Mr. Vance is a dedicated math teacher. He believes that a firm understanding of math and strong mathematical reasoning in the middle grades contributes to an inquisitive and problem-solving mind. These skills are essential in many academic and career fields. When Mr. Vance is not at school, planning lessons, or responding to emails at a coffee shop he is likely out for a run, doing CrossFit, watching an Atlanta United game or with his two rescue dogs on a walk at the park.
Israel Aaron Vance was born and raised in a small town just east of Asheville, North Carolina. He graduated from the only high school in his county, which had fewer students than Sutton Middle School. Mr. Vance was not prepared for college when he graduated from high school so spent two years at a community college focusing on premedical course work and joined the US Army where he was enlisted as a 68W M6, a combat medic with an LPN license. He Trained at Fort Jackson, SC, San Antonio, TX, and Tacoma, WA. After his enlisted contract was finished he stayed in the Pacific Northwest, went back to school and finished two bachelor's degrees at the University of Washington in Seattle. He then returned to North Carolina to complete a master's degree at Wake Forest University.
Because Mr. Vance knows what it is like to not be prepared for college at the end of high school and because he holds education to be the primary creator of opportunity for individuals, he struggled to put himself through school knowing that he wanted to be a teacher. As a graduate student at Wake Forest Mr. Vance worked in the Student Athlete Services Department, tutoring, leading football study halls and counseling students on planning, time management, note-taking, and test-taking. While doing that work he realized the inequity in the American education system. Reflecting on his own experiences and that of many students of color and/or lower socioeconomic status he realized that he was passionate about being part of the public education system. Mr. Vance sees his job as a personal calling and sees his work as civic service toward social justice. He believes strongly that every child deserves access to a high quality public education and intends to spend his life striving to make that a reality.