Educators possess a unique passion for teaching that inspires both students and colleagues alike.

Key qualities of an outstanding teacher include excellent communication skills, active listening, engaging instruction, subject matter expertise, creativity, a commitment to lifelong learning, and patience. Priory’s Mathematics and Technology Department Chair Stacey Neal embodies these characteristics and is an example of what makes a teacher truly exceptional.

“Stacey is an important member of the Priory team because she demonstrates care, dedication, and a genuine desire to teach,” says Math Teacher Jan Poth. “She establishes an environment for the students to feel valued and challenged. She provides constant support to our department and ensures that we have everything we need to do our best work. She is someone you can always count on for advice and is great at troubleshooting problems.”

 

 

“What makes Stacey a great teacher and mentor is her passion for education and care for people,” Dr. Seth Arnold, math teacher says. “Stacey is attentive to the needs of her students and others. Advice from Stacey is curated to the individual and fosters a growth mindset. I have grown so much as an educator due to my discussions with Stacey.”

Neal, who has taught at Priory since 2018, recently received the Emerson Excellence in Teaching Award after being nominated by Assistant Head of School for Intellectual Formation Tim Malecek.

The award annually recognizes educators in the St. Louis metropolitan area — from kindergarten teachers to college professors — who are examples of excellence in their field.

“Stacey is an exemplary teacher,” says Malecek. “Perhaps best described as a warm demander, she holds all her students to high standards of accuracy and precision while simultaneously providing encouragement and support. Her classroom is organized, efficient, caring, positive, and full of engagement.”

He continues, “While her passion is honors geometry, she is great at connecting with students who are more anxious about math. Stacey is talented at breaking down complex problems into smaller chunks without sacrificing intellectual rigor. She puts her students first. Even on the busiest of days, if a student asks for help, she will drop everything to meet with him immediately. She goes above and beyond to reach out to struggling individuals and partner with parents for the best chance of success.”

“Although I typically prefer to stay out of the spotlight, it’s an honor to be recognized with this award,” says Neal. “Priory is fortunate to have so many exceptional educators, and being recognized among such a talented faculty is truly humbling.”

She adds, “The most meaningful part of receiving this award has been the kind words of congratulations and gratitude from my current and former students. Whether in class, in the halls, or through online messages and emails, their words have meant the world to me.”

Neal double majored in math and education at Webster University where she considers her leadership training at Webster an equally important part of her education.

Through the program, she attended an intensive leadership institute, several retreats and workshops, and completed a leadership course. She met wonderful people and mentors through the program, including her now-husband, Adam.

After graduation, she moved to Los Angeles, California, where she lived for 12 years teaching 7th through 11th grade math at a private co-ed school. While teaching there, she earned a Master of Science degree in counseling with an option in school counseling from California State University, Northridge.

“My school counseling program was one of the most transformative experiences of my professional career,” Neal adds. “The program provided me with a holistic view of education covering social, emotional, career, college, and academic counseling. I gained a deeper understanding of the school as an entire system of student support and how policies and programs can impact student outcomes.”

She continues, “I use the skills I developed in my counseling program such as active listening, conflict resolution, goal setting, collaboration, mentoring, and student advocacy daily as a classroom teacher.”

In 2015, she returned to St. Louis to raise her and Adam’s two boys near family. She then got a job as a math specialist for grades 4 to 6 at Chesterfield Day School.

“Although my passion is working with middle and high school students, this experience provided me with a comprehensive understanding of students’ development of mathematical thinking from elementary though high school,” reflects Neal. “I am now better able to identify and address gaps in students’ foundational understanding, which is crucial for helping students tackle more advanced mathematical concepts.”

Her experience in counseling and development has proven to be extremely helpful, especially for students struggling in math.

She understands math can be challenging for some students and it can be tough for those students when they see others in class solving problems faster than they are.

However, she wants students to know it’s okay for the work to be difficult. It’s called “productive struggle,” where deep learning can occur.

“When I was in school, I dreaded math races, and I was often the last person to finish math tests. Looking back, I realize that the extra time I took completing the work paid off in the end. It gave me a deeper appreciation for math and helped me fully grasp the concepts,” Neal says.

One of her many goals is for students to feel supported and comfortable seeking help when it is needed.

“I believe mathematics is based on making connections, discovering patterns, and developing critical thinking skills,” Neal says. “I encourage students to recognize there is often more than one way to solve a problem.”

Neal likes to incorporate routines into her classes to encourage students to discuss and think critically about mathematical ideas. They include: ‘What do you notice?’, ‘What do you wonder?’, or ‘Which one doesn’t belong?’

In her mind, by spending a few minutes discussing these prompts with other students, they often discover mathematical ideas, which they then reinforce and discuss together.

What we do know is that Neal belongs at Priory. She has a gift of connecting with her students, showing them that she cares, and wants them to succeed.

Neal shows attention to her students, engaging in back-and-forth discussion about problems. She encourages students to think outside the box, and often walks around the classroom to make sure they are on the right path with the problem.

The way she carries herself in the classroom is reminiscent of her time as a student in high school. “It wasn’t until high school that I really thought about being a math teacher. My Algebra II teacher, Mr. Gillman, was the first person to notice my interest in math and helping others.”She adds, “He encouraged me to consider becoming a math teacher.”

Priory is glad she became one. We are lucky to have Stacey Neal.