in Queens.

324
00:23:03,120 --> 00:23:05,480
And even though their own
neighborhood students started

325
00:23:05,760 --> 00:23:09,240
taking a look at the cultural
landscape, the physical

326
00:23:09,240 --> 00:23:11,680
landscape of their
neighborhoods, how it was built,

327
00:23:11,680 --> 00:23:14,960
what kind of stores they have,
what kind of where the lack of

328
00:23:14,960 --> 00:23:18,800
supermarkets, right, or where
the garbage dumps are with how

329
00:23:18,800 --> 00:23:23,040
often the garbage is picked up.
So we started really analyzing

330
00:23:23,040 --> 00:23:29,160
that, taking that data and then
seeing what we can do about.

331
00:23:29,240 --> 00:23:34,920
And one of the things I realized
is, is a lot of the garbage we

332
00:23:34,920 --> 00:23:37,440
waste even in our kitchen is in
our, you know, I teach at a

333
00:23:37,440 --> 00:23:41,160
culinary school.
So we throw away food, we throw

334
00:23:41,160 --> 00:23:44,320
away ends and butts, right of
that we don't use in the

335
00:23:44,320 --> 00:23:46,320
kitchen.
And then in the actual

336
00:23:46,320 --> 00:23:48,120
cafeteria, a lot of food is
wasted.

337
00:23:48,640 --> 00:23:52,080
And that food is ended up ending
up in garbage that's picked up

338
00:23:52,080 --> 00:23:54,680
in garbage trucks that are
driving through and eventually

339
00:23:54,680 --> 00:23:59,440
parking in communities of color.
And so it's creating a high

340
00:23:59,440 --> 00:24:03,880
amount of pollution.
And so I thought, hey, why don't

341
00:24:03,880 --> 00:24:08,840
we find a way to reducing this
was can we divert any of this

342
00:24:08,840 --> 00:24:12,920
waste away from garbage dumps
and away from getting picked up

343
00:24:12,920 --> 00:24:17,640
so that we would have less
trucks driving through these

344
00:24:17,640 --> 00:24:20,280
communities, right?
At least less often?

345
00:24:20,600 --> 00:24:23,280
Because I mean, the idea would
be, hey, it'd be great if you

346
00:24:23,280 --> 00:24:26,360
could just move these facilities
somewhere else.

347
00:24:26,800 --> 00:24:28,440
But then there's this nimity
idea, right?

348
00:24:28,440 --> 00:24:32,720
Not in my backyard, right?
Who who wants a garbage, who

349
00:24:32,720 --> 00:24:37,280
wants to waste that waste
facility in their backyard?

350
00:24:37,760 --> 00:24:41,040
So if we can't move those, and
if anybody who's known New York

351
00:24:41,040 --> 00:24:44,800
City, there's so much red tape
and bureaucracy, stakeholders

352
00:24:44,800 --> 00:24:48,880
pulling in different directions.
So I thought, hey, why don't we

353
00:24:48,880 --> 00:24:55,360
find a way to reduce food waste?
And so when I, when I brought

354
00:24:55,360 --> 00:24:58,200
those three things together
where we got the career and

355
00:24:58,200 --> 00:25:01,640
technical education right, How
can we learn sustainable

356
00:25:01,640 --> 00:25:06,120
approaches in the kitchen and
not just for culinary.

357
00:25:06,840 --> 00:25:10,880
At this point in New York State,
I am really an advocate for

358
00:25:10,880 --> 00:25:13,720
career and technical education.
I, I believe students shouldn't

359
00:25:13,720 --> 00:25:18,320
graduate with, not just with
dual education, both the

360
00:25:18,320 --> 00:25:22,520
academics and with
certifications, but I want them

361
00:25:22,520 --> 00:25:27,240
to graduate not just with
certifications, but to

362
00:25:27,240 --> 00:25:30,680
understand whatever industry
they're going into, right?

363
00:25:30,680 --> 00:25:34,680
They can go into carpentry,
construction, you know, whatever

364
00:25:34,680 --> 00:25:38,840
they're going into, obviously
culinary, how can it, how can

365
00:25:38,840 --> 00:25:42,000
they promote sustainable
approaches to that?

366
00:25:42,400 --> 00:25:45,880
And so these are young
individuals right now, they're

367
00:25:45,880 --> 00:25:49,480
not in the industry, but once
they join the industry, they can

368
00:25:49,480 --> 00:25:54,000
bring these new approaches and
then these and new approaches

369
00:25:54,280 --> 00:26:00,680
can proliferate and hopefully
reduce sustainable, the waste

370
00:26:00,680 --> 00:26:03,760
that we're creating and creating
and then create better

371
00:26:03,760 --> 00:26:08,000
opportunities and, and health
conditions for their, their

372
00:26:08,000 --> 00:26:11,000
communities.
And that's why right now,

373
00:26:11,000 --> 00:26:15,400
currently I'm taking courses at
MIT just to learn industrial

374
00:26:15,400 --> 00:26:18,240
sustainability, you know, like
it's a sustainability, it's a

375
00:26:18,240 --> 00:26:21,480
sustainability course work that
I'm taking, but it's, it's

376
00:26:21,520 --> 00:26:25,280
really outside my framework of
education or even of civics.

377
00:26:26,720 --> 00:26:31,560
And sometimes I feel out of the
depth, depth actually, I'm deep

378
00:26:31,560 --> 00:26:34,000
in the, in the ocean sometimes
taking these courses.

379
00:26:34,240 --> 00:26:37,400
But it's, it's amazing that the,
the students that I'm meeting

380
00:26:37,440 --> 00:26:40,480
who are in sustainability all
over the world, you know,

381
00:26:40,480 --> 00:26:45,080
they're, they're literally the,
the chief environmental officer

382
00:26:45,880 --> 00:26:51,400
of, of various organizations in
Dubai and obviously New York and

383
00:26:51,400 --> 00:26:53,280
California and all over the
world.

384
00:26:53,680 --> 00:26:57,480
And we're sitting in these Zoom
courses, zoom classes together

385
00:26:57,480 --> 00:27:00,960
and we meet offline and, and I
learned so much about the

386
00:27:00,960 --> 00:27:04,720
practices they're doing.
And, and I'm hoping to turn key

387
00:27:04,720 --> 00:27:09,120
some of that in New York City.
And obviously I'm on a local

388
00:27:09,120 --> 00:27:11,480
level in my classroom and in my
building.

389
00:27:11,720 --> 00:27:15,640
I'm hoping that whatever I'm
doing is scalable so that

390
00:27:16,360 --> 00:27:18,680
hopefully it passes to all
public schools.

391
00:27:19,920 --> 00:27:24,200
So currently I'm on the New York
City Climate Education

392
00:27:24,200 --> 00:27:30,160
leadership Team and, and that
that committee helps advocate

393
00:27:30,160 --> 00:27:32,760
for sustainable approaches.
And actually only last week

394
00:27:33,960 --> 00:27:38,400
actually the Board of Regents
voted to make sustainability a

395
00:27:38,440 --> 00:27:44,720
part of mandatory requirement in
state schools, public schools.

396
00:27:45,120 --> 00:27:50,560
And so the work is happening,
the changes are happening, and I

397
00:27:50,560 --> 00:27:57,680
hope to be at the forefront.
This episode is supported in

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notes.
Listen.

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Are you listening?
We are join the XE listening

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tour at add up xe.com.
We're speaking with Prince

422
00:29:46,160 --> 00:29:50,120
Johnson, who is a 2026 New York
State Teacher of the Year.

423
00:29:50,480 --> 00:29:53,920
So, Prince, thank you for that.
What are you seeing in turn, in

424
00:29:53,920 --> 00:29:57,480
terms of the transformation of
value and in either the

425
00:29:57,480 --> 00:30:00,800
conversations that are being had
among teachers or the way

426
00:30:00,800 --> 00:30:05,160
students are showing up as the
introduction of the intersection

427
00:30:05,320 --> 00:30:09,880
of sustainability, career and
technical, educational skills

428
00:30:09,880 --> 00:30:14,320
and knowledge and civics have
been developed.

429
00:30:16,440 --> 00:30:22,160
So I can say that there has been
a shift in the culture of the

430
00:30:22,160 --> 00:30:26,000
school.
You can see in the past, there's

431
00:30:26,000 --> 00:30:29,800
always been this competition
between the academic teachers

432
00:30:30,120 --> 00:30:34,080
and the CTE teachers, almost a
jealousy in a way.

433
00:30:34,080 --> 00:30:37,080
It's almost like, well, our
regions exams are more important

434
00:30:37,320 --> 00:30:39,760
than anything that's happening
in the kitchen, right?

435
00:30:40,720 --> 00:30:44,720
And obviously the chefs feel
like what's about their own,

436
00:30:44,920 --> 00:30:48,720
what they're doing in the in
their kitchens, But I feel that

437
00:30:48,720 --> 00:30:51,400
there is getting much more.
And I'm not alone in this.

438
00:30:51,400 --> 00:30:55,680
I'm not, I'm not taking full
credit for all of this.

439
00:30:55,680 --> 00:31:00,440
There are many academic teachers
in my school who have cross

440
00:31:00,480 --> 00:31:02,400
paths, right?
And then this is this is

441
00:31:02,600 --> 00:31:05,680
something that I found actually
at MIT.

442
00:31:05,920 --> 00:31:11,280
One of the things I learned is
that a systems approach, right?

443
00:31:11,280 --> 00:31:15,440
If you just focus on one thing,
it isn't enough because if you

444
00:31:15,440 --> 00:31:19,800
change one thing, let's say
transportation or energy, you're

445
00:31:19,800 --> 00:31:24,360
going to create a ripple effect
into other systems.

446
00:31:24,720 --> 00:31:27,720
And so you need to understand
how these systems interact.

447
00:31:27,920 --> 00:31:35,440
And there's a lot of sustainable
energy saving, energy saving

448
00:31:35,440 --> 00:31:38,120
waste between the systems,
right?

449
00:31:38,320 --> 00:31:41,960
And when I think about teaching,
I think of it the same way.

450
00:31:42,320 --> 00:31:46,720
You know, if I teach in this
this silo and I have the, the

451
00:31:46,720 --> 00:31:51,280
chefs teach in the same way,
it's if there's a, there's a

452
00:31:51,280 --> 00:31:53,240
missing opportunity right in the
middle.

453
00:31:53,720 --> 00:31:57,960
And so students now are much
more engaged, at least in, I can

454
00:31:57,960 --> 00:32:00,560
say my classroom and the
teachers that are doing this to

455
00:32:00,560 --> 00:32:02,680
academic teachers.
I mean, there's a lot of

456
00:32:02,680 --> 00:32:07,120
pressure on academic teachers to
teach toward exams, right, to

457
00:32:07,120 --> 00:32:11,760
get certain scores.
And you know, obviously those

458
00:32:11,760 --> 00:32:15,840
are those are important, right?
But we're missing out on the

459
00:32:15,840 --> 00:32:20,720
opportunity to fully engage the
student, to fully make students

460
00:32:20,720 --> 00:32:26,800
who want to come to school right
in and to enjoy each each and

461
00:32:26,800 --> 00:32:30,000
every one of their courses.
And so when teachers work

462
00:32:30,000 --> 00:32:33,960
together and they create cross
curricular projects, and that's

463
00:32:33,960 --> 00:32:37,320
the beginning of that culture
show, right?

464
00:32:37,320 --> 00:32:44,000
I really believe that teachers
need the time to prepare and to

465
00:32:44,000 --> 00:32:51,200
work with their Co teachers to
work with other academic and and

466
00:32:51,200 --> 00:32:55,120
in this case elective course
teachers to develop curriculum,

467
00:32:55,120 --> 00:32:59,360
develop projects that would be
engaging for all children.

468
00:33:00,640 --> 00:33:04,080
So it is happening and I and I
can see the shift in kids right.

469
00:33:04,080 --> 00:33:07,360
There is joy in children's
lives, but it is hard work

470
00:33:08,480 --> 00:33:10,920
because like I said, everybody
still has these

471
00:33:10,920 --> 00:33:15,120
responsibilities, right?
These state scores, you know,

472
00:33:15,160 --> 00:33:18,560
passing rates, you know, so
there is this bureaucratic

473
00:33:18,680 --> 00:33:22,080
level, administrative level of
responsibility.

474
00:33:23,320 --> 00:33:26,600
And especially for untenured
teachers, right, who may not

475
00:33:26,720 --> 00:33:31,040
have the same freedom to or may
not feel like they have the same

476
00:33:31,040 --> 00:33:36,320
3 to engage in more creative
work, right, To take that risk.

477
00:33:37,960 --> 00:33:40,680
You know, it's hard for them,
you know, and I think that's

478
00:33:40,680 --> 00:33:46,680
something teachers need access
to is the right to be creative,

479
00:33:46,800 --> 00:33:49,960
the right to take a risk, the
right to take a chance.

480
00:33:49,960 --> 00:33:52,280
You know what?
It doesn't always work out, but

481
00:33:52,560 --> 00:33:57,120
we tried and we learn from that
and we reflect for that, right?

482
00:33:57,120 --> 00:34:01,360
We reflect what we've done
right, what that has gone as

483
00:34:01,360 --> 00:34:03,920
well.
And the next step, next year,

484
00:34:03,920 --> 00:34:06,760
it's going to be better.
But all teachers need that

485
00:34:06,760 --> 00:34:09,719
opportunity and we really need
support of administration for

486
00:34:09,719 --> 00:34:13,719
that, which is hard for them to
write.

487
00:34:13,840 --> 00:34:17,000
I, you know, I have my, my
school built in a building

488
00:34:17,000 --> 00:34:19,520
license, right?
I, I, you know, I could be an

489
00:34:19,520 --> 00:34:22,000
administrator at any point if I
wanted to.

490
00:34:22,239 --> 00:34:25,239
Not that, not that I ever want
to, because I can see what

491
00:34:25,239 --> 00:34:26,920
they're, they're going up
against, right?

492
00:34:26,920 --> 00:34:29,719
They're, they're, they have
superintendents pushing down on

493
00:34:29,719 --> 00:34:31,960
them.
They have teachers pushing up on

494
00:34:31,960 --> 00:34:35,159
them.
And it's, it's a no win

495
00:34:35,159 --> 00:34:38,280
situation for them, right?
I mean, they are judged based on

496
00:34:38,280 --> 00:34:43,120
the scores that are produced.
So it's really hard to give to

497
00:34:43,120 --> 00:34:48,679
trust that giving teachers to
allow them to take a risk would

498
00:34:48,719 --> 00:34:52,600
actually be you'll actually
still get those scores if not

499
00:34:52,600 --> 00:34:56,280
there and the kids will be more
engaged and you'll get higher,

500
00:34:56,639 --> 00:35:00,360
less students not showing up to
school, right.

501
00:35:01,360 --> 00:35:03,600
So I think there is this
dominant effect, but has to be

502
00:35:03,600 --> 00:35:05,480
trust.
There has to be trust and you

503
00:35:05,480 --> 00:35:08,000
have to give a ton, and that's
hard.

504
00:35:08,480 --> 00:35:13,600
It's really hard for everyone to
be in the same place on the same

505
00:35:13,640 --> 00:35:17,800
year to believe that.
So, Prince, well, well, well

506
00:35:17,800 --> 00:35:21,440
said.
And just as I make sense of what

507
00:35:21,440 --> 00:35:27,120
you're saying, you're really
speaking to the need to focus on

508
00:35:27,120 --> 00:35:30,840
the systems approach.
But in doing so, it requires a

509
00:35:30,840 --> 00:35:35,200
level of understanding and
empathy of the roles of others.

510
00:35:36,520 --> 00:35:41,520
Because having had having had
the opportunity to Co teach

511
00:35:41,520 --> 00:35:45,680
before, I can tell you first
hand that Co teaching or Co

512
00:35:45,680 --> 00:35:50,440
planning, particularly Co
planning is significantly more

513
00:35:50,440 --> 00:35:54,680
difficult and time consuming
than if you can sit by yourself

514
00:35:54,920 --> 00:35:57,600
and plan a lesson or a few
lessons or a unit.

515
00:35:59,040 --> 00:36:03,000
So it it stretches everyone
involved.

516
00:36:03,280 --> 00:36:07,280
But I think when done well, not
only is there demonstrable

517
00:36:07,280 --> 00:36:12,480
benefit on the learning of
teachers by listening to one

518
00:36:12,480 --> 00:36:17,240
another, also, as you mentioned
earlier, it enriches the quality

519
00:36:17,240 --> 00:36:22,720
of education joy for students,
but it helps make connections

520
00:36:22,720 --> 00:36:28,400
across the different subjects so
that students can begin to more

521
00:36:28,400 --> 00:36:33,120
easily internalize the value of
education.

522
00:36:35,560 --> 00:36:40,480
Totally agree.
Thank you for engaging with Ed

523
00:36:40,480 --> 00:36:44,040
Up Accelerated Excellence, a
member of the Ed UP Experience

524
00:36:44,040 --> 00:36:47,800
Network of educational podcast.
Join us in one week for the

525
00:36:47,800 --> 00:36:52,280
second part of our conversation
with Prince Johnson, the 2026

526
00:36:52,280 --> 00:36:55,640
New York State Teacher of the
Year, as he advocates for

527
00:36:55,640 --> 00:36:57,720
teachers and the teaching
profession.

528
00:36:58,040 --> 00:37:01,320
And we encourage you to
participate in our XE Listening

529
00:37:01,320 --> 00:37:04,680
Tour by listening to the
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00:37:04,840 --> 00:37:08,880
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00:37:17,800 --> 00:37:21,160
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537
00:37:28,440 --> 00:37:31,920
A special thanks to our research
assistant, Emma Worthington, a

538
00:37:31,920 --> 00:37:34,920
PhD student of Fordham
University School Psychology

539
00:37:34,920 --> 00:37:36,920
Program, and we want to hear
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540
00:37:37,240 --> 00:37:40,560
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00:37:40,560 --> 00:37:45,400
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543
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That's at UP xe.com.