Stephanie Englehaupt is an Illinois native who moved to San Mateo, California, and is now back home in Illinois, wearing a variety of hats. 

When it comes to the multi-dimensional Teacher Hat, Stephanie believes in the idea of all math for all students (Sunil Singh). She enjoys the creativity needed to plan a well-developed, interesting curriculum for the wide range of interests; and student and colleague willingness to “get messy” with the curriculum. She cherishes the ways she needs to manipulate and wear that hat: What “look” will work best for that one student? How can she flip her hat on a dime, based on the needs of the moment? No matter where or what she is teaching, she strives to dig deep with her students, meeting them where they are—their interests, depth of understanding, and how they learn best. Offering experiences that meet all needs is always the goal. From changing up the tools (using smaller numbers, different operations, manipulatives, partnering, etc.) to planning for in-the-moment shifts to creating different experiences, she believes differentiation is a key to supporting student growth. 

Stephanie’s teaching philosophy: Interesting explorations lead to engaged students; engaged students take on deeper challenges; deeper challenges require more productive struggle; productive struggle leads them to stretch and grow their minds. “If students are not struggling, they are not learning. We want to put students into situations where they feel that work is hard, but within their reach.” (Jo Boaler, Mathematical Mindset) AND… math experiences can just be fun and not offer too great of a challenge. Just like when I read a book, I do not always read the book that will challenge me. Sometimes I read just for pleasure- reading to my child, as an escape to a warm beach, etc. Math engagement can just be for fun- to play with a friend, to review skills I already have ownership of, etc. That being said, all of my math, like all of my reading, should not be so easy that I do not stretch my muscles.

An important aspect of my teaching is documentation, whether written, photographic, or video graphics:

• It allows the teacher to understand how the students work, what they are learning, where they need support, and how they are engaging in the experiences and working with peers; and to prepare for where the individuals and group might go next in their exploration.

• It allows parents to see progress, understand how and why we are supporting the student’s growth, which develops a positive parent/teacher team to support the student.

• It allows students to receive in-the-moment feedback, to reflect on their experience, growth, and struggles after achieving some distance.

That is why Stephanie is an avid documenter. For each lesson, she uses a unique document with the lesson’s goals to help guide observations, as well as leaving plenty of space for information that is beyond the curriculum goals: habits of mind, questions they are asking, what they are saying, how they are working with peers, how they build off of each other, and their use of unexpected skills/concepts.  

Stephanie’s Mother Hat centers her; she is proud of the wonderful and accomplished young lady her daughter has become. While she is excited for her daughter’s next step, as a college student, she knows she will miss their day-to-day living as a family of two plus pups. She will greatly miss helping her daughter run monologues, hearing her singing throughout the house, and sitting in the audience for all of her singing, acting, and improv performances. That being said, Stephanie looks forward to her daughter’s second act and “the 11 o’clock number.”  

Stephanie’s Rescued Pup Hat has been filled with the necessary consistency of raising a pup to a young adult. Bella Bean continues to love visits to the dog park, daily play dates with her dog friends, and receiving tons of ear rubs and snuggles. Thankfully, this pup did NOT go off to college with her “Girl.” Update- Pup is HAVING to adjust to Illinois winter- bitter cold and snow so high her head sticks out of snow if she tips her nose upward. Yes, she has a puffy jacket to help her stay warm.

Stephanie was deliriously happy to wear the Foster Parent Hat. This had been a life-long desire and a long time in coming — to provide a family for children in need of love, care, and positive life experiences. She was proud join this community of familial support for a HS senior, who has since moved back home and is attending college.

Stephanie has BA (Elementary Education) and MS (Educational Administration) degrees, Illinois-State PEL credential, and well over 20 years of experience in public and private schools, as well as thousands of hours of private tutoring. She heads into her 16th year at the same school in Hillsborough, California, currently as a Lower School Math Specialist and previously as a lead teacher in 4th and 2nd grade. She is the founder of Applied Math Camps, which offers week-long group experiences where children explore new and apply mathematical concepts in cooking, sewing, design thinking projects, and playing/creating games. 

Resume

Recommendations

Professional Memberships

National Council of Teachers of Mathematics

Association of Supervision and Curriculum Development

California Mathematics Council

National Association of Education of Young Children

National Association of Gifted Children

Social Media

LinkedIn: linkedin.com/in/stephanie-englehaupt-4249276

Favorite Quotes

“Allowing a student with a hidden disability (ADHD, Anxiety, Dyslexia, etc.) to struggle academically or socially when all that is needed for success are appropriate accommodations and explicit instruction is no different than failing to provide a ramp for a person in a wheelchair.”

― Joe Becigneul,
board chair at the Greater St Albert Catholic Schools in Alberta, Canada

“When a flower doesn’t bloom, you fix the environment in which the flower grows, not the flower.”

— Alexander Den Heijer,

Dutch inspirational speaker, trainer, and consultant

“Good teaching must be slow enough so that it is not confusing, and fast enough so that it is not boring.”

― Sidney J. Harris,

Chicago Sun Times Journalist

“Everything should be made as simple as possible, but not simpler.”

— Albert Einstein

Theoretical Physicist

“If you are not getting pushback, you are probably not being disruptive enough.”

— Jo Boale

Author, Expert on Mathematical thinking, Professoe @ Stanford University

“If you want to feel secure, do what you already know how to do. If you want to be a true professional and continue to grow... Go to the cutting edge of your competency, which means a temporary loss of security. So whenever you don't quite know what you're doing, know you're growing.”

— Madeline Hunter,

American Educator, Author

What I’ve Been Reading

The Puzzle Universe: A History of Mathematics in 315 Pages by Ivan Moscovich

Why I like this book… It is filled with some of the most amazing and challenging problems. I can select problems and rephrase them or break them down in such a way that my gifted 1st-grade learners can tackle several days, like the Elevator Going Up, Down or Enclosure, Line Up, Playground, Lines Through 16 Points, and How Many Squares... Those are just a few I have already selected. Great for adults to just have fun (and some frustration)….Don’t look at the answers in the back of the book.

Articles

The Voice of Math Anxiety by Gillian A. Tisdale

How Do We Make Math Fun by Dan Finkel

The Most underrated Gift of Mathematics is Stillness

Mathematics Waits for Everyone, But Few Wait for Mathematics

Differentiating Curriculum for Gifted Students

Lessons Learned About Educating the Gifted and Talented

The Effects of Acceleration on High-Ability Gifted Learners: Meta Analysis

Giftedness in the Making: A Transactional Perspective

Visible Learning Project

Chapters