(05/28/2021) Anoka High School - Center for Science, Technology, Engineering, Arts and Math (STEAM) science teacher Todd Hunter was named one of nine finalists for the 2021 Minnesota Teacher of the Year award in April.

Hunter was selected as a finalist by a panel of 24 leaders in the areas of education, business, government and nonprofits from a group of 25 semifinalists. He was one of 75 original candidates for the award in 2021.

In June, the selection panel will meet individually with all nine finalists to conduct interviews and to cast votes for the 2021 Minnesota Teacher of the Year.

Hunter is in his 15th year at AHS where he teaches STEAM Studio Lab, STEAM Honors Design and Development, Engineering & Robotics I & II, Astronomy and Outdoor Adventures. He is also involved in the rock climbing club and the STEAM student leadership team. Hunter was also named an Anoka-Hennepin Above & Beyond winner in 2018.

Learn more about Hunter in the following Q&A.

Hometown: Wauwatosa, Wis.

Alma mater (high school/college): Wauwatosa West High School/University of Minnesota Duluth

When did you know you wanted to be a teacher?
During the summer after my junior year of high school, I had the opportunity to take a National Outdoor Leadership School 28-day backpacking course in the Wind Rivers of Wyoming. This experience connected the dots for me. By learning about the wilderness's natural landscape and ecology while being immersed in it, with absolutely phenomenal instructors who modeled the role of teacher in a whole new and impactful way, I knew this was the path I wanted to explore. There is nothing more impactful than learning about geology and meteorology just after slogging for hours up a steep scree slope in the pouring rain!

What is it about teaching that drives you?
One of the hardest parts of growing up, even today at the age of 39, is thinking that you can't do it — that you aren't capable. But, through time I have been fortunate to have teachers, mentors, and guides that have pushed me to grow and improve. I am grateful to those people. Being this for my students is what drives me. To create opportunities for students to be empowered, to feel successful, and to know that they are so incredibly capable — that's what gets me out of bed every day.

When and how did you become interested in science?
I love learning new things. I have a never-ending curiosity to know how things work, how they connect, and how we as humans utilize this understanding. Growing up, science was framed as the way to learn about how the world works, and I was encouraged by my parents to try everything. Whether it's understanding how a landscape was carved by glaciers, or why limestone feels a certain way under your skin when you are rock climbing, or how to safely camp with minimal impact in Alaskan bear country — I find it all fascinating!

You have been a big part of the STEAM program and Makerspace at AHS, why is this program so special to you?
I wasn't the biggest fan of high school as a student myself. It didn't fit my learning needs, interests, or motivations and my grades weren't stellar. This resulted in my believing that I wasn't smart enough to do hard, unique things. In my years of teaching, I've seen lots of "me" walking the hallways and disengaged in school. So, six years ago I helped launch and build the STEAM Program to provide a place and community that engages and empowers these students. We do this by creating student-centered learning environments that students define and drive academically. We explore, design, and create using skills that we develop. And most importantly, we create opportunities for students to learn in the way that is best for them. This guarantees that students graduate from the STEAM Program knowing how and what they need to be successful after high school.

How has the STEAM program and the Makerspace changed how you teach or altered how students learn?
I love teaching in the STEAM Program and the Makerspace because students are driving the learning. There are no lectures, textbooks, or worksheets because let's face it — your success in the workplace has nothing to do with how well you can learn from these practices. Rather, STEAM teachers serve as guides to students through learning experiences, or, as I call them, challenges. Fundamental to this is student ownership. Students are engaged and driven when they establish the challenges because they own them. My job is to guide them from beginning to end, establishing accountability checks, providing guidance through challenging spots, modeling reflective practices and building specific skills. But through it all, they are in the driver's seat. The only thing between them and the grade they want is them, not a teacher.

How did you react when you learned you had been nominated for the 2021 Minnesota Teacher of the Year award?
If I remember correctly, I received the phone call on an asynchronous learning Friday. Students were in the Makerspace working on projects. Upon getting off the phone, I think I ran a few excited mini laps around the Makerspace like an excited puppy, yelled out into the library "I'm a finalist!" then got back to helping students. Mulling around in my head — disbelief, knowing some of the other candidates and how amazing they are left me wondering how this could be possible?!

What does it mean to you to be one of nine finalists for the award?
It's incredibly powerful! The last few years have been a bit nerve-wracking and isolating as I've focused so much on building the STEAM Program. Trying to do something different, with no real model to follow, leaves me in a constant state of questioning — "Are we doing this right? Is this best for students?" The recognition provides welcome validation that I'm doing exactly what I ask of my own students, "to do good in the world." It is also quite humbling to be considered in the same circle as the other finalists and winners. Having had a chance to get to know them and all the amazing work they do reminds me that there is still so much more that I, we, can do to make school better for our students.