Allyson Goff and Joann Wood
Pee Dee Master Teacher

Tami Finley and Mike Jensen
Upstate Master Teachers

Sandra Balthis
Midlands Master Teacher

Wardie Sanders
Pee Dee Master Teacher

Tami Finley
Upstate Master Teacher

Preston Pearman and Mitchell Case
Midlands Master Teachers

Wardie Sanders
Pee Dee Master Teacher

Amanda Davidson
Upstate Master Teacher

Davis Bowling
Midlands Master Teacher

Pren Woods
Lowcounty Master Teacher

Allyson Goff and Kimberly Harrelson
Pee Dee Master Teachers

Pam Rose
Midlands Master Teacher

Tim Hicks and Marc Turner
Midlands Master Teacher

Mike Kreft
Lowcounty Master Teacher

Wardie Sanders
Pee Dee Master Teacher

Becky Dingle and Carol Poole
Lowcountry Master Teachers

Thomas Riddle
Upcountry Master Teacher

Marc Turner
Midlands Master Teacher

Jennifer Coe
Lowcountry Master Teacher

Brenda Hafner
Midlands Master Teacher

Thomas Riddle
Upcountry Master Teacher

Mary Jo Austin
Lowcountry Master Teacher

Lynn Duncan
Upcountry Master Teacher

Julie Riley Waugh
Midlands Master Teacher

Education
University of Charleston (1992–1995)
M.Ed. Early Childhood, Summa cum Laude
Outstanding Graduate Student Award

Coastal Carolina College (1986–1990)
B.A. Early Childhood Education, Cum Laude

Teaching Experience
Mary Jo has over 10 years experience teaching 2nd, 3rd, and 4th grade students in South Carolina public schools. Mary Jo taught at Angel Oak Elementary School from 1990–1999, and currently teaches at Whitesville Elementary School, where she was recognized as Whitesville's 2001–2002 Teacher of the year. She is Whitesville's lead Social Studies Teacher, and member of her school's curriculum leadership team. Mary Jo has also served as a Berkeley county school district Summer Enhancement Teacher for four years. Mary Jo has National Board for Professional Teaching Certification.

Master Teacher, Mary Jo Austin
“Educating today's students is an ever-changing and challenging task. It is a continuing process of providing students with a variety of opportunities to explore and develop insight into complex real-world issues. As a National Board certified teacher, I am committed to academic excellence, and dedicated to doing what is best for my students. I want the students to learn in rich, stimulating, and responsive environments within which they are encouraged to interact. For example, my students host an Author's High Tea with real teacups and saucers to celebrate the Signing of the Declaration of Independence. Experiencing these types of activities, rather than strictly listening to lectures, helps students learn and retain the curriculum better. I capitalize on the diversity in my classroom. Each student significantly contributes to the class in his or her unique way. I consistently model respect and patience for others, and convey enthusiasm and a positive attitude when I interact with students and other adults. I recognize and value the students' different interests and motivations. These factors influence students and their interactions with their peers. The learning environment must be warm and inviting in order for the students to take risks and challenges as a valuable member within this community. I systematically reflect on what I am doing as an educator and what I can do to improve in my profession. As a Master Teacher I will help fellow teachers to be as innovative and exciting as possible in the classroom to encourage their students to enjoy learning. ”

— Mary Jo Austin

Education
Masters +30 hours (2001)

Furman University (1983)
Masters of Arts in Education

Furman University (1978)
Bachelor of Arts in Social Studies, Education

Teaching Experience
Lynn’s twenty-four year career in education includes many different aspects related to teaching South Carolina’s social studies curriculum, especially those aspects related to South Carolina and American History. His work experiences range from classroom teaching to district-wide curriculum consulting and teacher mentoring. From 1980 to date, Lynn developed several curriculum models, and wrote their corresponding curriculum guides. In years past, Lynn provided training and teaching materials for teachers developing lessons around Cowpens and King's Mountain National Battlefields. Also, working with faculty members from the University of South Carolina, Furman University, The College of Charleston, California State and Rutgers University, Lynn created materials and programs for South Carolina and American History teachers. From 1992-1998 Lynn edited seven student-written books dealing with local history. Through the years, he has conducted several district, state, and nation-wide oral history and primary-source use workshops; taught several graduate level courses for teachers, including The United States and World War II at Furman University; and worked with the South Carolina Department of History and Archives to coordinate the National History Day program in South Carolina’s upcountry. Lynn is presently the instructional coach at Northwest Middle School, where he works with teachers on their curriculum and instructional needs, and provides school level in-service.

Master Teacher, Lynn Duncan
“I believe that the teaching of American History in the elementary grades is one of the most important things that can be done for the young people of today. They need to know about our past in order to understand the present and plan for the future. In teaching students about the history of our nation it is important to take them beyond the text. Working with primary sources, doing oral history interviews, visiting museums, and touring historic sites are some of the ways in which this can be accomplished. Students need to realize that history is alive and is all around us. As the Master Teacher for the Upcountry I will work with colleagues to help them develop ways to bring history alive for their students”

— Lynn Duncan

Education
University of South Carolina (2000)
M.Ed. Elementary Education

Indiana University (1986–1990)
B.S.E. Elementary Education (1991)

Teaching Experience
Julie is a National Board certified teacher with 10 years teaching experience. Julie completed her student-teaching experience at the Carrigaline Boys National School in Ireland, and has taught at the American Boychoir School, Heathwood Hall Episcopal School, and the Francis Parker Essential Charter School. She currently teaches a 4th/5th grade looping self-contained class at Richland 2 school district’s Center for Inquiry. Julie’s professional presentations include “Creating a Culture of Inquiry: The Value of Curricular Conversations,” “Primary Sources: Inquiry as Historians,” “The Transformative Power of Collaborative Inquiry,” and School University Partnerships: Collaborative Contexts for Inquiry, Learning, and Transformation.” Her publications include “Becoming Reading Researchers,” a chapter in From the Ground Up: Creating a Culture of Inquiry, and “Did They Actually, Really Believe This? Authentic Medical Documents as a Window on the Past,” published in Middle Level Learning. Supplementing her teaching experiences, Julie enjoys photography, travel, guitar, art, reading, canoeing and camping.

Master Teacher, Julie Riley Waugh
“Primary sources have transformed the way that I teach Social Studies. Actually it is much more than that. Primary sources have transformed the way I look at history, turning perhaps my least favorite subject into one I am most excited about sharing with children. With Primary resources, history becomes a giant puzzle. We become historians uncovering delicious details from “mystery documents”. I don’t think that my students focus on any American history topic without becoming historians in front of primary sources now. No longer is history simply information being provided to us. It is inquiry and discovery. Using primary sources is grounded in having good resources to use. By providing teachers he space and time to collaborate, and helping them connect with good primary resources, the Teaching American History Project will give teachers a viable, manageable way to transform their social studies teaching. What is most exciting to me about being a Master Teacher is the idea that if more teachers search out primary sources to connect with their curriculum, more students will discover the magic of becoming historians.”

— Julie Riley Waugh