Cynthia Cline, who has taught fourth and fifth grades at Summit Academy – Youngstown since 2015, achieved the prestigious Master Teacher credential by the Ohio Department of Education and Workforce.
A Master Teacher, in accordance with the Ohio Standards for the Teaching Profession, “demonstrates excellence inside and outside of the classroom through consistent leadership and focused collaboration to maximize student learning.”
Cline says her deep commitment to educational leadership and continuous growth, “not just for myself, but for my colleagues and students that I serve,” inspired her undergo the rigorous and demanding process of pursuing the Master Teacher designation.
Cline describes the credential as more than a title, but as a way to formalize and deepen her role in advancing instructional excellence.
“It aligns with my passion for supporting peers, driving innovation in the classroom and fostering a collaborative learning environment where everyone can thrive,” she says. “Pursuing this credential felt like a natural next step in my professional journey.”
Noting how Cline “models great teaching for her fellow educators,” Curriculum Director Mari Dew adds, “Having teachers with this certification among our staff shows that Summit Academy is a place where students and staff can thrive and achieve excellence.”
Summit Academy is honored to claim a teacher with such distinction as one of its own. Not only do we applaud and congratulate Cynthia Cline, we wanted to find out more about her values and passion as an educator, and the process she underwent to become a master teacher …
Why did you decide to become a teacher?
A lot of people do not know this, but I took the leap into teaching as a second career, heading back to college online (before remote learning was trendy), all while working full time as a restaurant manager. I became a teacher because I wanted to make a lasting difference in the lives of young people. I’ve always believed in the power of education–not just to teach content, but to empower, uplift, and inspire! I was drawn to the idea that, as a teacher, I could help students discover their potential, build confidence, and develop the skills they need to thrive both academically and personally.
Over time, I’ve also come to see teaching as a form of leadership. It’s not just about delivering lessons; it’s about modeling perseverance, building relationships, and creating a classroom environment where all students feel seen, valued, and capable of success! That sense of purpose and the opportunity to be a consistent, positive influence in students’ lives is what motivated me to enter the profession and what keeps me inspired every day.
How long have you taught at Summit Academy and which grade(s) do you teach?
I have been a dedicated educator at Summit Academy since 2015. For seven years, I taught fifth grade, followed by the last two years in fourth grade. After briefly stepping away to teach in another district, I quickly realized that my passion for education–and my strong connection to the Summit family–was where I truly belonged. That experience gave me valuable perspective and a renewed appreciation for the culture, values, and supportive environment that make Summit so special and unique. Returning to Summit has only deepened my commitment to our students and my colleagues and the mission that we share.
How long was the process of working toward becoming a Master Teacher and what did it involve?
The process of earning the Master Teacher credential spans over several months. It involved a combination of reflection, documentation, and demonstration of leadership and instructional impact. I began compiling a portfolio that showcased my effectiveness in areas such as instructional planning, classroom management, data-driven instruction, and leadership beyond the classroom. This included artifacts like lesson plans, student growth data, professional development I’ve had, and evidence of mentoring and collaboration with my colleagues. Some parts of the process were time-intensive, particularly gathering evidence and ensuring it met the rigorous criteria of the credential, but it was a rewarding experience that affirmed the depth of my practice and my impact on my school community.
What was the most challenging aspect of pursuing your Master Teacher credential?
The most challenging aspect of the process was balancing the rigorous demands of the credential with my day-to-day responsibilities as a full-time teacher. Gathering and organizing meaningful evidence, while ensuring it clearly aligned with each of the standards, required deep reflection and a high level of detail. It wasn’t just about showcasing what I do but articulating the “why” behind my practices and how they lead to measurable outcomes for my students and colleagues. That said, those challenges ultimately made the process more meaningful. They actually pushed me to think critically about my practice and helped me grow as a reflective, intentional educator.
What was the most rewarding aspect of pursuing Master Teacher designation and why?
The most rewarding aspect of pursuing the Master Teacher designation was the opportunity to truly reflect on my journey as an educator and recognize the impact I’ve had–not just on student learning, but on my colleagues and the school community as a whole. As teachers, I think we’re often so focused on the daily demands of the classroom that we rarely pause to celebrate our own growth. This process gave me that opportunity!
How do you anticipate your Master Teacher achievement will benefit your Summit Academy students?
I anticipate that earning the Master Teacher credential will directly benefit my students at Summit Academy by strengthening the quality of instruction, leadership, and support they receive each day. This achievement reflects not just personal growth, but a deeper commitment to implementing best practices that meet diverse student needs.
Through the process, I’ve become more intentional and reflective in my teaching and more focused on using data, feedback, and collaboration to drive student success. As a Master Teacher, I also feel better equipped to mentor colleagues, model high-impact strategies, and foster a schoolwide culture of excellence, which creates a more cohesive and supportive learning environment for all students.
Ultimately, I feel that my students will benefit from a classroom where innovation, consistency, and high expectations are the norm because they are being led by someone who is continually striving to elevate their experience and outcomes.
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“On behalf of the Summit Academy curriculum team, we are proud of Cynthia for earning the Master Teacher designation. Putting in the time and effort to write the application narratives and compile evidence that the strategies she uses in her classroom positively impact student learning shows deep professional pride,” Dew says.