9/13/2023 0 Comments Imeh edu math teacher facebook![]() ![]() ![]() “I love getting to see what they are interested in outside of the classroom and try to reference it in a lesson or relate it to math in some way,” Watlington said. ![]() She begins each day with a warm-up to encourage conversation, attends after-school activities such as games and concerts and welcomes students who stop by her classroom during lunch or planning. To build relationships with her students, Watlington takes time to get to know them on a personal level. “I hope to not only spark a love of math in my students, but have a positive impact on their lives and encourage them to achieve their goals.” “Throughout my years as a student, I had many teachers who positively impacted my life and fostered my dream of becoming an educator,” Watlington said. “It was always my goal to teach in my home county, so being nominated by my colleagues, then chosen by my district, made me feel as though I had not only accomplished my goal, but excelled in what I had sought out to do,” Watlington said.Īt Bartlett Yancey, Watlington teaches with some of the same educators who inspired her as a student and she has appreciated the opportunity to join their ranks and serve her community. Now, after earning her bachelor’s degree in mathematics education in the NC State College of Education, not only is Watlington a math teacher at the high school, but she was also named the Caswell County Schools Beginning Teacher of the Year. Future studies that focus primarily on developmentally appropriate instructional strategies that support early childhood students may have a greater impact on teaching and learning than specific teacher evaluation frameworks used in local school districts.When Hannah Watlington graduated from Bartlett Yancey Senior High School, the only high school in Caswell County, she always knew she wanted to return there one day to teach. Findings suggested that teachers in these early grades and special education have concerns about increased expectations for curriculum standards to be mastered at an early age. Data showed that the specific factor of classroom culture, which involved instructional strategies of expectations that all students will achieve the goals of the lesson and helping students to understand the value of what they are learning, was negatively correlated among Kindergarten, 1 st grade, 2 nd grade, and elementary special education teachers. Although all instructional strategies reported gains in use from the previous to current evaluation frameworks, some variables impacted the increase of use more than others. The following research questions guided this study: Was there a significant relationship between the usage of specific teacher evaluation frameworks and the usage of specific instructional strategies? Was there any significant influence between the reported usage of instructional strategies and any factors that might have influenced this change?įindings from this study indicated no statistical significance in the use of research-based instructional strategies based on the specific teacher evaluation framework used in local school districts. The survey explored the frequency of support teachers received for professional development related to teacher evaluation in their school district and the use of instructional strategies. Teachers in 10 southeastern Michigan public school districts were surveyed to determine use of research-based instructional strategies before and after the implementation of new teacher evaluation frameworks. Thus, it is essential to know if these frameworks change the use of instructional strategies in the classroom. This information is important because school districts across Michigan spend time, energy, and money for new teacher evaluation frameworks. Further, if changes were made to their use of instructional strategies, specific factors that influenced the changes were explored. The purpose of this quantitative study was to determine whether teachers altered instructional strategies based on their local school district’s teacher evaluation framework. ![]()
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