“Being a Teacher Isn’t a Job; It’s My Life.” John Melandro, MA ’22, Destined to Serve His Students

Even if he didn’t realize it at first, John Melandro, MA ’22, always had a feeling he was going to be a teacher. Both of his parents were educators, and he even followed in their footsteps to get his master’s degree in liberal arts at Stony Brook University — where they both studied for their undergraduate and master’s degrees. 

What Melandro, a fifth-grade teacher at Tangier Smith Elementary School in Mastic Beach, New York, didn’t expect was to receive the prestigious Milken Educator Award — also known as the Oscar of teaching — just six years into his teaching career. In fact, it didn’t even register right away when they announced his name. “It was just absolute disbelief,” he said. The award recognizes exceptional educators for their dedication to excellence in education. He was one of 45 teachers who received the award this year — the only recipient from New York and the first from the William Floyd School District. Along with the recognition, Melandro received a $25,000 unrestricted cash prize.

For Melandro, though, teaching isn’t just a job; it’s his passion. “I love being in a classroom,” said Melandro. “I feel incredibly lucky to be able to do what I do every day — which is connect with my students and make an impact on their lives.”

As the excitement continues over the award, Melandro is looking ahead to the future. He is currently enrolled in Stony Brook’s Educational Leadership (EDL) program, is getting married over the summer and is planning to buy his first home. Melandro sat down with Stony Brook Matters to talk about his time at Stony Brook, what he loves about teaching and winning the Milken award.

What inspired you to become a teacher? Why specifically teach the fifth grade?

I would come home from school every day and see my parents hard at work. Even 30 years into their career, they were in love with being educators, perfecting their lessons and working on their craft. Having a front-row seat to seeing my role models as these great educators was really inspiring.

I also had warm and welcoming cooperating teachers during my observations and student teaching placements. When I was in their classrooms, I thought, “If this is what teaching is, then this is exactly where I need to be.” What’s funny is my first student teaching placement was in second grade, and I loved it and thought that was the grade I wanted to teach. Then I was placed in a fifth-grade classroom, and I couldn’t imagine teaching any other grade. After graduation, I took a leave replacement role in the William Floyd district, and the following year, I got a full-time position in the fifth grade at Tangier Smith.

You’ve been described as a magic man in teaching. How did you earn this title? 

When I was in elementary school, I did magic tricks, but I gave that up in middle school. When I started student teaching, I knew I needed to find something to make me stand out as a teacher and that would get the kids engaged. I decided to bring magic tricks into the classroom. The kids loved it! I ended up doing magic throughout my student teaching and then even on job interviews. I’d be asked how I motivated students and would whip out a magic trick. And now, it’s my reputation and the theme of my classroom. I’ll even do some magic at parent-teacher organization events to raise money for the fifth grade. I find it’s a great incentive for the kids. I never would have thought I would have a second wind of being a magician, but it’s been a lot of fun and very rewarding to see how engaged my students are.

Talk about the Character Education program that you helped implement.

The Character Education program allows us to teach different missions each month within our classrooms. For example, one month, we’ll teach respect, and the next month, kindness. Once the mission is chosen, the Character Education committee discusses what initiatives we can take that month to instill the mission in our students. Each class picks a student who embodies that trait, who is then honored at a monthly assembly about that mission.

What do you love most about teaching?

Without a doubt, it’s the relationships that I’m able to build. The best way to establish those relationships with my students, their parents and even with my colleagues is by putting in the work and really learning about them. I’m a data-driven person, so I live by the quote from Dr. Brad Johnson: “Data informs, but relationships transform. In education, it is the connections that matter the most.” For me, through good data about my kids, I’m able to learn more about them to be able to help them grow. Building and fostering those relationships — not just for the one school year but over the years — is so special to me. And I want to stay present in their lives beyond the fifth grade. I know that some of them need a little extra guidance, so I want them to know that they can come to me while in my classroom and well into their high school years and beyond. I call my former students on their birthdays. I attend their sporting events. Right now, I’m actually proctoring the PSATs, and I’m seeing former students in the 10th grade now. It’s very rewarding to see how far they’ve come. Being a part of their journey is truly inspiring. I haven’t lost sight of all of the relationships I’ve built since I started teaching.

Why did you choose to pursue your master’s at Stony Brook? What made you decide to extend your studies into the EDL program?

It’s funny. I always say my parents are my role models. But when you’re young, you sort of want to rebel and not take your parents’ advice, which I was certainly guilty of. By grad school, I started listening to them. They were always telling me what a great school it is, and seeing their success really prompted me to get my master’s online at Stony Brook. And because of the great experience I had during my graduate work, I immediately jumped into the Educational Leadership program, which has also been such a positive experience.

What’s great about the EDL program is I’m in a cohort with other students like myself, who are teachers interested in learning more about leadership roles within education. Faculty members Alan Baum, Ken Forman and Wafa Deeb-Westervelt have been great mentors and really taught me how to be a leader both inside and outside of the classroom. They all have great real-world experiences that they share with us, and they really make an effort to make sure we have a rewarding experience in the program. It’s been wonderful so far, and it’s definitely made me rethink whether I’m going to leave the classroom for an administrative position.

What are your plans for the future after you finish the program? 

I’ve always aspired to make as much change as I possibly can in whatever I do. And I think I’ve made remarkable changes in the past six years. I do feel that if there’s an opportunity to broaden my impact, to change the lives of even more students or to transform a school, that is something that intrigues me. Being in this program and working with the administrators in my district, I see the powerful impact they have. So, while it’s tough to imagine walking away from a classroom setting, I could see myself in an administrative role in the future. But I’m not looking to run out of the classroom just yet because I truly believe I’m in the right place right now.

What was it like winning the Milken Educator Award?

It was the most unbelievable day of my life. We were actually at what was supposed to be the monthly Character Education program assembly on safety. And I thought it was strange that my students sang the National Anthem — as it’s not something we usually do at the assemblies. There were also local politicians and Board of Education members, as well as the district’s assistant superintendent, superintendent and news cameras. I knew something was going on, but I didn’t know what. After they spoke about the importance of safety at Tangier Smith, Jane Foley from the Milken Educator Awards got up and explained that we were actually gathered to give the award to one of the teachers. I didn’t think it could be me as I looked around the room at such talented educators. So, when they said my name, I couldn’t believe it! 

I’m humbled to be selected as the only New York teacher this year. It’s truly an honor to be recognized for something I enjoy doing each and every day. To me, being a teacher isn’t a job; it’s my life. I feel incredibly lucky. Receiving an award like this, only six years into my teaching career, makes me realize that I’m right where I should be at this point in my life.

About the Milken Educator Award

First presented by the Milken Family Foundation in 1987, the Milken Educator Award was created by philanthropist and education visionary Lowell Milken and recognizes exceptional educators for their dedication to excellence in education. Recipients are heralded in early to mid-career for what they have achieved and for the promise of what they will accomplish.

Photo credits: Milken Family Foundation

-Christine McGrath