Lindsey Vieweg
Lindsey Vieweg is a dedicated math educator, adjunct professor, and doctoral candidate committed to advancing equitable, emotionally supportive learning environments that center student voice. She currently serves as an 8th grade math teacher at the Academy of Aerospace & Engineering (CREC) in Windsor, Connecticut, where she designs engaging, differentiated instruction that prioritizes conceptual understanding, confidence-building, and meaningful problem solving. Lindsey’s teaching philosophy emphasizes whole-student development, fostering classrooms where students feel safe, respected, and empowered to think critically and collaboratively. Grounded in trauma-informed and equity-centered practices, Lindsey intentionally integrates social justice perspectives into math instruction and focuses on building strong relationships that support students’ academic and emotional growth. Beyond the classroom, she serves as the advisor for the National Junior Honor Society and is an active member of her school’s DataWise leadership team, contributing to data-informed decision making that promotes equitable outcomes for all learners. She is also an adjunct professor with the Connecticut Teacher Residency Program, where she supports future educators in developing reflective, student-centered, and inclusive teaching practices. Lindsey is currently pursuing a Doctor of Education (EdD) in Educational Leadership and Administration at the University of Connecticut. Her dissertation research examines how teachers support students’ emotional needs from the student perspective, with a focus on the practices and relationships that foster connection, belonging, and learning. With over six years of experience across K–12 education, Lindsey brings a thoughtful blend of classroom expertise, leadership, and research to her work, driven by a deep commitment to ensuring every student feels seen, supported, and capable of success.
• Middle School Mathematics Grades 6-8
• Elementary Education 1-6
• University of Connecticut - M.Ed
• National Education Association
• Big Brothers Big Sisters
• DataWise leadership training
• National Junior Honor Society.
What’s the best career advice you’ve ever received?
I received two profoundly impactful pieces of advice while pursuing my bachelor’s degree, both of which continue to shape how I approach education. The first came from one of my professors at UConn, Doug Kaufman, who simply said in class, “Just teach.” His message was that educators too often become overly focused on standards and standardized testing rather than on how students actually learn. By reminding us to “just teach,” he emphasized trusting our understanding of student learning and prioritizing meaningful engagement. When instruction centers on how students think and grow, deeper understanding follows, and meeting standards becomes a natural outcome.
The second piece of advice came from Principal Paul Casey during an interview in my practicum placement. When I shared my interest in eventually becoming an administrator, he told me, “Teach first — for at least ten years.” He stressed that effective leadership must be grounded in authentic classroom experience. Administrators who have truly lived the demands of teaching are better positioned to support their staff with credibility and practical insight. Together, these lessons have shaped my belief that strong leadership is directly tied to strong teaching and solid relationships with each stakeholder in the school building.
What advice would you give to young women entering your industry?
My advice to young women entering this field is to remain deeply student-centered in everything you do. Focus on building trust, listening with intention, and creating classroom environments that foster growth, inclusion, and a strong sense of belonging. When students feel seen, supported, and empowered, meaningful learning and lasting impact naturally follow.
What are the biggest challenges or opportunities in your field right now?
Currently, one of the biggest challenges in education is meeting students’ social-emotional needs while still creating engaging, differentiated instruction. Post-COVID-19, many students have shifted the way they interact with peers and navigate social settings. Schools continue to feel the impact, as we often find ourselves reteaching foundational social skills and providing therapeutic support to students who may be developmentally younger than their chronological age.
Locations
Academy of Aerospace and Engineering
Windsor, CT 06095