Personal Narrative: My Interview With Carolina Portales

Essential aspects that underpin the professional and dedicated educator include the revising of knowledge and experience, reflection, and an effort in understanding their students. Within mathematics, these skills are informed by the curriculum chosen, the students involved, and the pedagogy that is selected, that create the professional judgement cycle (as seen in Appendix One) (Department of Education and Training Western Australia [DETWA], 2013a). The more teachers understand about their students, the more they can adapt the learning environment to cater for these different learning approaches (Burns, 2010).

On 05/07/2018 at about 2255 hours, I was dispatched to 113 Frad Ave in reference to a battery that had occurred.

Recognize Nieves? No? Okay, how about Zacatecas? Still not ringing a bell? Okay, okay, Mexico? Yeah, I knew you’d know that one. Nieves, Zacatecas is within the Mexico borders. A humble place where I was born. Several circumstances started evolving where I was raised. And just like any other parents, mine got concerned which later resulted of us relocating to a safer environment. A place where death would visit frequently wasn’t a good place for a 1 year old kid. A town where the word trust was unknown. Leading to my parents decision of following the american dream.

Sonia Sanchez taught me that it’s possible to not let my pain hold me from being the best that I can be. She taught me to take my past full of pain, make it great and use the talents that I have now to change this planet and become a creator of social values. I learned to have an unshakeable strength, a persevering courage and to be a fighter. I learned that I am capable of achieving the greatest things if I put my mind to it. How well I do is in my hands not in a past that can drag me down. Just like Sonia asked her teacher if she had any talent, and the teacher answered saying: “Yes, you have talent, now let’s see whether you are going to do anything with it”. She answered to the call and I am determined to answer the call too. She changed

For this instructional supervision experience, I chose to evaluate Mrs. Melissa Dalton. Mrs. Dalton is 25-year veteran mathematics teacher at Rural Retreat High School. She has taught mathematics at Rural Retreat High School for 24 years. She also taught mathematics at Oak Hill Academy in Mouth of Wilson, Virginia her first year out of college. Mrs. Dalton graduated from Emory and Henry College in 1985 with a degree in Mathematics. In 1990, she earned a Master’s Degree in Mathematics and Curriculum and Instruction from Virginia Tech. She is currently working on a second Master’s Degree in Counseling and Human Development from Liberty University. Mrs. Dalton certainly fits

My name is Diana Jimenez I’m currently twenty-one years old. Since I was young I would always say I would be the first to attend college no matter what it took. Although I did not make it to a university I was still determined to reach my dreams no matter how long it took me. Despite the fact that I had no moral support or any money to go to college I still knew that was my number one priority after I graduated high school. I have come a long way in completing my six semester in community college. But I will have to say my dedication and drive to graduating as a Registered Nurse despite all the obstacles I had to face has put me where I am today. Thanks to my dedication I have grown to be a better student in all aspects, and now I go to college

me in any case and makes me understand that I can turn into a decent

not impressed at all. She inscribes, “When the father visits, he climbs up the stairs muttering with

The second iteration of the LTBI Project was situated in a Southeastern United States school in which 71% of the students are categorized economically disadvantaged. This racially diverse student population and their teachers were navigating their very first year of the Common Core State Standards for Mathematics and English-Language Arts during the yearlong professional development. The professional development format consisted of a 30 hour summer institute that spanned 4 days, monthly meetings during the school year that totaled 24 hours, and 1 full day meeting at the end of the school year. Professional development activities aimed to engage participants in Professional Learning Tasks (PLTs) that provided opportunities to attend to pedagogical

After lunch one day in sophomore year, I met Miss Catalan in her classroom before I opened the door I saw her through the window standing next to her desk pointing at a white sheet of paper and talking about it to someone, when I came in Ms.Catalan asked me to help her explain a letter to my classmate Katherine, who had only been in the U.S for less than 5 months. I started translating, explaining to her what Ms.Catalan wanted her to know. and so Katherine started talking to me about how difficult was to learn and do good at school with the barrier of a whole new language. I understand how Katherine was feeling I had gone through the same thing. My teachers would call me even when I had my pencil, paper and concentration ready and ask me to

It was the end of spring break 2017 and Tess had come over for a sleepover. It was the next day and we all went to church then brunch after. Tess and I remembered that Charlie Rickell loves crab cake and at brunch they had some.My mom let us bring it home to give it Charlie. We later walked to Charlie’s and found him at this neighbor’s house. We just dropped off the crab cake to him and Charlie just sat down in the middle of the driveway and ate it.

The Urban Math Institute was the name of the Math Science Partnership grant from which the archived data in this study was collected. The UMI partnered with university mathematics faculty and a urban school district, that had varying achievement levels amongst its elementary schools, to support teachers of students in grades three through five with an intensive mathematics professional development created to increase teachers' math content knowledge and pedagogical content knowledge, improved math instruction, and increase student achievement in urban school districts.

At Neal Elementary mathematics teachers do not have an understanding of fact fluency and do not provide opportunities for students to develop fact fluency in their classroom learning experiences. To be successful in solving the problem, I believe that professional development needs to be held for mathematics teachers who teach 4th and 5th grade. The professional development will allow mathematics teachers the opportunity to develop an understanding of fact fluency and how it can be taught in the mathematics classroom.

Many educators will argue what makes an effective teacher and how that correlates with the function of the classroom. When we talked about how to be an effective teacher we discussed three components, teaching through problem-solving and selecting appropriate tasks, creating appropriate environments and using appropriate interventions. In my field experience, I was able to observe these three effective mathematics teaching components and understand how they apply to the classroom. After leaning about these components, I was then able to use them in my personal experience and see how they

Upon receipt of an email from Ruth Ann Ponten, a 7th grade math teacher, Maya Thomas, the district staff development and instructional consultant, immediately took action to help support the struggling teacher. Ruth Ann was located at a school within a rural community that was undergoing a major transition. The community of farm workers and working class families was transitioning to a community of educated professionals that were being attracted to the community’s strong, tight-knit feel and impeccable older homes. With the change of families, new expectations regarding education started to emerge as well.