Mathematic Baller: Mr. Clarke

By Melvin Najarian April. 5, 2026

Jane Hong Art

After 17 years of teaching at the school, and more than a decade leading Algebra I, Algebra II and geometry classes, Gary Clarke, Mathematics Department, is stepping away from the classroom. Throughout his time at the

school, Clarke focused on building the fundamental math skills that students would carry with them into Advanced Placement classes and college. Beyond academics, over his tenure, focused with a starting objective in mind of

building an educational atmosphere that was centered on respect and getting the word done rather than fear or punishment.

"His class was always engaging, and he used humor to keep students involved. Even when he called people out, he did so in a respectful way. He had a way of explaining things that really made them stick," - Alejandro Loftus

Before his career in education, Clarke originally planned to become a police officer after earning a degree in Administration of Justice. He applied to multiple agencies including California Highway Patrol, but was repeatedly unable to pass the oral board interviews. At the time, he did not understand why he kept getting rejected, only realizing later on that it came down to a specific interview scenario where he was asked what he would do if he pulled over his mother for suspected drunk driving. Clarke was hesitant to answer, explaining that his mother did not drink. However,

interviewers expected him to say he would arrest her, and his inability to give that answer ultimately prevented him from advancing in the hiring process.

Although the singular interview question closed the door on his plans in law enforcement, it opened doors for new possibilities. “I spent most of my free time mentoring junior high schoolers at a local church in San Jose. I had so much fun,

and I loved what I was doing. I had so much fun. I loved doing what I was doing” Clarke said.

At one point, someone suggested that he should consider teaching full time, which he initially rejected, assuming they were encouraging him to go into ministry, something he felt was not finally realistic. However, after clarifying that they meant working with kids as a teacher, Clarke reconsidered the idea. It was that conversation that led him to pursue teaching, beginning his career at Bret Harte Middle school working with junior high students. After two years of teaching at Bret Harte Middle School, Clarke decided to leave, after growing frustrated with a system that continued to pass students regardless whether they had mastered the material Clarke changed career path to work for McGraw Hill, an education textbook publishing company, as a mathematics content editor. In this role, he was responsible for writing and reviewing math questions, a process he described as vastly repetitive and monotonous. He wanted the same engagement in the classroom back; which was

clearly missing in his new position.

He resumed teaching in Cupertino, initially drawn by the higher pay offered in the district. However, he found that the increase in salary did not outweigh the daily traffic. More importantly, Clarke noticed a change in student behavior compared to his years at Bret Harte, describing many students at Cupertino entitled and difficult to manage. The more surprising part was when interacting with their parents, noting that some were unwilling to acknowledge their child’s behavior, even when issues were clearly evident in his class. After Cupertino he came to teach at the school. “The experience with parents at Leland was very different. I think living in the community helped with that. The parents here were much more understanding of the teacher’s role, and they took what I said seriously, which was a great feeling,” Clarke said.

One moment that stood out to Clarke came from a student who surprised the class by performing a full math rap, delivering an original piece he had written in front of everyone. Clarke remembered how unexpected and impressive the performance was, stating that the student carried the entire rap with confidence and energy. Even years later, he described it as one of the most memorable moments of his career.

"One of my favorite memories of Clarke was learning to sing the quadratic formual in Algebra 1. His jokes made class more engaging and turned lessons into something we actually enjoyed," - Daniela Cardens Rojo

A few years ago, Clarke was diagnosed with Parkinson’s disease, which, as Mayo Clinic defines it, is a progressive neurological condition that affects movement and gradually worsens over time. Despite the diagnosis, he initially remained determined to continue teaching and not let the condition take over his daily life. As his symptoms advanced, however, even routine tasks in the class, including solving math problems, became more difficult. Still, Clarke continued teaching and eventually recognized that stepping away would be the best decision for his long term

health.

“My time is here. It was not supposed to happen when it did, but I knew it was time” Clarke said. Beyond teaching formulas and equations, throughout his career, Clarke focused on making math meaningful, often questioning parts of the curriculum that he felt lacked real-world value. Rather than spending time on concepts students would never use again, he made a conscious effort to prioritize skills that would stay with them long after leaving his class. Clarke leaves behind a teaching philosophy rooted in practicality, communication, and mutual respect—one that prioritized making sure students truly understood the material rather than simply getting through a lesson. Throughout his time at the school, he focused on ensuring that what students learned had real value beyond the classroom. His impact will be felt by both colleagues and the hundreds of students he taught over the years, many of whom carry forward the skills and approach he emphasized.

“I want to be the guy who, when students mess around, says, ‘What are you doing We’re all trying to get along. We’re all trying to make this happen,’” Clarke said.

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About the Contributors

Melvin Najarian

Staff Writer

I like playing tennis, listening to music, and hanging out with friends. My favorite band is The Smiths.

Jane Hong

Creative Director

Jane Hong, a senior at Leland High School, is the Creative Director of The Charger Account. She loves good food and long naps, but when she’s not recharging, you’ll probably find her dancing or binging the latest K-dramas.