A bit about my general inspirations:

I have been a passionate educator for over 20 years now; sometimes I feel like my entire career has been about collecting good educational ideas. Early on, I had a chance to work alongside the founders of AMSA (Advanced Math & Science Academy Charter School), who were graduates of the famous Moscow Schools (#57, #2), and who regaled me with their stories of inspiring teachers and legendary походы (somehow, “camping/hiking trip” just doesn’t quite capture it). From them I learned that it doesn’t make sense to teach subjects in isolated blocks. For example: a year of Algebra 1, followed by a year of Geometry, followed by a year of Algebra 2 (the norm in most American curricula). It is much better to teach Algebra alongside Geometry in parallel strands, starting in 6th grade. The same goes for the sciences: Biology, Physics and Chemistry, each as its own strand, stretching out over multiple years, and thus leaving a much more indelible trace on the mind. Another idea picked up at the time: Geography, History, and Literature class should not stand in isolation. It’s that much more meaningful for a student to read Greek Mythology (for example), while studying the history of Ancient Greece, and also paying heed to the Geography of the region. By including lessons on Greek mathematicians in math class, and Greek sculptures in art class, you’ve left an impression on a child’s mind, which won’t quickly be forgotten. Most importantly: students begin to see seemingly disparate subjects as interconnected and all in pursuit of some common understanding. I will incorporate these traditional (and common sense) Soviet/European models (including the legendary походы), into the structure of our new school. 

I am also inspired by the European and East Asian models (see: Finland, Singapore, and Japan) which place a greater emphasis on teachers. In fact, in many European and Asian countries, teachers are much more praised, valued and better compensated than in the US.

You know those teachers who you loved so much that you would sign up for any one of their classes, no matter what they were teaching? Whose eyes lit up anytime you got them talking about their particular academic niche? We want to have a school full of those teachers. How will we attract them? We will create an environment where teachers (1) feel praised and valued, (2) are given a chance to collaborate, grow professionally, have input into the curriculum, (3) are encouraged to bring their subject-matter interests, curiosities and passions into the classroom and (4) are compensated far above the going rate. It will be a school where administration works to support and clear the path for the teachers, not put up roadblocks, so that teachers can focus on developing their craft and sharing their passion with their students. This approach might seem self-evident but I have never had a job that fulfilled even three out of those four points.

A bit about my mathematical inspirations:

I have been fortunate to work under (or alongside) many great female math educators (such as: Irina Hmelnitsky, Nelya Katz, Larisa Itina, Faye Ruopp, and Irina Kader). I am also highly influenced by the work of Zhenya Kats. Under them, I learned about early childhood development (Piaget, Vyogtsky, Arginskaya) and how important hands-on manipulatives are for learning and understanding mathematical concepts (at the elementary level). Kids learn to abstract in stages: first by manipulating concrete objects, then by abstracting into the pictorial, and finally by heading into the completely abstract world of mathematical symbols. Through them, I was introduced to Singapore Math, which adhered to the CPA (Concrete->Pictorial->Abstract) approach, a program I still use and value to this day, and would use as the primary math curriculum (at the elementary level) in our new school. From them, I learned that math is not about rote memorization or algorithmic thinking: it is all (and only!) about deep understanding. In short: focus on conceptual understanding above rote memorization has been incorporated into my teaching at every level. Also of high importance: hands-on activities, development of spatial reasoning through the use of manipulatives, learning through play, focus on pure logic; these ideas (and others) will infuse the math program at our new school. Obviously this is just a snippet of my mathematical worldview; I will be happy to share more details and give examples during school open houses and tours.