“Children must be taught how to think, not what to think.”
–Margaret Mead
Why Authentic Learning?
Authentic education connects students to the real world and presents challenges that have personal meaning. It’s more than a strategy or technique. It’s a mindset, founded on the belief that children are not blank slates and teachers not simply providers of content.
When we do our jobs well, students learn to teach themselves.
Background
Personal
My mother was the child of a U.S. Army officer raised in France. She met her future husband when her father was stationed in Indonesia. Due to their young age and different religions and ethnicities, their parents did not approve, so, as teenagers, they left for the U.S., where my brother and I were born and raised. After moving from the Bronx to Red Bank, NJ, my father commuted by bus to New York City to work at the United Nations as an economics researcher, cleaned laundromats at night, and ran a karate school. My mother worked part-time retail jobs, became a special education teacher, and completed her college degree while raising two energetic and eternally curious boys.
As a mixed race lower middle class family from the 1960s to the 1980s, we experienced some tumultuous and inspirational times. Being the child of two loving and progressive parents and having a brilliantly creative brother, I learned perseverance, problem solving, compromise, a strong work ethic, a commitment to social justice, and a lifelong desire to grow.
Professional
I attended Swarthmore College, first as an English-Art major, then pursuing a degree in science. While tutoring students in the nearby city of Chester, I grew obsessed with teaching. After graduating, I became certified through NJ’s new alternate route program.
In the late 80’s to the end of the millenium, I taught biology, chemistry, physics, and earth science at Monmouth Regional High School in Tinton Falls, NJ, helping found programs for genetic research, student health and wellness, environmental sustainability, and equity. Those years I also bartended, worked summers at Monmouth University, tutored, and taught karate at night and on weekends.
In 1998, I earned a masters in Educational Leadership from Rutgers University. Soon after, I left the classroom to become a middle school assistant principal, science supervisor, and then an elementary principal. My first week of school as a new principal was 9-11.
Ten years later, I completed a doctorate in Educational Administration, Management, and Policy at Seton Hall and then served as an assistant superintendent for nine years. The last six years of my career as a public school educator were in Toms River, then the largest suburban district in the state. While there, I led the development of a dozen new programs, including full day kindergarten, career academies, summer STEAM camps, CTE pathways, dual enrollment, and the Jersey Shore Makerfest.
In addition to consulting for school and organizations, I teach college courses for prospective and first year alternate route teachers. I also serve as the volunteer Education Chair for the nonprofit InfoAge History and Science Museums in Wall, NJ.
My years in the classroom, as a school and district leader, in higher ed, and in live and virtual learning spaces have provided me with a diverse, holistic, and critical perspective on education. My career choices have always been about having a greater impact on children’s futures, which ultimately inspired my decision to retire from public schools in 2020 to focus on the work that I believe is most important.
“Marc is that role model educators want from their mentors and coaches.”
Richard W. Allen, ED.S., Founder DisruptED TV, Director of Business Development, VOYCE
About Authentic Learning LLC
As a consultant, I focus on teaching and leadership practices that bring understanding, insight, ownership, compassion, and joy to students, families, and educators. I work directly with administrators, teachers, and stakeholder groups, as well as “offline” to create plans, documents, and guidelines to help districts improve student opportunities and organizational efficiency. My work has been funded by universities, foundations, grants, and directly by districts, on an hourly, per diem, or per project basis.
The Meaning of the “Push” Logo
I originally developed a version of the power-on gear for the Jersey Shore Makerfest. The icon combines tradition, hard work, and hands-on experience in the form of the sprocket. The power button represents modern tools, innovative practices, and on demand energy. Give it a push to start a conversation!