Context

Hollee Goody

Entering year 20 in High School Math Education

Work in large school district in an urban community.

A High school located in a middle class to upper class neighborhood. It is one of the smaller high schools in the State (around 1260 students) and is not considered title one. The other high school in our city is Title 1. Our demographics have changed in the 10 years I have been teaching there. We have many new low income housing developments in our school boundaries. Our demographics have more and more low income students every year. According to our school bookkeeper we are at 19% free and reduced lunch and that has increased about 2% since 2010.

Our school board raised the math graduation requirements from 2 to 3 with the Graduating class of 2020 being the first to need 3 math credits to graduate. This has changed our math curriculum to include math labs for Algebra 1 and Geometry as well as lower level Algebra 1 class where students have two years to complete one year of Algebra for 2 math credits. We call this Algebra A and Algebra B. Four years ago the administration led a district wide math meeting and we implemented many built it accommodations for the lower level math students, but nothing for them once they passed Algebra 1. Three years ago I realized that many Geometry students were failing. We were nervous because of the 3 graduation credits. After many meetings with administration, counselors, and the math department I agreed to teach a Geometry lab. This class would be taking along with their regular Geometry class. The students would get an elective credit. The class would start each day with a mini-lesson (either a pre-teach or post-teach of the lesson they would learn in regular Geometry class) and then homework help would be offered throughout the period. It was not a study hall and parents and students were required to sign an agreement to show, (see artifact # Math lab contract) https://drive.google.com/file/d/1U51q_aJYIr7P4bOMUUTWN3o_7KqM42bt/view?usp=sharing

I worked very hard on their math confidence and really tried to connect with each student to make them feel like they can learn math. I gave a year end survey of my Geometry students this year and here are some of the comments. https://docs.google.com/spreadsheets/d/1Dir1HKocDF_SnQ59YX6MxrLAHXVdVS2K3CTCM9-TpNc/edit?usp=sharing

I am 1 of 10 math teachers in our school. I am currently a National Board Certified Candidate for Mathematics adolescents to young Adult. I have completed all 4 components and passed them but did not have a high enough cut score . I just took component 1 again and are awaiting the results. I have taught two 3 hours sessions at our OPI State Summer institute on math classroom engaging activities and differentiated instructions in the math classroom (see Artifact #1 MBI Summer Book). I have been a mentor 3 different times since 2015 to new teachers in my district. I have completed mentor training for all three years I have been a mentor. (See My learning plan)

https://drive.google.com/file/d/1Lw7l7F6sNb7H_Fyd1xY6yylGNRLhhGB1/view?usp=sharing

Two out of the three years went amazing . (see email documentation form mentees) https://docs.google.com/document/d/11m21ZUGgG12ykEgO9AwE5He4Bp382IJiXjf3qXke1kc/edit?usp=sharing

e still have a great relationship and I have learned as much from them as they have from me. Presented this year with one of my colleagues at summer Institute 2019. I have attended the district offered professional development for all math teachers every year since 2010. I have participated in PLC math groups since implementation and served as the PLC leader the first year. Duties included recording all the groups work as well as being the person that held the group to the agreed on norms.