Newport News Public School: A Case Study

I filed an application with Chesapeake Public School systems, so that I could become a part of an organization that values teamwork, dedication, and academic success. Chesapeake Public Schools exhibits a positive, collaborative, and cooperative learning environment not only for the students but for their employees as well. Being committed to the academic development and success with the help and support of students, parents, teachers, and other staff members is a plus to any working environment. These are great attributes for any organization to possess, which is why I chose to become a part of the Chesapeake Public School.

The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this

This quarter I am continuing my observations with Heather Cyrus from Barbour Dual-Language Immersion Academy. She is a unique second grade teacher for Spanish and English speaking students. In my prior fieldwork assignments, I have not met another teacher who has been so ahead of her peers in evolving the classroom for successful, 21st century education.

This is one unit in a yearlong 6th grade math course. In this unit, the students will learn about expressions and equations. Students will learn how letters stand for numbers, and be able to read, write, and evaluate expressions in which these letters take the place of numbers. In this unit, students will learn how to identify parts of an expression using various new terms. They will learn to solve both one- and two-step equations. Students will be able to distinguish between dependent and independent variables. They will be able to identify the dependent and independent variables of equations and in turn, be able to graph them. Various activities to be completed inside and outside of the classroom will be used to show

Of all the passing rates and ranking numbers, this school seems to be doing very well. There are so many great aspects of Coastal Middle School. A model school is the idea of excellence. Coastal Middle school represents excellence in education (Model Schools, 2017). This school is very diverse, and has succeeded because it has met the needs of students from a diverse range of backgrounds. Coastal Middle School teaches a range of different students from different ethic groups, backgrounds, socioeconomic levels, and knowledge. Coastal Middle School has a significantly different ethnic distribution compared to other schools in the city, which makes it so special. The mathematics curriculum is aimed to meet the diverse needs of students. The curriculum has high standards across a wide spectrum of mathematical topics; it is a challenging program that expands student achievement in mathematics. The mathematical curriculum is in different components, which are algebra, data analysis, probability, measurement, number and operations, and geometry (SCCPSS, 1998). These elements guarantee a level transition through grade levels. The mathematics curriculum is intended to increase each child's mathematical experiences. The use of tangible objects and visual examples is important for students to comprehend concepts. Using technology in teaching is vital too, and it will offer flexibility in the learning environment. Students should be able to solve concrete problems, investigate

In this activity, I will be working with Carolyn Ulrich, a fellow geometry teacher, to improve our students’ achievement in our “Similar Triangles” unit. This application will occur at Deer Valley High School in Glendale, Arizona; the website is: http://www.dvusd.org/Domain/42. The mathematical level of geometry is the second-year math class taken by all sophomores and is tested on the Arizona state standardized test. Mrs. Ulrich is our geometry level leader on our campus, but she teaches four honors geometry classes and one regular geometry class, where I teach three of the regular geometry classes on campus. In this activity, we have decided on three standards to focus on when we instruct our students in this unit, which I will state in the next section. We will work together in a collaborative inquiry which “involves identifying and agreeing on one problem or area of student need.” (Nelson et al., 2010, p. 36) We will meet throughout the week and discuss what we did in class for our instructional practice, how we thought it went for each class, administer the common assessment, and see how our students did on these three standards and compare results.

The main course and assignment the students will be required to complete is a worksheet where students will need to calculate the elapsed time. On this worksheet, the students are given the start and end times. Students will need to figure out what the elapsed

Bottge, B. A., Grant, T. S., Stephens, A. C., & Rueda, E. (2010). Advancing the math skills of middle school students in technology education classrooms. National Association of Secondary School Principals.NASSP Bulletin, 94(2), 81-106.

Then on a later date, I will provide a thirty minute number formation mathematics lesson to students where they will use counting and cardinality to review the numbers one to five, and gain number formation of the number six. During this lesson, students will be engaged in formative activities such as manipulating clay to form the number 6, displaying their ability to write the number six as well as additional numbers on white boards, and viewing a number card and writing that number on an worksheet document. Video evidence will demonstrate students ability to complete each activity and worksheet completed will provide additional evidence of student improvement with number formation pertaining to the numbers five to ten. As students continue their learning and development of number formation, I will be collecting worksheets from the focus learners as supporting data in this study. Additionally, I will provide the whole class with an ‘end of unit’ test that will be similar to the pre-test, but ultimately identifies what degree the class as a whole, and the focus learners, have improved their knowledge of number formation with the numbers five to ten. In essence, the data collected from the analysis of both focus learners will provide evidence of improved number formation knowledge

pattern changes to a new pattern(second). First the students will work individually to write or draw patterns on

“Okay, class, take out your notebooks and we’ll start with a little challenge. We talked about subtraction yesterday, so let’s see if we can remember what to do. Remember, if you can’t do it in your head, draw out circles for the first number and cross out the number of circles the second number says to. The first student to get all four right will get this little SpongeBob.” She held up a plush SpongeBob keychain, and we all rushed to pull out our papers and begin.

The Next Generation Science Standards (NGSS) were presented in 2013 as a response to the need for rigorous standards reflective of current STEM culture. The NGSS define the disciplinary core ideas, science and engineering practices, and crosscutting concepts between each of the four science domains (NGSS Lead States, 2013). The three interrelated areas emphasize solid content knowledge exercised in real-world application. While these standards can potentially raise the classroom’s current rigor, they are still in the beginning phases of implementation (“Next Generation Science Standards”, 2016). In addition, the logistics of transitioning to radically new standards are both a financial and time constraint in most school

In our ever evolving society we seem to be having a greater affinity to technical jobs and careers more integrated with our technology. It appears that we are heading into a world of Science, Technology , Engineering, and Mathematics or STEM. The STEM fields that are rapidly increasing relate to jobs that deal quite a bit with our newer technology and the creation and development of new and more efficient technologies. To compliment this increase in STEM careers, we need to focus our time, energy, and most of all capital on the lackluster STEM program in our school systems.

Math for Elementary Teachers II is the second part in a two part series. The mathematical concepts that were focused on throughout the second part of Math for Elementary Teachers were on measurement, geometry, probability, and data analysis. Just like part one of Math for Elementary Teachers, part two also address the relationship of the course concepts to the National Council of Teachers of Mathematics Standards for K-8 instruction.

Current nationwide examination outcomes offer continuing paperwork of the should enhance the concentrate on enhancing student accomplishment in mathematics. The National Evaluation of Educational Development (NAEP) just recently launched the 2005 mathematics ratings which mirrored student accomplishment in the locations of dimension, geometry, information analysis, likelihood and algebra. Country wide, just 30 % of 8th graders were considered competent. Although mirroring a boost from previous evaluations, just 69 % of the 8th graders country wide showed a standard abilities level on the NAEP evaluation (Olson, 2005).