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At NYC’s first all-virtual high school, this award-winning teacher knows it’s not ‘one-size-fits-all’.
Amy Zimmer, Chalkbeat
Jul 22, 2026, at 5:12 pm EDT
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Chemistry and earth science teacher Jude Julien helped launch New York City’s fully virtual high school four years ago, after more than two decades teaching in brick-and-mortar classrooms.
Julien was already comfortable with online learning before schools went remote during the pandemic. Besides teaching high school, he was an adjunct professor for the City University of New York, primarily for their virtual classes. So when the city’s Education Department tapped his principal at the Bronx High School for Writing and Communication Arts in 2022 to lead one of two new virtual high schools, Julien joined the effort.
The Virtual Innovators Academy (formerly known as A School Without Walls Virtual) is the city’s only all-virtual high school, and served more than 320 students last school year. (The city also opened a hybrid high school called A School Without Walls.)
“Every student brings different strengths, experiences, and obstacles into the classroom,” Julien said. “Whether I’m teaching in a traditional classroom, a virtual school, or mentoring other educators, my goal is the same: to help students see possibilities for themselves that they may not yet see and to give them the knowledge and confidence to pursue them.”
From his own experience, as the son of Haitian immigrants growing up in Brooklyn, attending public schools, and eventually studying chemical engineering at Columbia University before getting his Ph.D at Teacher College in science education, Julien believes that “learning isn’t one-size-fits-all.” His efforts to expand equitable access to STEM to diverse learners have won him much recognition: He has a Sloan Award for Excellence in Teaching Science and Mathematics, was a Big Apple Award semi-finalist, and this year won Math for America’s prestigious Muller Award for Professional Influence in Education, which comes with $20,000 in prize money along with $5,000 to Julien’s school.
At the Virtual Innovators Academy, he enjoys watching his students grow from hesitant participants to confident learners engaging in scientific discussions.
“Those moments remind me that powerful teaching is less about the setting and more about creating opportunities for students to think deeply, collaborate, and recognize that their voices and ideas can make a difference,” Julien said.
This interview has been lightly edited for length and clarity.
How and when did you decide to become a teacher?
I decided to teach about a year after I graduated from college. I studied chemical engineering, but I wasn’t exactly sure if I wanted to work in that field or if I should go to graduate school, so I planned to teach for a few years until I figured it out. I entered education through Teach for America and started teaching middle school math and science in the South Bronx.
I instantly enjoyed it and my experience and decided to continue teaching. I then started to work towards my master’s in education, and the rest has been history, so to speak.
Tell us more about the Virtual Innovators Academy. What are some of the ways teaching there is different from your previous experience?
It serves students from all five boroughs whose needs and circumstances make a traditional setting a poor fit. Many of our students face social and personal challenges, so our work extends beyond delivering content. Some of our students have physical disabilities that make it difficult to access a physical site. Some students have underlying health conditions, so the virtual option allows for more access. Some of our students have social and emotional challenges, so they struggled in the larger school setting. Some of our students were initially homeschooled, and families wanted to access a more structured environment to deliver the content. Some of our students work and are caretakers, so the virtual option provides more flexibility. Some of our students simply preferred the virtual option and are comfortable learning online.
What’s your favorite lesson to teach, and why?
One of my favorite lessons to teach is our project-based learning unit on climate change. Rather than simply learning about the science behind climate change, students investigate its causes and impacts and then work collaboratively to develop realistic, evidence-based solutions to a problem they identify. At the end of the unit, they present their proposals to the class, explaining the science behind their ideas and defending their recommendations with data.
What makes this project especially rewarding is that we do it entirely in a virtual environment. Students collaborate using shared digital workspaces, conduct research online, create multimedia presentations, and present their solutions live to their classmates. It demonstrates that meaningful, hands-on learning doesn’t require students to be in the same physical classroom. In fact, the technology often allows students to be even more creative in how they communicate their ideas.
I love this lesson because it transforms students from passive recipients of information into active problem-solvers. They see that science isn’t just about memorizing facts, it’s about using evidence, critical thinking, and creativity to address real-world challenges. The virtual format also helps students build important skills they’ll need beyond high school, including digital collaboration, communication, and presenting ideas in an online setting.
You’ve worked with incarcerated youth in the past? Do you still do that?
Yes. I volunteer as a math tutor with the Petey Greene Program, which partners with educational programs in correctional facilities and community organizations to expand educational opportunities for justice-impacted individuals.
Before the pandemic, I tutored at the Vernon C. Bain Correctional Center in the Bronx, working with incarcerated men to strengthen their math skills and support their educational goals. When the pandemic changed how programs operated, my tutoring transitioned to a virtual format, where I worked with formerly incarcerated and justice-involved youth in the community.
That experience reinforced my belief that education can be a powerful pathway to opportunity and transformation. Regardless of a person’s background or circumstances, every student deserves access to high-quality instruction, encouragement, and someone who believes in their potential.
You’ve also long mentored other teachers. Why is that important to you?
I’ve been fortunate to have incredible mentors throughout my career. They challenged me, encouraged me, shared their expertise, and helped me become a better educator. I’ve always felt a responsibility to pay that forward.
Mentoring is also important because it ultimately benefits students. When teachers collaborate, share ideas, and learn from one another, everyone grows. Whether I’m working with new teachers, experienced colleagues, or fellow science educators through organizations like Math for America and the New York State Master Teacher Program, I enjoy helping others refine their practice while continuing to learn from them as well. Mentoring isn’t just about giving advice, it’s about building a professional community where we all become better educators together.
Tell us about your own experience with school and how it affects your work today.
I attended New York City public schools, and they opened doors that changed the course of my life. As the son of Haitian immigrants growing up in Brooklyn, education represented opportunity. I was fortunate to have teachers who believed in me, challenged me, and encouraged me to pursue goals that sometimes felt beyond my reach. Their influence ultimately led me to study chemical engineering at Columbia University before finding my true calling in education.
Those experiences shape my work every day. I never assume that a student’s current circumstances define their potential. I’ve seen firsthand how a caring teacher, high expectations, and meaningful opportunities can change a young person’s trajectory. That’s why I strive to create a classroom where students feel supported, challenged, and capable of succeeding.
And finally, how do you plan to use the prize money from the Muller Award?
I’m planning to be practical with it. I’ll save a significant portion, pay down some bills, and invest in my financial future. At the same time, I also want to enjoy it a little. I love to travel, so I’d like to use part of the award to take a memorable trip and maybe treat myself to a few things I normally wouldn’t.
Amy Zimmer is the bureau chief for Chalkbeat New York. Contact Amy at azimmer@chalkbeat.org.
Chalkbeat is a nonprofit news site covering educational change in public schools.
https://www.chalkbeat.org/newyork/2026/07/22/nyc-virtual-innovators-academy-high-school-teacher-jude-julien-award/