NJAGC 2022 Teacher of the Year
Jennifer Marquis-Dursee
Bayberry School, Watchung Borough School District


Jen Dursee has a history of seeing a problem in the way education is being delivered to the students in her classes and itching to solve it. Because she has just as long a history of scratching that itch by finding and implementing a solution, Jen has been named the New Jersey Association for Gifted Children’s 2022 Teacher of the Year. 

From the beginning of her teaching career in 1996 at Bayberry School in Watchung, Somerset County, she has taught a wide variety of subjects and ages. Though she is now a longstanding 1st grade classroom teacher at Bayberry, historically her students have ranged from kindergarten to 7th grade and her subjects have included environmental math, basic skills, reading, and pre-algebra as well as 1st and 2nd grades. In all those situations, Jen’s close observations have led her to identify students who need something more than the standard offerings and to search for ways to make that a reality.

Here are some examples of her observations and actions, as described in documents from her nominator:
Mathematical thinking: “Jen collaborates with her grade level team, as well as with upper grade teachers, to form cohorts so students can communicate and share their thinking. She is concerned with developing mathematical thinking skills and provides ways for students to advance where appropriate. Jen knows it is important to develop students’ depth of learning,” her nominator said.

STEM challenges: Jen noticed the benefits of science, technology, engineering, and math, along with design thinking, and was instrumental in helping to create an elementary STEM program at Bayberry. She coordinated the donation of materials and the development of STEM-based projects for all students. At her grade level, she spearheaded the creation of weekly STEM challenges. Recognizing that some kids needed more challenge, she modified the projects to fit the needs of advanced learners.

Teaching to students’ strengths: One year, Jen had a cohort of students who had been identified as highly gifted. These students’ needs were many, varied, and could not be addressed in a regular classroom. Jen came to a supervisor with an idea for how to challenge them: she created a special unit on Leonardo da Vinci. She brought in an artist to help them create da Vinci-style drawings and learn backwards writing. Students were taught how to do basic research and were encouraged to create their own final projects, which they shared with peers. Students were so engaged in this project! Jen understood what they needed and went out of her way to create a challenging project for them.

Another year, Jen knew she had a few students who exhibited strong creative abilities. She and another teacher collaborated to develop a co-teaching unit that combined creativity and math. Through this project, they identified a highly creative girl who had previously been overlooked. The teachers were able to help her develop and channel her creativity. This unit developed into regular lessons that encouraged all students to explore their creativity.

The above examples show that Jen recognized that while it is important to have a detailed curriculum to follow for the whole year, it is also important to have the flexibility to address changing circumstances, such as when a hurricane hits your state, or a pandemic upends the world, or a class roster happens to contain a group of students that could greatly benefit from additional and/or different projects.

Student centered: One year, Jen volunteered to teach a combination 1st-2nd grade class. In any classroom, the range of abilities is wide, but this was a particular challenge, trying to meet the needs of those who are in their first real school year, as well as the more mature 2nd graders. She was masterful, her nominator noted. All students' individual needs were met. Jen never relied on the easy route of peer tutoring, which would have diminished the learning for the more capable kids. Instead, she used modeling to raise up all learners.  

Advocating for students: One of Jen’s students' gifts and talents were apparent from the first day of school: he was at least two grade levels above his peers in most subjects. As the year progressed and his engagement waned, Jen reached out to his parents and the administration to brainstorm how the school could meet his needs. Jen spent hours researching and creating lessons and activities for him. Not only did she help this student, she helped her new administration learn more about giftedness, paving the way for an acceleration policy and helping more children in the future. 

Connection to her students: And while in many aspects of education, it is best to leave one’s personal opinions and life circumstances at the door, there are instances when personalizing a situation can make all the difference. Jen frequently engages her own two teen children in her teaching world. On a recent weekend, they spent a day creating a database of books that had impacted them, so that her students could benefit. She has also, in a pre-pandemic world, often attended her students’ performances and celebrations, further evidence of her connection to her students. 

These examples all involve identification of and providing solutions for gifted and talented students. But over the years Jen has used the same methodology to optimize the school experience for children of all descriptions. All this has happened because Jen sees her students for their strengths and develops in them a strong educational foundation and love of learning that stays with them throughout their school careers and likely beyond, as described in the documents nominating her for this honor.

As the nominator’s letter states: “We know that all teachers are teachers of the gifted, and while she is not assigned as a gifted and talented teacher, Jen exemplifies the standards outlined by the National Association for Gifted Children for gifted education in her classroom, every day, every year. These standards are considered the basis for high quality services for gifted learners.”

Therefore, while there is much to value in grouping G&T students together for all or some of the school schedule, Jen’s story shows that all teachers are teachers of students gifted to some extent and in some subject areas because all classrooms are likely to have some gifted students. 

Congratulations to Jen Dursee, a 1st grade teacher at Bayberry School in Watchung in Somerset County, the NJAGC Teacher of the Year for 2022!