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Throughout her academic journey at the ���񱦵� School of Education, Bethany Morton has demonstrated an unwavering dedication to creating inclusive and supportive learning environments for her students, particularly children from marginalized backgrounds. 

A fourth-grade teacher at Colfax Elementary School, Morton has been selected as this year's outstanding STEM Education master’s graduate for the ways she thoughtfully questions how current practices and policies in math and science education are not yet serving minoritized youth and her support of colleagues and educators seeking more humanizing mathematics education experiences for students.

“Bethany draws upon her expertise in sociology by delving deeply into the history of the subject areas to theorize how they led to inequitable experiences for minoritized youth at a foundational level,” said award nominators and STEM Education Faculty David Webb and Melissa Braaten. “Bethany understands the constraints imposed upon her as a classroom teacher and factors that contribute to educational injustice.”

Morton’s capstone project investigated the presence of opportunities for mathematical reasoning and justifications in elementary classrooms, identifying areas for teacher collaboration and professional development to better support educators and student learning. 

Reflecting on her experiences at ���񱦵�, Morton said she is grateful for the advocacy in education that was modeled by her professors and encourages new students to embrace authentic learning experiences. 

“During challenging times, several professors at ���񱦵� served as advocates for me, demonstrating the importance of supportive teachers who inspire, motivate and empower students,” she said. “As I have learned more about the complexities of the education system and issues of injustice and deficit perspective, my professors not only showed the importance of advocacy, but also showed me ways to be an advocate for teachers and students. 

“From improving my capacity to support students—socially, emotionally, and academically—to understanding what truly serves students’ needs, my experiences at ���񱦵� have equipped me to be an advocate for students and teachers.”

Following graduation, Morton plans to continue her advocacy as an elementary school teacher in Denver Public Schools, while also considering opportunities for leadership roles, further education and international teaching experiences, all driven by her passion for education and equity.

In her words

Please tell us a bit about yourself

  Although I was born in Colorado, I spent most of my life in Georgia. When it was time for college, I wanted to return to Colorado, and when I visited ���񱦵�, I immediately knew it was where I wanted to be. While my goals and dreams have always centered around being an elementary school teacher, it was my undergraduate experience at ���񱦵� that strongly influenced my perspective on education and motivations as a future educator. While here, I was inspired to become a culturally responsive teacher, prioritize equity and passionately advocate for students' learning needs. When I finished my undergraduate degree at CU, I knew I wanted to continue in my education. Due to many impactful professors and things learned, I knew I wanted to stay at ���񱦵�, a place where I could continue to grow as an educator.

What is one of the most significant lessons from your time at ���񱦵� that you’ll carry with you into the next chapter of your life?

  One of the most significant lessons I have taken away from being a student at ���񱦵�, both through my undergraduate and graduate studies, is the importance of being an advocate for my students, myself, and others. My professors and coursework have shed light on the many inequalities embedded in our education system. Yet, they have also shown me the importance of advocacy.  

During challenging times, several professors at ���񱦵� served as advocates for me, demonstrating the importance of supportive teachers who inspire, motivate and empower students. Their mentorship also highlighted the significance of agency in effecting positive change. Furthermore, as I have learned more about the complexities of the education system and issues of injustice and deficit perspective, my professors not only showed the importance of advocacy but also showed me ways to be an advocate for teachers and students. From improving my capacity to support students—socially, emotionally, and academically—to understanding what truly serves students’ needs, my experiences at ���񱦵� have equipped me to be an advocate for students and teachers. 

What does graduating from ���񱦵� represent for you or your family/community?

  Personally, graduating with my master’s from ���񱦵� represents a commitment to being a lifelong learner and to continuing to work towards being the best teacher for my students’ and school community. 

What is your best piece of advice for incoming students?

  My advice for new students would be to fully embrace the authentic learning experiences offered within the School of Education. Throughout your coursework, you will encounter numerous opportunities to engage in meaningful and authentic learning experiences. Take advantage of these opportunities as they directly contribute to your growth as a future or current educator and can be used to make a real impact in education. 

What are your next steps after graduation?

  Following graduation, I will continue to be an elementary school teacher in the Denver Public School system, where I am a fourth-grade teacher at Colfax Elementary. Looking ahead, I have many different ideas such as moving into a leadership role, pursuing a PhD, and teaching abroad. However, regardless of the path, education will always be my passion and focus.