Corey Carter: Scientist, music maker, and teacher developer
It is hard to believe that someone who has experienced as much professional success as Corey Carter can draw a clear line between his failures and his growth as an educator and mentor. Today, the 2016 Baltimore County Teacher of the Year serves as Assistant Director of the Sherman STEM Teacher Scholars Program. Leaders at University of Maryland Baltimore County (UMBC) started the Sherman Scholars Program 17 years ago with a mission to promote culturally responsive, STEM educators and work to diversify the teaching profession, all for the benefit of Baltimore’s children. This is a purpose close to Carter’s heart, as he regards his own K-12 school experience as generally positive, but always missing something. “I was fortunate to have some good teachers throughout school, but as I was trying to figure out exactly who I was, I wanted more mirrors. I had plenty of windows, but didn’t have many mirrors. That was always a longing for me.”
The Silver Spring native began his career as a science teacher in Baltimore City and County middle schools. As Black men comprise less than 2 percent of the teaching workforce nationally, and there is a shortage of STEM (Science, Technology, Engineering, Math) teachers across all identity groups, Mr. Carter was breathing rare air as a Black educator with a Bachelor’s degree in biology and a Master’s degree in science education. Students very much appreciated his engaging, hands-on approach. But Corey’s story isn’t that linear. There were a few key detours that indelibly shaped his professional journey: “failures,” as he calls them, for which he is truly grateful.
The first pivot came after he enrolled at UMBC as an enthusiastic undergraduate, the recipient of a scholarship that he’d learned about from a gentleman in his neighborhood. His original intention was to pursue a PhD in biology, but the reality of university-level coursework hit, and Corey’s grades began to suffer. In hindsight, he realized that the instructional methods along with the content of his science courses did not align with his preferences as a learner. He began to rethink having a career that would solely focus on research. “For me, work has to be connected to passion. How is this benefitting other people, making the world better?”
Corey reconnected with Mr. Tolliver, the same neighbor who’d encouraged him to consider attending UMBC; this time, he introduced Corey to the director of the Sherman Scholars program. That introduction was the first step on a new path that focused on classroom teaching. “It transformed my life and aligned me with my life’s mission,” Corey reflects.
A few short months later, Corey participated in Freedom Schools, a summer learning experience founded by the Children’s Defense Fund where young adults were trained in joyful teaching strategies, and then brought those same practices to students in high-needs communities. Carter describes the experience as a turning point, where he realized a new way of being and connecting as a teacher and as a learner. “I had never been in that type of environment that was so affirming. There was so much passion and culture that spoke to my soul.”
With the Freedom Schools experience under his belt, coupled with a solid foundation in the arts that he’d received in his own high school years, Corey wove creative expression into his identity as a teacher. And while he eventually earned accolades for the magic he created in the classroom, that praise came after another unexpected detour.
Carter completed his undergraduate and graduate degrees at UMBC and was eager to begin his teaching career. Securing his first position in East Baltimore as a middle school teacher, he was responsible for 6th, 7th, and 8th grade science instruction. Without a defined curriculum, a department chair, or a strong system of support for those new to the profession, Corey had a tough first year despite immediately building connections with his students. He continued to struggle to find his stride, and after a leadership change at the school, Carter’s teaching position was not renewed. The exit from a position that was not by his own choice represented a failure to Corey; however, a fortunate connection allowed him a fresh start in a new school environment. Through the mother of a young person whom he tutored part time, he secured a position in Baltimore County at Old Court Middle School (now renamed Northwest Academy). Carter’s confidence began to climb as he experienced more and more success in the classroom.
Corey attributes this turnaround to a strong support system above all else. Ascribing to the old proverb, “If you want to go fast, go alone; if you want to go far, go together,” he is able to identify countless moments in his professional journey where he leaned on others for support, particularly from elders who looked like him. He also became bolder with experimentation in the classroom. Happy to be an “early adopter,” he would be the first to volunteer to try out a new curricular tool or strategy. “I became less hesitant to try things. I became less hesitant to fail.”
As his skills grew, he found more opportunities to bridge his extracurricular interests and his work life. For example, he realized how challenging it was for the school to find and afford deejays for school events. He promptly bought deejay equipment and practiced, soon becoming the guy who spun all of the parties and dances for students. Fondly recalling a mentor’s advice to “make yourself indispensable in any job you have,” Corey learned to deepen his impact on the school community with every science lesson, with every record scratched, and with every lyric written in his after-school hip hop club.
It was on the advice of his department chair that he eventually considered taking his talents into a different educational space. While representation in the classroom is critical for Black and Brown students, he also knew that there is a lack of representation in the rooms where academic curricula are designed. So Carter spent three years shaping the science curriculum in his school district, working to create materials that were rigorous and relevant to students’ lives.
Corey then arrived full circle at UMBC, assuming a leadership role in the very program that served to jumpstart his career as an educator. Now in his fourth year as Sherman’s assistant director, Carter’s responsibilities range from supporting program participants in their student teaching internships, career advising, designing educational programs on campus, and even teaching university courses. All of these efforts are intended to serve the students of Baltimore City by way of building the next generation of teachers. The Sherman Scholars Program also engages in direct service by embedding their own tutoring programs into several elementary and middle schools in Baltimore.
Carter considers the mission of growing and training teachers of color to be lifelong work. He hopes that young teachers understand that excellence does not simply click into place on day one. “The story isn’t over when you fail,” he wisely cautions. For Corey, his failures were the beautiful beginnings of the journey for which he was destined.
You can enjoy MRCRTR’s album, Progress Report, on Spotify, Apple Music, and Amazon.
