Joan Gillman: Inspiring Curiosity Through Science and Learning

For more than four decades, Joan Gillman has dedicated her career to inspiring curiosity, creativity, and a love for science in young minds. As a Science Teacher at The Browning School in New York City, she has built a reputation for bringing science to life through hands-on learning, interdisciplinary lessons, and an unwavering commitment to student growth. From childhood experiments in her family home to leading innovative science programs in the classroom, Gillman’s journey reflects a lifelong passion for discovery and education. Her work not only shapes how students understand science, but also how they see their ability to make a positive impact on the world.

Through years of teaching, mentoring, and curriculum development, Gillman has helped students explore the natural world while developing confidence and curiosity. Her leadership in environmental initiatives and science education continues to influence both her school community and fellow educators across the field.

Q1. Let’s start with your journey. Can you tell us how you began and what led you to your current leadership role?

My love for science began very early in life. As a child, I was always experimenting with different powders and liquids in my bathroom, convinced that one day I might invent something new. I was also fascinated by the weather. During snowstorms I would measure snowfall with a yardstick, check the temperature and barometric pressure, and photograph the changes in my yard.

Growing up with an older brother also meant we spent a lot of time building things together. We created robots from shoe boxes and designed model cities using building sets and Lincoln Logs. One of our favorite projects was constructing snow tunnels along the driveway. We even included an escape window to keep our mother happy in case the tunnel started to melt.

Looking back, those early experiences of experimenting and building shaped the skills I use as an educator today. My interest in teaching began in high school through a community service program. I volunteered in a lower school where I taught recorder, tutored math, and organized playground games. I also taught swimming at a local community center and worked as a substitute ballet teacher at a dance studio.

Helping children gain confidence and learn new skills was incredibly rewarding. That sense of purpose stayed with me and eventually led me to pursue a career in education.

Q2. Along the way, what motivated you to keep pushing forward, and which values guide the way you lead today?

One of my earliest teaching experiences was in the South Bronx. On my first day, a student asked me if I would stay for the whole year. That question stayed with me because it showed how important consistency and commitment are for students.

In that classroom, reading levels ranged from second grade to tenth grade even though the students were all in fifth grade. I ended up running six different reading levels at once. My goal was simple. I wanted every student to feel supported and capable of success.

Throughout my career, I have tried to maintain the natural curiosity that children have about the world. Science can sometimes feel intimidating, but I want my students to see that knowledge gives them the power to make a difference.

At The Browning School, we follow four guiding values: curiosity, honesty, dignity, and purpose. I try to model those values every day in the classroom. I also strongly believe in interdisciplinary learning. Science connects with math, writing, art, and many other subjects, and showing those connections helps students see how knowledge works in the real world.

Q3. Every path has its challenges. Can you share a defining moment in your career and how you handled it?

The pandemic created one of the biggest challenges of my career. Suddenly, science classes had to move online. I wanted to make sure the lessons were still exciting and interactive, even though we were not together in the classroom.

To make that happen, I sent parents and students a list of simple materials before each class. I conducted science experiments from my own kitchen while students followed along at home. With a little extra preparation, we were able to turn remote learning into an engaging experience. Parents later told me how surprised they were by how interactive the classes felt.

Another powerful moment happened many years earlier when the space shuttle Challenger disaster occurred. My students had been eagerly watching the mission because a teacher was part of the crew. Sharing such tragic news with sixth graders was difficult. It reminded me how important a teacher’s role is in helping students understand complex and emotional events.

Q4. Innovation and collaboration are essential today. How do you encourage them within your organization?

Science education is always evolving, and one important step has been aligning our curriculum with the Next Generation Science Standards. At The Browning School, I have worked closely with my colleagues to help integrate these standards into our middle school science courses.

Collaboration is essential in this process. A strong leader must listen carefully to others and respect their ideas. When educators share their perspectives and combine their approaches, the result is a stronger curriculum and a better experience for students.

Q5. From your perspective, what qualities set top leaders apart?

Three qualities have helped me most throughout my career. The first is dedication. I always give my full effort to the work I do. The second is organization. Staying organized helps me plan lessons and projects that keep students engaged and focused.

The third quality is creativity. Creative thinking allows me to design projects where students demonstrate their understanding in different ways. Younger students might build bridges or skyscrapers, while older students might create public service announcements about weather safety.

I also believe that honesty, hard work, and being approachable are essential qualities for any teacher or leader.

Q6. How has mentorship influenced your growth, and how do you encourage it in your classroom?

One of my most important mentors was my cooperating teacher during my student teaching experience at a junior high school for the deaf. She showed me how powerful hands-on learning can be when explaining complex scientific ideas.

That lesson has shaped my teaching ever since. For example, my second grade engineering unit asks students to design bridges and skyscrapers. One of the activities is called the “Elephant Project.” Students must build a bridge strong enough to support two adult elephants and one baby elephant using recycled materials.

The project combines science, math, creativity, and problem solving. Students enjoy the challenge, and it allows them to apply their knowledge in a meaningful way.

Q7. How do you keep your organization aligned as education continues to evolve?

The Browning School has recently opened a new building for high school students, which has allowed the school to expand its programs and enrollment. It has created exciting new opportunities for learning and growth.

We are also launching a new KinderFirst program. This program allows academically advanced students to complete both kindergarten and first grade material in one year before moving directly into second grade. With small class sizes and support from specialists, it provides a strong foundation for young learners.

Q8. Looking back, what experiences helped shape your leadership style?

Professional conferences and workshops have played a major role in my growth as an educator. Over the years, I have presented workshops at many conferences, including those hosted by national and state science organizations.

I have also written articles for educational journals and contributed to books focused on STEM education. One of my favorite projects was a curriculum called “Straw Rockets Are Out of This World,” which was later included in a STEM education book.

In addition, I became a National Geographic Certified Educator and completed training through the Modern Classroom Project. Each experience introduced me to new teaching ideas and helped me connect with educators around the world.

Q9. What advice would you give to emerging leaders who want to make an impact?

My advice is to keep learning. Education continues to change, and attending workshops, courses, and conferences helps teachers stay inspired and informed.

It is also important to keep a sense of humor. Some days in the classroom can be challenging, but patience and positivity make a big difference. Finally, do not hesitate to ask for help. Teaching is a team effort, and there is always something to learn from colleagues.

Q10. Looking ahead, what excites you most about the future?

I am very excited about the new KinderFirst program at The Browning School and the opportunities it will create for students.

Recently, I was honored to be named Top Educator of 2025 by the International Association of Top Professionals and later recognized as Top Educator of the Decade. These recognitions were incredibly meaningful to me because they highlight the importance of education on a global scale.

I have also joined the Forttuna Education Council Global Advisory Board for 2026. I look forward to working with educators from around the world and learning from their experiences.

A Career Built on Curiosity and Purpose

Joan Gillman’s career reflects the power of curiosity, dedication, and lifelong learning. For more than 44 years, she has inspired students to explore science with confidence and creativity while encouraging them to become thoughtful stewards of the planet. Through innovative teaching, mentorship, and collaboration with fellow educators, she continues to shape the future of science education. Her journey serves as a reminder that great teachers do more than share knowledge. They spark curiosity, nurture confidence, and help young minds imagine the possibilities of the world around them.