Domain 4
(2023)

Self-Evaluation + Evidence

I became Math Department Chair in my second year of teaching (first co-chair, then solo.) When I returned to PFAA, I was grateful that the role of Department Chair was fulfilled, and I could focus on acclimating to campus, and teaching a new curriculum and grade level. As I have become a more experienced teacher, I have become more confident in my role as a leader. I developed strong relationships with new teachers and veteran teachers, and I feel comfortable to go to anyone for advice when it comes to teaching math, or dealing with student behaviors in a specific grade level. One of the benefits of teaching middle/high school is that you share your students with so many other teachers. It is helpful to be able to check in with colleagues to talk about things you’re noticing in student behaviors or academic abilities, and brainstorm ways to support the student or group of students in need.

We have been fortunate this year to have our CPM representative come to campus twice to offer professional development on CPM roles, group work, and assessment. We also attended the February CPM conference as a math team, and worked with teachers all over the country on CPM strategies and how to best implement the curriculum. I attended the workshop for Students with Identified Exceptionalities, and received training specifically on how to implement the CPM curriculum to students on IEPs and other plans, as well as students who excel in math and need to be challenged. We also had a great Mathspace training this semester, and I have implemented that program in my Integrated 1 math class as their version of iReady instruction.

Last school year, I coordinated with UC Davis Mind Institute researchers who were conducting a study on how teachers were supporting students with autism in a general education setting. The original study was K-6th grade classrooms, but they took such an interest in PACT and our growing population of students with autism that they came to observe in a kind of sub-study. We also extended the invitation to Star Academy and a couple of teachers volunteered to be observed as well. Beyond this study, Addie Ellis and Amy Kahler formed a relationship with the lead researchers and were able to continue working with them as Star continues to build their inclusive education system. Dr. Ellis confirmed in January 2023 that they were indeed still collaborating with the Mind Institute. We have a growing population of students with special needs across NCS. PACT opened to my eyes to the range of students we are serving, and I have made efforts to be more intentional when it comes to my own practices in the classroom at both PACT and PFAA.

A goal that I have for the future, now that Covid restrictions have lifted, is to get groups of staff members from NCS together for escape rooms or game days. A few years ago, Enrique Chaveste, Elsa Prettol, and I were able to use some professional development funds to organize escape rooms off campus for staff, and we’ve since run 4 unique escape rooms at PFAA and Leading Edge, and multiple “challenge days” at PACT. Elsa has also created and hosted many escape rooms for classes and groups like WEB and Link Crew leaders to share in critical thinking tasks. I would love to bring these experiences back to PFAA in the future, as I have seen so many benefits during and after we run them in student confidence and personal value in the classroom.