Fox Lane Science Teacher Selected for New York State’s Master Teacher Program

Fox Lane High School science and technology teacher Dana Luna has been selected for the New York State Master Teacher program, an elite four-year professional learning program and professional network that recognizes outstanding NYS public school K–12 STEM (science, technology, engineering, and mathematics) teachers.

The program is centered around three key “knowledge domains:” knowledge of STEM content; of pedagogy; and of students, their families, and their communities. The program is filled with more than 1,400 passionate K-12 STEM teachers who collaborate, mentor peers, engage students, and share information with their districts.

According to the State University of New York, which supports the program along with the New York State Education Department and the governor’s office, these educational leaders are expected to “shape the future of teaching and learning in New York by uplifting the profession, inspiring the next generation, and advancing equity and innovation in STEM education.”

We spoke to Luna to learn more about what drew her to the program, what she hopes to get from it, and how it will ultimately affect Bedford Central School District students.

What sparked your interest in the program?

A few years ago, I had a conversation that stayed with me. A friend of my brother’s, who is part of the New York State Master Teacher Program on Long Island, took time at a family gathering to describe his experience and encouraged me to apply. As he spoke, it became clear that the program aligned with how I think about teaching, learning, and community.

While I had heard of the program before, I hadn’t fully understood its depth. As I learned more about its mission and structure, I felt a strong pull toward it. The program’s emphasis on deep content knowledge, reflective pedagogy, and meaningful connection to students and communities resonated deeply with my own values as an educator.

What was the application process like?

The application process was thorough and thoughtfully designed. The first phase involved responding to a series of prompts centered on three core domains: knowledge of STEM content; knowledge of pedagogy; and knowledge of students, their families, and their communities. This stage also included sharing details about my teaching journey and submitting letters of recommendation. Finalists were selected from this initial round.

The second phase took place over a full day at SUNY New Paltz this past summer, where finalists participated in panel interviews and delivered a short presentation on a topic adjacent to their content area. This experience allowed us to engage with fellow educators while demonstrating not only our expertise, but also our ability to communicate complex ideas clearly and creatively to our peers.

What are you most looking forward to? This program takes professional development to a new level. Why is that important to you?

The professional development component is what I am most excited about. I am deeply passionate about science, teaching, and the act of learning itself. Being surrounded by a community of educators who share that same curiosity is both energizing and inspiring. I thrive in spaces where ideas are exchanged freely and where growth is seen as a lifelong practice where each person makes the most of their unique experience rather than striving to all be copies of one ultimate “master teacher.”

I truly love being both the teacher and the student. I am always seeking opportunities to learn beyond my classroom, to find new perspectives, new questions, and new ways of seeing the world. The professional development offered through this program covers a diverse range of topics across the three core domains and is often led by fellow educators, which makes it especially meaningful and grounded in lived experience.

As I shared in my application, one of the things that saddens me most about our limited time on this earth is knowing that I will never be able to learn everything I want to learn. Being part of this program allows me to lean into that curiosity and experience more of what truly brings me joy in our human experience.

How do you think this experience will ultimately benefit students?

I have always believed that students feel and absorb the passion of their teacher. They flourish in environments where curiosity is modeled and enthusiasm for learning is genuine. I teach not only to share knowledge, but because I believe deeply in reciprocity, in the idea that learning is a shared, evolving exchange.

I strive to create a classroom where every student feels seen, valued, and safe to take intellectual risks. Each year, my students teach me just as much as I teach them, and I carry those lessons forward with intention. I want students to recognize their own potential and feel empowered to move beyond what they once thought was possible.

As I tell my classes on the first day, my goal is for them to no longer need me by the end of the course but to become their own guides instead. The more I continue to grow as a learner myself, the more effectively I can support students in reaching that independence.

Is there anything else you think people should know?

I am incredibly grateful for the opportunity to be part of a community that values curiosity, collaboration, and the interconnected nature of all things and all life. I am excited to work alongside educators who are equally passionate about growth and innovation, and to bring that energy back to my classroom and school community. My hope is that this experience will not only deepen my own practice but will also help spark curiosity and confidence in the next generation.