A Wantagh High School science teacher has earned statewide recognition for her work in science, technology, engineering and math, or STEM, classes, building a program that is shaping how students engage with science.
Casey Clark, who has spent the past three years at Wantagh High School, was recently accepted into the New York State Master Teacher Program, a designation that recognizes educators for excellence in teaching, leadership and community involvement.
Clark is a Long Island native who began her teaching career with Teach for America in Camden, N.J., and then spent 11 years at St. Francis Preparatory School, in Queens. There she taught a range of science courses, and gained experience in science research education — which ultimately led her to Wantagh.
“I heard about Wantagh looking to start a science research program because they didn’t have one,” Clark recalled. “It was a fantastic opportunity.”
Since arriving in the district in 2023, she has built the high school’s Science Research Academy largely from the ground up, transforming what had previously been informal after-school opportunities into a structured, in-school program. Today it includes more than 60 freshmen, sophomores and juniors. Students learning foundational research skills before developing their own interests, and eventually take on independent research projects.
“I definitely do not assign topics,” Clark said. “If you’re going to do independent research, you have to want to do it.”
Her approach emphasizes student choice and curiosity, allowing participants to explore topics that genuinely interest them while developing critical thinking and analytical skills.
The program has also expanded in scope, incorporating partnerships and advanced tools that expose students to real-world scientific work. Clark pointed to a collaboration with Brookhaven National Laboratory as a key milestone, giving students access to scientific computing, coding and data analysis techniques used in research.
“It allows kids to see the big picture,” she said, noting that students learn to use coding and statistics to analyze complex data. “It’s stuff that’s actively happening right now for real cutting-edge research.”
Wantagh High Principal Paul Guzzone said that Clark’s recognition reflects the impact she has already made in a short time.
“I know she has officially been labeled as a Master Teacher, but I’ve known that all along,” Guzzone said. “She has grown our science research program from its infancy and done tremendous work. We are lucky to have her, and I’m happy she’s getting the recognition on a grander scale beyond just the Wantagh community that she deserves.”
The Master Teacher Program application process was extensive, Clark said, requiring recommendations, exams and multiple essays focused on teaching practices, community involvement and continued engagement in STEM fields.
For her, the recognition is especially meaningful as a newer member of the Wantagh community. “It was especially important to me with the community component,” she said. “Being new here, I felt like I’ve done something for the Wantagh community, which has been nice.”
Beyond the classroom, the designation connects Clark with a network of STEM educators across the state, giving her opportunities to collaborate and to continue developing as a teacher.
“It gives me access to other science research teachers in other districts,” she said. “We can bounce ideas off of each other and see how we take different approaches.”
Her colleagues at the high school say that collaborative mindset is already evident in the culture she has created in the program, where students support one another and take pride in each other’s work. “It feels like a team,” Clark said.
Looking ahead, she hopes to continue expanding the program and exposing students to new areas of research, while keeping the focus on student-driven exploration. Next year, it will expand to seniors as well.
“I just want them to follow what they’re interested in and enjoy it,” she said. Ultimately, Clark said, her goal is to help students build confidence that extends beyond science.
“I hope they realize how much they’ve been able to accomplish and how much they’ve taken control over their own learning,” she said. “If they have that belief in themselves, they can absolutely succeed in what they want to do.”
