Optimistic. Patient. Understanding. Those are the three words Mr. Osbern uses to describe himself, and it doesn’t take long to see why. Whether he’s sharing stories from his time as a student or reflecting on his first experiences in the classroom, his outlook is grounded in empathy and a quiet confidence that makes students feel understood.
Raised in East Islip, Mr. Osbern attended East Islip High School, where he developed a strong sense of curiosity and community.
“I had a good high school experience,” said Osbern. “It was very well-rounded. I tried to get involved in as much as I could, doing theater in the winter, tennis in the spring, and was very academically focused.”
Even then, his drive to explore different sides of himself was clear. He took multiple AP courses, joined student government, and even served as class president. Surrounded by friends and the support of three brothers, he learned early on the importance of balance between academics, leadership, and creativity.
Yet, for all his involvement, Mr. Osbern admits he wasn’t always as studious as people might assume.
“I was in honors and AP classes, but as high school went on, I realized I needed to try harder,” said Osbern. “The more challenging the classes got, the more I learned that studying wasn’t just about grades, it was about actually understanding what I was doing.”
That realization helped him develop the persistence that would later guide both his studies and his teaching.
After high school, Mr. Osbern attended Binghamton University, where he earned his undergraduate degree in biochemistry. It was there that his interest in forensics began to take shape.
He always thought forensics was fascinating, as it combined everything he liked about science: critical thinking, problem-solving, and evidence-based reasoning.
His academic journey didn’t stop there. During the pandemic, while much of the world slowed down, he pushed forward, earning his first master’s degree in forensics through National University College in California. Now, he’s pursuing a second master’s in education at Queens College, a path that reflects both his intellectual curiosity and his commitment to growth.
Teaching wasn’t originally part of Mr. Osbern’s plan. For a long time, he imagined a career in forensic science, but as he began applying for jobs, he found the field difficult to break into. He admits that he was having trouble even getting interviews, and when he did, it wasn’t for jobs that matched what he wanted.
Around that time, his father and fiancée, both teachers, encouraged him to consider education. Their stories about their classrooms and relationships with students left an impression.
“Talking to my fiancée about her students made me realize it was more than just a job,” said Osbern. “It was something meaningful. She inspired me not only to become a teacher but to be a good one.”
Since deciding to pursue teaching a year and a half ago, Mr. Osbern has found genuine fulfillment in the classroom, a place where science meets human connection. One moment in particular stands out to him.
It was early in his first year of teaching, and he was outlining the basics: expectations about participation, punctuality, and respect. Midway through his explanation, a student raised his hand and bluntly declared, “I’m not doing that.” Mr. Osbern laughs at the memory now, but at the time, it was a test of patience. Rather than reacting with frustration, he chose understanding.
Over the months that followed, Mr. Osbern made a point of checking in, listening, and offering encouragement. Slowly, the wall between them began to crack. By June, that same student approached him after class. He approached him and said, “Sorry for giving you a hard time earlier. I actually enjoy your class.”
“It was a complete 180,” Osbern said. “You just have to get to know the kid.”
Now, Mr. Osbern is bringing that same patient and relational approach to North High. When choosing between offers from two schools, he ultimately decided to join this community. He had offers at North High and other districts, but he chose here because of the environment.
He explains that his college professor knew people who worked at North High, and when he called him, he said Osbern would love it.
“They were right,” said Osbern. “The atmosphere is super friendly and supportive.”
Outside the classroom, Mr. Osbern’s curiosity and humor continue to shine. He’s colorblind, something he’s learned to take in stride. He found out when he was younger. He always wanted to be a pilot, but couldn’t because he’s red-green colorblind. Now, he says it mostly just affects his outfits.
His easygoing nature and sense of humor make him instantly approachable, something his students are sure to appreciate.
Ultimately, Mr. Osbern hopes to bring more than just science lessons to his students. He wants them to feel the same sense of discovery that fueled his own learning journey.
From biochemistry labs to high school classrooms, Mr. Osbern’s story is one of adaptability, resilience, and quiet determination. He may have started on a path toward forensics, but in the process, he discovered something even more meaningful: the chance to make a lasting impact on students’ lives.
