Degrees and Certifications:

Master of Arts in Teaching, Relay Graduate School of Education, 2020 Bachelor of Arts in Integrative Physiology, University of Colorado at Boulder, 2016

Mr. Leins

Hello! My name is Zach Leins (Pronunciation of "Leins" is Lions (like the animals)) and I am the 7th and 8th grade Math Teacher at CCA. I was born and raised in Littleton, CO. I discovered my passion for teaching at the University of Colorado at Boulder. At CU, I taught numerous classes in a variety of roles (TA, UGTA, LA) including Human Anatomy Cadaver Lab, General Chemistry 1, Intro to Chemistry, and Biology 1. After graduating from CU with a Bachelor of Arts in Integrative Physiology, I later enrolled in the Relay Graduate School of Education and earned my Master’s of Arts in Teaching in 2020. I have taught Math and Science at both the Middle and High School level. I love Math and Science and am very excited for the upcoming 2022-2023 academic year at CCA! 
Professional Teaching License: 
Mathematics Education (7-12)
Middle School Mathematics Education (6-8)
Science Education (7-12)
Culturally and Linguistically Diverse Education (K-12)
English Learner Professional Development
  • Teaching Philosophy
    My philosophy about my teaching practice is the same about my philosophy in the rest of my life; I am an editor. I am continually learning and training to become the most effective Math and Science teacher I can be. I was very fortunate that I was awarded a full scholarship to the Massachusetts Institute of Technology (MIT) for their Science and Engineering Program for Teachers (SEPT) which I attended during the Summer of 2022. I am looking forward to applying some ideas gained from that experience in my classroom. During my teaching career, I have learned that learning math and science is just like learning a new language. You must master the foundational concepts and skills before you can build to more complex concepts and skills. Applying my standards aligned, data driven instruction teaching philosophy, I aim to continually build students' critical thinking skills in addition to their procedural fluency. I plan to do this by designing lessons where students have to be able to look at a question, identify what they know and don't know, strategize various methods of how to solve, compare and contrast the best and most efficient methods, recognize common pitfalls through the problem solving process, and communicate their ideas clearly with their classmates. Through this type of instruction, I hope to achieve a central goal that the National Council of Teachers of Mathematics (NCTM) sets out: that learners become "doers of mathematics."