For one passionate Environmental Science teacher, Tiffany Webber, education doesn't stop in the classroom. In an effort to bring new experiences and knowledge to her students, she’s heading to Peru this coming July for a professional development trip that promises to immerse her in the heart of the tropical rainforest. This journey will take her deep into the jungle, where she’ll learn from local experts and participate in field research alongside other educators and scientists. It’s an adventure designed to inspire her teaching—and one that she’s eager to embark upon.
The Educator Academy in the Amazon rainforest is an immersive professional development program designed to enhance teaching practices and student engagement. Held in the Peruvian Amazon, the program focuses on hands-on learning about this vital global ecosystem, with an emphasis on scientific research, cross-cultural understanding, and community-based conservation. Teachers participate in guided natural history explorations, field research with professional scientists, and discussions with Indigenous communities about sustainability efforts.
When asked what she’s most excited about for this professional development trip, the answer is immediate and full of enthusiasm. “I don’t even know where to begin,” she says. For her, this isn’t just an adventure—it’s an opportunity to connect deeply with nature. “There’s something special about being immersed in an environment. When I’m standing in the forest or bobbing on the ocean; that is my chapel, my cathedral. It’s where I go to get reenergized.” She chuckles, recalling how her kids joked about the dangers of the jungle. “Maybe I will get eaten by something,” she laughs, “but that’s part of the excitement!”
But it’s not just the beauty of the Amazon that draws her in. She’s equally excited to witness the harsh realities of the ecosystem, from endangered species to conservation challenges. “I’m not just there as a tourist to see the pretty pieces,” she explains. “I’m looking forward to learning about everything—the good and the bad—and finding ways to bring those lessons back to my students.”
One of the key aspects of this trip is learning from the Peruvian Indigenous communities. “It’s really important to hear the voices of people who are actually living these experiences,” she explains. “You can read all the articles and watch all the videos online, but nothing compares to hearing stories from those who are directly impacted.”
This firsthand knowledge will add depth to her teaching, enriching the narratives she shares with her students. She believes these stories will add a new layer of depth to her teaching. “I hope to connect what I learn down there with what we’re doing in class—to show my students that we can make a difference. I’d love to weave a fabric of stories across countries and continents, showing my students that our actions matter globally.”
Collaboration is another exciting aspect of the program. She reflects on how participating in field research with scientists and other educators will expand her perspective. “I’ve been teaching since 1998, but even now, I learn something new every time I sit in someone else’s class. I’m excited to meet and learn from others, and to share my knowledge with them too.” She hopes the connections she makes in the Amazon will last for years, both personally and professionally.
For this teacher, environmental science isn’t just a subject—it’s a way of life. “Environmental science should be a mandatory course for everyone,” she says. “Sustainability is part of Floreat, our school's strategic plan, and while we have great initiatives like the Eco Warriors and the Sustainability Council, there’s always room to grow. I’d love to see us build on that even more.”
One of her dreams is to visit the Green School in New Zealand, to see if there’s anything that could be borrowed to enhance her own program. “Mother Nature is the ultimate teacher of mimicry,” she says with a smile. “We should learn from her.”
She doesn’t take her opportunities for granted. Reflecting on a recent professional development session she attended, she expresses deep appreciation for the resources and support her school provides. “I had the chance to spend five days in San Rafael with other educators. Listening to their stories made me realize how fortunate we are at our school—the resources for both students and educators, and the beautiful campus we get to come to every day.”
This privilege, she explains, is something she carries into her teaching. “I want my students to think about the social, ethical, and environmental impacts of everything we study. I encourage them to find the voices that aren’t being heard, and to reflect on how their own position might shape their understanding of the world.”
As she prepares for this once-in-a-lifetime experience in the Amazon, it’s clear that the knowledge and inspiration she brings back will have a lasting impact—not only on her, but on the entire SMUS community.
