Our city’s academic high schools are full of creative and innovative teachers committed to providing a varied and rich learning exchange to their students. These teachers continually seek new and more relevant approaches to engage students and deliver instruction.

I was delighted to have the opportunity to recently visit with two such teachers: biology teacher Abeda Khanam from Robert F. Wagner Jr. Secondary School of Technology in Long Island City and Srecko Mavrek from the Knowledge and Power Preparatory Academy (KAPPA) International HS in the Fordham section of the Bronx.

Khanam, who teaches Regents biology, has developed innovative curricula for new electives in Urban Botany, Biotechnology and Human Impact at her school. Her biotechnology course immerses honors biology students in the world of DNA, where they have the chance to perform experiments and use techniques like the tests conducted by forensic experts and scientists studying pedigree and genetic diseases. It’s hands-on, project-based learning at its best.

“Since they’re seniors, I can push them further than my 9th-graders,” she told me. “In fact, I can go into genetic engineering and gene transformation.”

Khanam’s classroom contains colorful models of DNA and other facets of biotechnology on every conceivable surface. It’s no accident. Khanam refers to her classroom as a “living environment museum.”

“Teaching is dynamic,” Khanam said. “There have been so many administration changes. We’ve had 50-minute science periods, then 70 minutes and now we have 90 minutes twice a week. Just like my content, I have adapted.”

Khanam explains how seniors she’d previously taught in her 10th-grade living environment course were assisting two newer transfer students who hadn’t been part of that cohort. “I was so happy with the peer teaching; they were mentoring and owning those kids,” she said.

After two years working as a paraprofessional, Khanam made the transition to science teacher via the union’s career ladder program. Robert F. Wagner Jr. Secondary School of Technology has been her professional home for her 13 years as a teacher.

Khanam is highly regarded by her peers as well as administration colleagues. “Her classroom is always open to students; it’s rare to see the room without students,” said Wagner Principal Stephania Vu. Vu says she encourages teachers to visit Khanam’s classroom and learn from her strategies and engagement with her students “We are privileged to have Abeda here,” she said.

Another amazing teacher I’ve had the privilege to meet is Srecko Mavrek, a physical education teacher at KAPPA International HS in the Bronx. Mavrek has taught for 17 years, the most recent seven years at KAPPA. He is guided by his deep belief that teaching is a calling to bring positive, transformative changes to the lives of children. He says that his students’ school careers set the stage for “readiness in lifelong learning.”

Mavrek has become a wellness mentor, a title conferred by the DOE’s Office of Wellness Programs, for his work building school-based and district-level comprehensive physical education activities for students.

Mavrek’s approach to swimming instruction illustrates his innovative techniques. Mavrek created a step-by-step breathing method, based on his understanding that novice swimmers need to be acclimated to the water. He also introduced underwater cameras so students could see a swimmer’s strokes and movements more clearly. These creative approaches to instruction led to Mavrek’s recognition as the 2015 High School Physical Education Teacher of the Year for the Eastern District Association. He’s also been honored with a National Service Award from the Council for Aquatic Professionals.

When asked what legacy he would like to leave for his students, Mavrek said, “I’d like my students to remember the energy and consistency in learning, yet that I’m ready to accept the challenges.”

Reflecting on their teaching craft, both Khanam and Mavrek spoke about the need to acknowledge diversity and be able to modify their approaches so they reach all students.

“I have patience and tolerance, because in our communities there are many differences and cultures reflected,” Mavrek said.

“I respect diversity. I am as diverse as it gets,” said Khanam. “My students are diverse with all of the challenges, whether visual or skill level. I pay attention to every student — I interact with each child.”

Drawing an analogy between nurturing her students and watering the plants in her classroom, she poses the question to them: “What if I didn’t pay attention to you?”

Team High School is fortunate to count these models of our profession among our ranks.