Step 1: List Grades
95-99
90-94
80-89
70-79
65-69
64 and below
Step 2: Description of levels
(Note – all examples pertain to 6th grade math students)
95-99
Students at this level are working at or above grade level material. These students not only meet state standards but also typically exceed them. These students learn to master the skills and build off prior knowledge.
Example: A student in math class has mastered all basic skills and can apply these skills to new material without having to re-learn.
90-94
Students at this level are working at or above grade level. Students consistently meet standards, however, may not always complete assignments or take their time on assessment tasks or homework. As a result, these students generally have the potential to make it to the next level, but they lack a significant factor such as but not limited to motivation.
Example: On a triple weighted “Recipe Project” that was recently completed in my classroom, many students who fell into this category did an excellent job and received anywhere from a 95-100% on the assignment. What separated students in this category from the one above, was that students had the opportunity to bring in their ‘final product’ or their chosen recipe. Students in this category typically do not go above or beyond what is asked of them.
80-89
Students at this level are working on grade level materials. This is commonly why students at this level may be labeled as average. Their work may be inconsistent at times but is satisfactory. Students generally stay focused in class and learn new material presented to them. These students; however, may struggle using prior knowledge to build on when learning new skills. In these cases, in math especially, the teacher may have to spend time going back and re-teaching skills that were not mastered.
Example: During a dependent probability lesson in math, students at this level may have ability to learn the new material and set up problem, but they have no prior knowledge to multiply the fractions and put their answers in lowest terms.
70-79
Students are working below grade level. These students may have the potential to reach above levels but they lack a significant factor such as but not limited to prior knowledge, basic skills, support at home (homework) or motivation. These factors will serve as a barrier to students who for example, may in fact have the knowledge, but refuse to participate in activities or hand in required assignments. Contrarily, students may also fall into this category that are working below grade level, but do participate in activities and hand in every assignment.
Example: A student may pay attention and participate in class, but has not handed in any work done outside of class since September. Because the student does not practice math skills outside of class, and although he understands new material presented during class (knowledge), he has no reinforcement that is necessary to master new skills.
65-69
Students at this level are working on below grade level materials. Students are not meeting current learning targets. These students are in need of improvement and may require remedial classes and/or extra help in specific areas.
Example: A student has not mastered basic skills in math (+, -, x, ÷) and cannot perform any other functions of math without reaching frustration on the first steps.
64 and below…
Students at this level are failing to meet any requirements of the class. These particular students are missing most if not all of the learning targets. Students do not seek out extra help or remediation; nor do they turn in missing assignments and late work. Students do not show in any way that they have met, or can meet requirements.
Example: A student has missed almost half of the school year in 5th grade but somehow got pushed onto 6th grade. This student has so many learning gaps and ‘holes’ that he cannot catch up to the other students in class. He is too far behind to ‘catch up’ and does not come to school on a regular basis. Upon returning after an absence, the student does not make up missed work, nor does he try to learn the material he missed.
Step 3: How my grades fulfill needs of…
Students
My grading system allows students to notice and understand what they have learned and what they may need to work on in the future. I give back assignments as quickly as possible and almost always highlight positive & negative aspects about each assignment upon return (what they did best & what needs work). I accept late assignments (with penalty – contrary to what the text advises), and students know that they may make up work if absolutely necessary. My students understand that my priority is to teach them, not to judge them.
Parents
Every 5 & 10 weeks parents receive a detailed report of EVERY assignment their child has completed (or not completed). Parents can see what the grade was, and if necessary, view comments about missing grades, zeros, or failing marks. Parents know that students are held accountable and there are penalties for reoccurring incomplete assignments (ex. ineligible list).
Administrators
My administrators are very involved in my grading system. My grades and students’ progress are documented every 5 weeks and administrators are notified if there are any students who are not meeting requirements. Also, administrators are provided with a chart of students who have earned lower than 65% averages, as well as students who are borderline failing. The chart shows what the students have earned in every class, for each quarter of the school year. This helps teachers, administrators, parents and students work together to achieve passing scores. By looking at this chart it is clear to see what students may need in a particular class or even on a final to pass the school year.
Monday, April 27, 2009
Tuesday, April 21, 2009
I Personally Believe...
I Personally Believe…
Nitko and Brookhart list and discuss many goals for teachers in this chapter of their text. I am referring to the specific topics as goals rather than responsibilities because I believe they are just that. From experience I know there are great educators today who are responsible teachers, but do not accept all of the responsibilities listed in this chapter. I believe it is nearly impossible for a teacher of any level and area to become and remain the “responsible professional” in the eyes of Nitko and Brookhart. In saying that, I am not arguing that a teacher who falsifies students’ test scores is a responsible professional; nor do I believe that teachers should not strive to accomplish the goals or ‘responsibilities’ that the authors discuss, because by all means – they should. I will; however, argue the possibility of a teacher consistently adhering to all of these ideas. I personally believe that Nitko and Brookhart set a tone that may at times criticize realistic practices that teachers are sometimes forced to carry out due to circumstances out of their control.
A particular example when educational circumstances are out of the control of teachers is during state mandated assessments. I personally believe that I have specific responsibilities when scoring assessments. I know it is my obligation to score accurately and fairly. However, I do not believe it should be my professional responsibility to use state mandated rubrics and procedures in scoring mandated tests. I believe it is unfair and inaccurate for state officials to put pressure on teachers and school administrators based on standardized tests scores. As Nitko and Brookhart discuss in earlier pages of the chapter, information is more reliable when there are several assessments used. So, why are such significant decisions made by the state based on the results of one score from each student? Schools that do not perform well may be classified as schools in need, and educators’ jobs may be lost. Because I am a professional, I should have the responsibility of submitting scores to the state that measure the growth of my students.
I craft many of my own assessment procedures that I use in my classroom. The general responsibilities that Nitko and Brookhart explain in regards to crafting assessment procedures in the text are valuable to me. I personally believe that I have a professional responsibility to focus on creating an assessment procedure that is valid and reliable. By accepting responsibility for crafting my assessments, I am committing to improve my teaching strategies as well as shape my methods of classroom and planning management. These responsibilities are goals that I hold for myself as an educator. I believe that crafting an assessment procedure cannot be mastered, but “practice and experience will hone [my] skills.” (Nitko 87). The more specific responsibilities listed may not be straightforward at all times, but they are feasible to accept and accomplish. For example, by ensuring my assessment material does not have errors in the content, is not only my responsibility, but once again it is a goal that I consistently strive toward. As teachers, we check for errors subconsciously without even thinking twice. Errors are mistakes. They are made because we are human. Although I accept the responsibilities of crafting assessment procedures, I still consider them goals that I will work toward everyday as an educator.
Although I do not see eye to eye with the manner in which Nitko and Brookhart approach all of the assessment responsibilities of teachers; I can appreciate that the two authors recognize and clarify responsibilities that teachers should accept when administering assessments. I personally believe this is a very crucial part of the assessment procedure. There are many vital components that a teacher must keep in mind when giving an assessment task. The reason I feel so strongly about this specific set of responsibilities is because readers can clearly understand that there is a process at hand. For example, administering does not simply mean handing out a quiz or test. Teachers need to prepare their students and give them enough information so that they can succeed. Also, teachers must accept the responsibility that not all students can succeed in the same environment; teachers must accommodate students who are in need. If teachers do not accept the responsibilities when administering assessments, they will not be giving students the opportunity to perform to the best of their ability.
As a young middle school math teacher, I make every effort to fulfill each and every one of the responsibilities listed by Nitko and Brookhart. Upon entering my 6th grade teaching position, I was not given a curriculum map, resources, or even district grading policies. I was simply given a key and a map of my school. From that day forward, I became a teacher. A year later, I am learning how to properly craft an assessment procedure because I chose to attend a college that offered a specific course. I believe that Nitko and Brookhart have the audacity to give all teachers a universal code of responsibility in assessment when in fact; all teachers are not universally taught how to assess. As a result, I do not believe that all of the responsibilities that were presented in the text were explained appropriately.
Nitko and Brookhart list and discuss many goals for teachers in this chapter of their text. I am referring to the specific topics as goals rather than responsibilities because I believe they are just that. From experience I know there are great educators today who are responsible teachers, but do not accept all of the responsibilities listed in this chapter. I believe it is nearly impossible for a teacher of any level and area to become and remain the “responsible professional” in the eyes of Nitko and Brookhart. In saying that, I am not arguing that a teacher who falsifies students’ test scores is a responsible professional; nor do I believe that teachers should not strive to accomplish the goals or ‘responsibilities’ that the authors discuss, because by all means – they should. I will; however, argue the possibility of a teacher consistently adhering to all of these ideas. I personally believe that Nitko and Brookhart set a tone that may at times criticize realistic practices that teachers are sometimes forced to carry out due to circumstances out of their control.
A particular example when educational circumstances are out of the control of teachers is during state mandated assessments. I personally believe that I have specific responsibilities when scoring assessments. I know it is my obligation to score accurately and fairly. However, I do not believe it should be my professional responsibility to use state mandated rubrics and procedures in scoring mandated tests. I believe it is unfair and inaccurate for state officials to put pressure on teachers and school administrators based on standardized tests scores. As Nitko and Brookhart discuss in earlier pages of the chapter, information is more reliable when there are several assessments used. So, why are such significant decisions made by the state based on the results of one score from each student? Schools that do not perform well may be classified as schools in need, and educators’ jobs may be lost. Because I am a professional, I should have the responsibility of submitting scores to the state that measure the growth of my students.
I craft many of my own assessment procedures that I use in my classroom. The general responsibilities that Nitko and Brookhart explain in regards to crafting assessment procedures in the text are valuable to me. I personally believe that I have a professional responsibility to focus on creating an assessment procedure that is valid and reliable. By accepting responsibility for crafting my assessments, I am committing to improve my teaching strategies as well as shape my methods of classroom and planning management. These responsibilities are goals that I hold for myself as an educator. I believe that crafting an assessment procedure cannot be mastered, but “practice and experience will hone [my] skills.” (Nitko 87). The more specific responsibilities listed may not be straightforward at all times, but they are feasible to accept and accomplish. For example, by ensuring my assessment material does not have errors in the content, is not only my responsibility, but once again it is a goal that I consistently strive toward. As teachers, we check for errors subconsciously without even thinking twice. Errors are mistakes. They are made because we are human. Although I accept the responsibilities of crafting assessment procedures, I still consider them goals that I will work toward everyday as an educator.
Although I do not see eye to eye with the manner in which Nitko and Brookhart approach all of the assessment responsibilities of teachers; I can appreciate that the two authors recognize and clarify responsibilities that teachers should accept when administering assessments. I personally believe this is a very crucial part of the assessment procedure. There are many vital components that a teacher must keep in mind when giving an assessment task. The reason I feel so strongly about this specific set of responsibilities is because readers can clearly understand that there is a process at hand. For example, administering does not simply mean handing out a quiz or test. Teachers need to prepare their students and give them enough information so that they can succeed. Also, teachers must accept the responsibility that not all students can succeed in the same environment; teachers must accommodate students who are in need. If teachers do not accept the responsibilities when administering assessments, they will not be giving students the opportunity to perform to the best of their ability.
As a young middle school math teacher, I make every effort to fulfill each and every one of the responsibilities listed by Nitko and Brookhart. Upon entering my 6th grade teaching position, I was not given a curriculum map, resources, or even district grading policies. I was simply given a key and a map of my school. From that day forward, I became a teacher. A year later, I am learning how to properly craft an assessment procedure because I chose to attend a college that offered a specific course. I believe that Nitko and Brookhart have the audacity to give all teachers a universal code of responsibility in assessment when in fact; all teachers are not universally taught how to assess. As a result, I do not believe that all of the responsibilities that were presented in the text were explained appropriately.
Monday, March 23, 2009
BLUEPRINT DRAFT
Hey all -
I sent a copy of my blueprint draft to everyone through angel. I figured I could get a little help uploading it in class Tuesday. Feel free to leave comments here! Sorry to be a pain.
I sent a copy of my blueprint draft to everyone through angel. I figured I could get a little help uploading it in class Tuesday. Feel free to leave comments here! Sorry to be a pain.
Tuesday, March 10, 2009
Great Lesson or Great Assessment
This post is mainly to respond to the question Jeremy raised concerning my fav. alternate assessment. As we pretty much ripped apart every 'great' assessment we knew in class from when we were students...I realized that my great memory of my economics class was most definitly a Great Lesson, rather than a great assessment. To be truthful, I can not recall every task that was completed throughout this project; I simply remember what I learned from it.
Monday, March 9, 2009
Final Project Description
My final project will be a structured, on demand pencil and paper test. I thought about this choice for the last week or so and decided this was the best task for me to focus not only my students' product, but the process as well. This is a very important assessment for me as a math teacher, because I will be concluding geometry right before the state assessment in March. (That is until the NYS totally changes the curriculum again and I have to re-do my entire scope and sequence!!) Anyway, I would like this assessment to not only hit my targets, but also be a good tool to use as prep for the state assessment; to get my students used to different types of questions/tasks.
On this test, students will answer matching(vocab definitions), multpile choice, short response, and extended response questions. Having a variety of questions, as well as requiring students to show all their work, will allow me to see the process and the product. Right now, I think I want the multiple choice and matching questions to weigh slightly less in points than the short response and extended response. My extended responses will also include graphing questions that students will have to illustrate shapes and demonstrate specific knowledge such as area and perimeter.
_____________________
Are any of you finding that you'd like to assess more targets than the 7 we created for class?? I know there are a few more that are included into my unit. I'm wondering if I should just plan to include more targets, or if I should use this final project as a quiz in my class. Any comments would be great.
On this test, students will answer matching(vocab definitions), multpile choice, short response, and extended response questions. Having a variety of questions, as well as requiring students to show all their work, will allow me to see the process and the product. Right now, I think I want the multiple choice and matching questions to weigh slightly less in points than the short response and extended response. My extended responses will also include graphing questions that students will have to illustrate shapes and demonstrate specific knowledge such as area and perimeter.
_____________________
Are any of you finding that you'd like to assess more targets than the 7 we created for class?? I know there are a few more that are included into my unit. I'm wondering if I should just plan to include more targets, or if I should use this final project as a quiz in my class. Any comments would be great.
Monday, March 2, 2009
Learning Targets - Final
Learning Targets - Final
1. Student can name parts of a circle by acknowledging relationships among parts (radius and diameter).
Mastery Learning Target
Verbs: point out,label,justify,create,estimate (Bloom)
2. Student can identify polygons when shown an illustration.
Mastery Learning Target
Verbs: name, label, distinguish, describe, classify (Bloom)
3. Student can classify triangles by their sides and angles.
Mastery Learning Target
Verbs: label, compare, contrast, match, categorize (Bloom)
Mastery Learning Target
Verbs: label, compare, contrast, match, categorize (Bloom)
4. Student can label angles with proper name (interior, exterior, alternate interior, etc.) within a traversal.
Mastery Learning Target
Verbs: identify, label, list, name, select (Bloom)
Mastery Learning Target
Verbs: identify, label, list, name, select (Bloom)
5. Student can calculate the perimeter of a regular polygon when given dimensions.
Mastery Learning Target
Verbs: predict, compute, solve, illustrate (on graph paper), use (Bloom)
Mastery Learning Target
Verbs: predict, compute, solve, illustrate (on graph paper), use (Bloom)
6. Student can calculate the area of a regular polygon when given dimensions.
Mastery Learning Target
Verbs: compute, show, solve, use, demonstrate (Bloom)
Mastery Learning Target
Verbs: compute, show, solve, use, demonstrate (Bloom)
7. Student can write explanation of mathematical process used to find area and perimeter of a polygon.
Mastery Learning Target
Verbs: generalize, give examples, distinguish, summarize, explain (Bloom)
Mastery Learning Target
Verbs: generalize, give examples, distinguish, summarize, explain (Bloom)
Thursday, February 19, 2009
My Favorite Alternate Assessment
As soon as I read Jeremy's description of this blog assignment, one alternate assessment jumped out at me from high school.
My 12th grade economics class was probably my favorite class my senior year in high school. (Also the only one I even remember besides the 4 study halls I sat through). I remember walking into the class in September thinking "This is going to be a breeze" because my softball coach was the teacher. Looking back now, it was most likely the most influential class that I took in high school - more or less all because of one alt. assessment.
The last few months of the year we learned about budgeting and basically living our lives on our own. We were made 'husbands and wives' in class, and choose our careers and salaries out of a hat. I don't even remember what career I chose, but I remember some of the professions included teachers, software designers, mailmen, waitresses, and so on and so forth. Based on our salaries we found apartments, "purchased" a home if we were able, cars, and pretty much everything else you would need to 'get started' in life after college. We even went as far as to decorate our homes and shop for clothes with any spare money. We found some of our peers were able to buy homes and drive a Mercedes, when others were still living in a cheap aparmtent in the city of Buffalo.
This was a VERY eye opening project as a senior in high school. In class we displayed our lifestyles (homes/apts/cars) so everyone could see. It was made very clear to us that we had to work very hard to get where we wanted to go. I think it was an incredible life lesson, especially to those who were unsure about going to college or what to do after high school.
Beside the actual life lessons that this long-term project taught us, I think that the assessment itself was GREAT. We spent the majority of the project working with our partner, but there were also individual assignments given throughout. We had to not only communicate to get the assignments completed - but we had to actually compromise - A LOT.
I am actually in the process of incorporating some kind of project like this into my math class. At the end of this year, my students will be taking part of a Geometry "Housing Project." Students will be designing and building a home. I'm hoping that this class will be some what of an aide to me as I create the assessment.
My 12th grade economics class was probably my favorite class my senior year in high school. (Also the only one I even remember besides the 4 study halls I sat through). I remember walking into the class in September thinking "This is going to be a breeze" because my softball coach was the teacher. Looking back now, it was most likely the most influential class that I took in high school - more or less all because of one alt. assessment.
The last few months of the year we learned about budgeting and basically living our lives on our own. We were made 'husbands and wives' in class, and choose our careers and salaries out of a hat. I don't even remember what career I chose, but I remember some of the professions included teachers, software designers, mailmen, waitresses, and so on and so forth. Based on our salaries we found apartments, "purchased" a home if we were able, cars, and pretty much everything else you would need to 'get started' in life after college. We even went as far as to decorate our homes and shop for clothes with any spare money. We found some of our peers were able to buy homes and drive a Mercedes, when others were still living in a cheap aparmtent in the city of Buffalo.
This was a VERY eye opening project as a senior in high school. In class we displayed our lifestyles (homes/apts/cars) so everyone could see. It was made very clear to us that we had to work very hard to get where we wanted to go. I think it was an incredible life lesson, especially to those who were unsure about going to college or what to do after high school.
Beside the actual life lessons that this long-term project taught us, I think that the assessment itself was GREAT. We spent the majority of the project working with our partner, but there were also individual assignments given throughout. We had to not only communicate to get the assignments completed - but we had to actually compromise - A LOT.
I am actually in the process of incorporating some kind of project like this into my math class. At the end of this year, my students will be taking part of a Geometry "Housing Project." Students will be designing and building a home. I'm hoping that this class will be some what of an aide to me as I create the assessment.
Tuesday, February 17, 2009
Mapping Geometry Targets to State Standards
Quick Note - My Geometry Unit IS for the 6th grade; however, you'll notice that many of these standards are below the 6th grade level. I pulled these targets from the first 5 or 6 lessons of the unit, which was primarily a review for my students. One gigantic downfall to teaching math, is that many of the skills are built on what students 'should' already know. Unfortunately, many students are unable to perform these skills without them being formally addressed in class. So...that's why you'll see standards from 4th and 5th grade math. :)
1. Student is able to label angles with proper name (interior, exterior, alternate interior, etc.) within a traversal.
5.G.5 Know that the sum of the interior angles of a quadrilateral is 360 degrees.
5.G.7 Know that the sum of the interior angles of a triangle is 180 degrees
2. Student is able to identify polygons when shown an illustration.
4.G.1 Identify and name polygons, recognizing that their names are
related to the number of sides and angles (triangle, quadrilateral,
pentagon, hexagon, and octagon)
3. Student is able to classify triangles by their sides and angles.
5.G.6 Classify triangles by properties of their angles and sides
4. Student is able to name parts of a circle by acknowledging relationships among parts (radius and diameter).
6.G.6 Understand relationship between the diameter and radius of a circle
5. Student can find the perimeter of a regular polygon when given dimensions.
5.G.1 Calculate the perimeter of regular and irregular polygons
6. Student can find the area of a regular polygon when given dimensions.
6.G.2 Determine the area of triangles and quadrilaterals (squares, rectangles, rhombi, and trapezoids) and develop formulas
7. Student can write explanation of mathematical process used to find area and perimeter of a polygon.
6.G.2 Determine the area of triangles and quadrilaterals(squares, rectangles, rhombi, and trapezoids) and develop formulas.
5.G.1 Calculate the perimeter of regular and irregular polygons.
Grade 4, 5, & 6 Math Standards
1. Student is able to label angles with proper name (interior, exterior, alternate interior, etc.) within a traversal.
5.G.5 Know that the sum of the interior angles of a quadrilateral is 360 degrees.
5.G.7 Know that the sum of the interior angles of a triangle is 180 degrees
2. Student is able to identify polygons when shown an illustration.
4.G.1 Identify and name polygons, recognizing that their names are
related to the number of sides and angles (triangle, quadrilateral,
pentagon, hexagon, and octagon)
3. Student is able to classify triangles by their sides and angles.
5.G.6 Classify triangles by properties of their angles and sides
4. Student is able to name parts of a circle by acknowledging relationships among parts (radius and diameter).
6.G.6 Understand relationship between the diameter and radius of a circle
5. Student can find the perimeter of a regular polygon when given dimensions.
5.G.1 Calculate the perimeter of regular and irregular polygons
6. Student can find the area of a regular polygon when given dimensions.
6.G.2 Determine the area of triangles and quadrilaterals (squares, rectangles, rhombi, and trapezoids) and develop formulas
7. Student can write explanation of mathematical process used to find area and perimeter of a polygon.
6.G.2 Determine the area of triangles and quadrilaterals(squares, rectangles, rhombi, and trapezoids) and develop formulas.
5.G.1 Calculate the perimeter of regular and irregular polygons.
Grade 4, 5, & 6 Math Standards
Sunday, February 15, 2009
Learning Targets
Unit: Geometry - Exploring Polygons
In this unit we will study polygons and the relationships that form and distinguish them. We will discuss classification often to justify angles and sides of a polygon. An empasis will be placed on basic formulas and applying those formulas for intended outcomes(ie. area, perimeter, and circumference).
In this unit we will study polygons and the relationships that form and distinguish them. We will discuss classification often to justify angles and sides of a polygon. An empasis will be placed on basic formulas and applying those formulas for intended outcomes(ie. area, perimeter, and circumference).
1. Student is able to label angles with proper name (interior, exterior, alternate interior, etc.) within a traversal.
- Developmental Learning Target
- Verbs: choose, identify, locate, name, use (Krathwohl)
2. Student is able to identify polygons when shown an illustration.
- Mastery Learning Target
- Verbs: name, label, distinguish, describe, classify (Bloom)
3. Student is able to classify triangles by their sides and angles.
- Mastery Learning Target
- Verbs: label, compare, contrast, match, categorize (Bloom)
4. Student is able to name parts of a circle by acknowledging relationships among parts (radius and diameter).
- Mastery Learning Target
- Verbs: point out, label, justify, create, estimate (Bloom)
5. Student can find the perimeter of a regular polygon when given dimensions.
- Mastery Learning Target
- Verbs: illustrate, label, predict, compute, solve (Bloom)
6. Student can find the area of a regular polygon when given dimensions.
- Mastery Learning Target
- Verbs: answer, select, justify, compute, perform (Krathwohl)
7. Student can write explanation of mathematical process used to find area and perimeter of a polygon.
- Developmental Learning Target
- Verbs: discuss, respond, share, propose, explain (Krathwohl)
Note * My biggest struggle with this assignment was to differentiate between the developmental and mastery learning targets. I don't feel like the text explained it well, so if you have any feedback or tips that would help, please share. I feel like each one of my targets above could have gone either way. In my opinion math is more 'black or white'; I know there are a hundred different ways that I could assess a certain skill - such as through word problems or matching or multiple choice, to obtain a valid assessment...in saying that, is that what Nitko means in the text when he explains developmental learning targets in that they "usually require using multiple types of assessment for valid assessment?"
Tuesday, January 27, 2009
Getting To Know Me...by Diana
How I got here...
I was born and raised in Cheektowaga, NY (a small town bordering the city of Buffalo). From there, I went to SUNY Brockport to become a Phys. Ed teacher; but that did not work out the way I had planned. I switched my major to English Lit. and came out of Brockport with a dual-teaching certification. I am certified to teach ELA in grades 7-12, and general elementary education in grades 1-6.
Where exactly is "here?"
Last year I recieved my first teaching job as a 7th grade AIS Math Teacher back in Cheektowaga, at J.F.K. Middle School. While the only thing I had to offer to these kids involved literature, I was forced to step entirely outside of my comfort zone. I literally had to reteach myself math. As the year passed I grew as a person and an educator far more than I intended.
After I put out my 1000th job application in Western New York, I was offered a 6th grade math position at Wise Middle School (Medina, NY) at the end of the 07-08 school year. Since then I've been living in Batavia with my boyfriend who is also a teacher, and our 1 year old English Bulldog puppy, Hammer.
Work Hard, Play Harder...
On my time off I like to spend any possible time outdoors. In the winter I snowmobile, ski, and
snowshoe. I grew up on a snowmobile, but I've only been skiing for a few years so I still have some work to do in that department.
In the 'other' few months of the year when you don't need a snow suit, I spend my time mountain biking, hiking and more recently camping. Growing up I spent a lot of time in the Adirondacks with my family; snowmobiling and hiking. As I'm getting older, I find myself traveling that way more and more often. This past October I took a huge leap of faith by entering the woods for a 10+ mile hike with nothing else but a pack. We stayed the weekend (in the rain) and slept in a lean-to under the stars. It was the first time I'd camped on a 'real' mountain without a tent. I can't wait to go back again this spring.
We are going to try to begin this summer, and eventually, conquer hiking all of the High Peaks of the Adirondacks.
-Diana M. Dettelis
1.28.09
I was born and raised in Cheektowaga, NY (a small town bordering the city of Buffalo). From there, I went to SUNY Brockport to become a Phys. Ed teacher; but that did not work out the way I had planned. I switched my major to English Lit. and came out of Brockport with a dual-teaching certification. I am certified to teach ELA in grades 7-12, and general elementary education in grades 1-6.
Where exactly is "here?"
Last year I recieved my first teaching job as a 7th grade AIS Math Teacher back in Cheektowaga, at J.F.K. Middle School. While the only thing I had to offer to these kids involved literature, I was forced to step entirely outside of my comfort zone. I literally had to reteach myself math. As the year passed I grew as a person and an educator far more than I intended.
After I put out my 1000th job application in Western New York, I was offered a 6th grade math position at Wise Middle School (Medina, NY) at the end of the 07-08 school year. Since then I've been living in Batavia with my boyfriend who is also a teacher, and our 1 year old English Bulldog puppy, Hammer.
Work Hard, Play Harder...
On my time off I like to spend any possible time outdoors. In the winter I snowmobile, ski, and
snowshoe. I grew up on a snowmobile, but I've only been skiing for a few years so I still have some work to do in that department.In the 'other' few months of the year when you don't need a snow suit, I spend my time mountain biking, hiking and more recently camping. Growing up I spent a lot of time in the Adirondacks with my family; snowmobiling and hiking. As I'm getting older, I find myself traveling that way more and more often. This past October I took a huge leap of faith by entering the woods for a 10+ mile hike with nothing else but a pack. We stayed the weekend (in the rain) and slept in a lean-to under the stars. It was the first time I'd camped on a 'real' mountain without a tent. I can't wait to go back again this spring.
We are going to try to begin this summer, and eventually, conquer hiking all of the High Peaks of the Adirondacks.
-Diana M. Dettelis
1.28.09
Subscribe to:
Comments (Atom)