Scholar: Janet ColeSchool: 4th grade at North Warren Elementary School
Caption: Janet Cole has conducted two conference presentations at Association of Mathematics Teacher Educators and at the Kentucky Society of Technology Education. Her project with the Bowling Green Housing Authority involved teaching the children how to use Animoto and Voki to show their summer activities. She conducted three professional development activities at her school which included Technology Tools for Students, How to Use your ActivBoard, and Discovery Education. Through MTLA, Janet was invited to become an author of “Partnering for Learning of Common Core Mathematics Standards: Grade 4.” What MTLA has mean to me: The day I walked into the Bowling Green Housing Authority for my interview with Dr. Tassell and Dr. Maxwell, I was so nervous--I thought I surely wouldn’t be accepted into the program. I was looking to gain having three of my graduate classes paid for, but I received much, much more than that. The confidence I gained in myself and my abilities has made me a better teacher and a better person. I use the skills and tools I learned through MTLA every day. The items I was able to purchase with the grant money is used every day, also. Other opportunities have been put before me, like co-authoring a book, that would have never been possible without this project. Conducting a workshop with my teammates at a state conference, and again by myself, is something that I never would have thought I would do. I will forever be appreciative to all of those involved in this project, especially Dr. Tassell and Dr. Maxwell, two very special ladies that I am happy to call my friends. The excitement over the tuition has faded because I now have my degree. The skills I learned through MTLA and the wonderful colleagues that have become my friends is something that will last forever. Scholar: Erica CutrightSchool: Special Education at Alvaton Elementary School
Caption: Erica Cutright and two other MTLA Scholars engaged students at the Bowling green Housing Authority in exploring real-world issues and solving authentic problems using digital tools and resources. After attending a Discovery Education training at GRREC, Erica created an informational sheet about Discovery Education and presented this to the faculty at her school. Erica Cutright and two other MTLA Scholars presented at the Kentucky Society for Technology in Education about Web 2.0 tools in the classroom. Erica also prepared and presented at a district-wide Professional Development on the use of technology in special education. The purpose of the PD was to introduce free Web 2.0 tools to teachers and also discuss some of the ways to integrate their use. Erica created a teacher binder of useful resources that helps special education students in collaboration classes have more resources to help him/her be successful in the general education classroom. She also presented this binder at a school faculty meeting to demonstrate to regular teachers how to help special education students in their class. What MTLA has meant to me: The Toyota MTLA program has had a great impact on my attitude, my confidence, and my teaching. I've also liked math, but now I am excited to teach math. MTLA has changed my math attitude. I enjoy introducing a new topic, finding a different way to reteach, pushing students with higher level thinking, and differentiating to reach my struggling learners. Due to my new found excitement, my knowledge base has grown greatly which has increased my math confidence as well. Before in a collaborative setting, I didn't feel as qualified as the general education to teach the whole class. That is no longer the case. I am able to lead whole group instruction with confidence and a more creative approach. As a teacher, MTLA has introduced me to new math strategies and encouraged me to look for other ways to teach concepts. Not to mention the technology! I've been introduced to so many FREE web 2.0 tools that I use in the classroom weekly. I've shared these tools at faculty meetings as well as at district wide PDs. MTLA has also introduced to a great group of dedicated and talented teachers who I hope to continue to use as resources throughout my teaching career. Scholar: Robert LightningSchool: 4-5th grades at Parker Bennett Curry Elementary School
Caption: Robert Lightning worked with his fifth grade students in creating their own learning targets aligned with Common Core Standards and Marzano's Four Levels of Understanding. He stated, “ Students tracking their own progress allowed me to make an enormous difference in helping all of my students see their success and area of needs for improvement in the classroom. The journals have improved my students’ confidence, motivation, and learning potential that resides within every student.” Robert Lightning and three other MTLA Scholars presented “Philanthropy in the Classroom using Microsoft Excel” at the Kentucky Society for Technology in Education. Robert and his MTLA team gave a presentation about Math Strategies to the employees and tutors at the Bowling Green Housing Authority. Robert met with MTLA scholars and the directors to revise the CReaTE instrument. He also served on the scoring committee that assessed approximately 300 teacher lessons using the CReaTE rubric. What MTLA has meant to me: The Math and Technology Leadership Academy (MTLA) has shifted my focus from teaching mathematics to creating meaningful mathematical learning experiences for my students and colleagues. MTLA has redefined the term “authentic tasks” for me and has shown me how to create a learning environment that is authentic and truly student-centered. It has revealed to me how the learning environment and technology can deepen students’ conceptual understanding which transcends the classroom and shapes who students are, how students think and reason mathematically, and what students see mathematically in the world around them. Moreover, my participation in this academy has given me the knowledge and technological resources to make my mathematical instruction a transformative experience—one that involves deep and profound change in how my students approach, explain, and resolve mathematical situations. Lastly, the knowledge I have gained through participating in MTLA has seemingly given me the responsibility and ability to build my school's capacity to improve in the area of providing mathematics instruction, and serve as a catalyst for change in how we plan mathematical experiences for our students. Scholar: Emily MillsSchool: 1st grade at W.R. McNeill Elementary School
Caption: Emily Mills implemented the Everyday Counts Calendar Math program that builds as the school year goes along and by in the end of the year students are practicing number sense, equations, time, money, measurement, etc. during each calendar session. Emily Mills and three other MTLA Scholars presented “Philanthropy in the Classroom using Microsoft Excel” at the Kentucky Society for Technology in Education. Emily and her MTLA team gave a presentation about Math Strategies to the employees and tutors at the Bowling Green Housing Authority. Emily met with MTLA scholars and the directors to revise the CReaTE instrument. She also served on the scoring committee that assessed approximately 300 teacher lessons using the CReaTE rubric. What MTLA has meant to me: MTLA has changed the way I approach teaching in my classroom. From teaching simple math skills, to working with the students to create authentic experiences, MTLA has bettered my pedagogy and relationships with both students and colleagues. I now have a feeling of confidence as a leader in my school. I have a vision of excellence in math and technology not only for my classroom but for my entire school. The leadership in MTLA taught me many things that I have taken to the classroom, but above all they showed me through their actions how to motivate my students to ask questions, to explore new ideas, to be open to all possibilities, and to want to be life-long learners. MTLA has been a wonderful opportunity for which I am truly thankful. Scholar: Allison PearsonSchool: 4th grade at Lost River Elementary School
Caption: Alison Pearson and her MTLA team taught a math lesson at the Bowling Green Housing Authority on planning a Virtual Vacation. Allison and her MTLA team presented “Virtual Vacations” at the Kentucky Society for Technology in Education. As part of Allison’s participation in a mathematics textbook study, she attended a 3-day training at the University of Connecticut and she is observed weekly by a mentor and the authors. Through MTLA, Allison was invited to become an author of “Partnering for Learning of Common Core Mathematics Standards: Grade 4.” By combining MTLA and GEMS’ training and experiences, Allison has been able to provide her students with opportunities not only to build their confidence in higher-order thinking but also express their thinking process both verbally and through the incorporation of technology. What MTLA has meant to me: Toyota Math and Technology Leadership Academy (MTLA) has enhanced my career as a teacher in my classroom and as a leader among professional educators. As I participated in the study of “Lenses on Learning” I learned new strategies and technology tools to incorporate into the classroom. Then using the knowledge learned through “Lenses on Learning” my group, 4 MTLA participants, implemented a project, Virtual Vacation, in partnership with the Bowing Green Housing Authority. The students were given authentic experiences through Internet research and the use of an Internet based program, Glogster. The students took pride in their work and learned not only how to budget a vacation, but also how to share their findings using technology. My group did not stop there because we decided to share our experiences with colleagues at the KySTE Conference. I presented as well as attended other presentations. Throughout this entire experience I participated in small and large group collaboration. During this collaboration I gained opportunities to build professional relationships, which led to more opportunities. Through these relationships I accepted an invitation to be a co-author of a book published by Garlic Press. MTLA is only a starting point for my growth professionally. It has definitely provided opportunities and experiences that will continue to guide my life-long learning as an educator. Scholar: Tanya ReederScholar: Tanya Reeder
School: 1st grade at Dishman McGinnis Elementary School Caption: Tanya Reeder and her MTLA team taught a math lesson at the Bowling Green Housing Authority on planning a Virtual Vacation. Melissa and her MTLA team presented “Virtual Vacations” at the Kentucky Society for Technology in Education. Tanya created student assessments, re-teach activities, and then conducted video student interviews to determine student understanding and learning of math concepts. What MTLA has meant to me: MTLA has been a wonderful learning experience. It allowed me to meet fellow teachers from Warren County and Bowling Green Independent. We were able to collaborate and share different ways we integrate technology in the classroom. It has helped me become more comfortable with sharing in front of my peers. I was able to learn new ways to use technology in the classroom especially in math. For example, I learned about Prezi, Glogster, and iBooks. Technology is a great way to engage students in the classroom. I was also challenged with finding ways to include higher thinking activities in my classroom. I feel so honored to have been able to be a part of this experience. Scholar: Neesa RichardsonSchool: 3rd grade at William Natcher Elementary School
Caption: Neesa Richardson participated in the Kentucky Department of Education Committee to identify and post over 225 resources that align with the Common Core Standards. Neesa and Jamie Rector worked with a small group of 5th and 6th grade students at the Bowling Green Housing Authority on a philanthropy project. Neesa provided professional development for 3 teachers at her school using the Lenses on Learning mathematics program. She gave these teachers the use of an iPod Touch for the school year to practice the skills from the professional development. As part of the Leader in Me initiative at her school, Neesa began conducting Student-Led conferences. Her students created PowerPoints about their skills, accomplishments, and needs; then the students led the parent conference instead of the teacher. After attending a national Leader in Me Symposium in San Antonio, TX, Neesa led a presentation at the Bowling Green Leader in Me Symposium for more than 100 people. What MTLA has meant to me: The coursework I experienced through MTLA has stretched my thinking as well as made my teaching so much better! One aspect of this opportunity that I found so rewarding was the meshing of multiple fields into one. This program has incorporated math methodology, technology, assessment practices, and leadership building. I have learned so many strategies that I have applied to my teaching. I now feel more confident in my teaching of math, and I also feel that I now incorporate technology into multiple lessons and activities each week. I know my students are enjoying learning more now because they can take more ownership in their work. In regards to the leadership aspect of the academy, I feel I have made great gains. Before MTLA, I had never been pushed or shown that I was a leader. In only a few short years, I’ve presented to small and large groups at least ten times. These audiences range from a group of my coworkers to a national conference. I will admit that this made me nervous at first, however I am so proud of myself for doing this. It showed me that I can be a teacher leader and now I know I always will be. I now am the curriculum coordinator for my school, and I feel that MTLA has helped me gain insight in how to best help teachers incorporate new math strategies as well as technological methods into their teaching. MTLA has opened many doors for me, and I feel blessed to have been part of the program. Thank you! |
Scholar: Juanita ColeSchool: 4th grade at Potter Gray Elementary School
Caption: Nita Cole gave a presentation “ Cultivating Leaders: Toyota Math and Technology Leadership” at the Kentucky Council of Teachers of Mathematics Annual Conference. She led her students in developing video math journals using IPod Touch or iPad to reflect on their understanding of different math concepts along with explaining their strategies in solving problems. She met with an MTLA team to revise the HEAT framework rubric to make it teacher friendly. Nita and four other MTLA Scholars conducted training for tutors at the Bowling Green Housing Authority to assist them in working with their students in mathematics. What MTLA has mean to me: As a seasoned teacher, with about 29 years of experience, since joining MTLA I feel that my teaching skills have been enhanced with this program opportunity. As a digital immigrant I had a lot to learn to help my students become familiar with some exciting 2.0 webtools and other great programs such as Prezi, Animoto, Photostory, ShowMe and much more! Through the program guidance of Dr. Maxwell and Dr. Tassell during the 2 1/2 years knowledge was shared, experience was obtained and learning was vast. I was also given the opportunity to bring more technology to my classroom, thanks to a grant I received from Toyota. So, I offer a tremendous "Thank You" to Toyota and Western Kentucky University for giving me this awesome learning experience! Scholar: Haley VicterySchool: 3rd grade at Plano Elementary School
Caption: Haley Victery adopted the Math series Do the Math: Addition and Subtraction A and B and has seen improvement in her student’s understandings of basic addition and subtraction concepts. Haley conducted the Lenses on Learning Mathematics Professional Development at her school for six teachers. As an assistant coach of the Student Technology Leadership Program, Haley helped students create many videos and technology projects. Haley and two other MTLA Scholars engaged students at the Bowling green Housing Authority in exploring real-world issues and solving authentic problems using digital tools and resources. Haley and two other MTLA Scholars presented at the Kentucky Society for Technology in Education about Web 2.0 tools in the classroom. After attending a Discovery Education training at GRREC, Haley created an informational sheet about Discovery Education and presented this to the faculty at her school. What MTLA has meant to me: I feel very privileged to have been a participate in Toyota MTLA. When I entered this program I had just completed my first year of teaching. Now in teaching year four, I have shown so much growth, in part because of the things I learned through this program. I strive to foster a deep understanding of math in my students. I want for my students to know "why" a process works and not to be simply following the taught algorithm. When I entered this program I was apprehensive about putting technology into the hands of my students. I now love to see their enjoyment and growth when they complete curriculum based projects where technology is a key component. I have also loved getting to work with and learn from the skilled teachers in this program. The collaboration skills that I have learned through this program will be beneficial throughout my career. Scholar: Stephanie LeeSchool: 4th grade at Richardsville Elementary School
Caption: Stephanie Lee and three other MTLA Scholars presented “Philanthropy in the Classroom using Microsoft Excel” at the Kentucky Society for Technology in Education. Stephanie and her MTLA team gave a presentation about Math Strategies to the employees and tutors at the Bowling Green Housing Authority. Stephanie met with MTLA scholars and the directors to revise the CReaTE instrument. She also served on the scoring committee that assessed approximately 300 teacher lessons using the CReaTE rubric. Stephanie developed a classroom website to keep student’s mathematics progress moving forward, even at home! I like to provide parents with a snapshot into our classroom through photographs and provide parents and students useful links to practice mathematical concepts at home. What MTLA has meant to me: The Toyota MTLA has given me a whole new outlook on teaching mathematics and integrating technology into the classroom. This academy has provided the framework for a highly successful mathematics classroom and great supporting methods to reach underachieving students. My understanding of mathematics has increased as an individual, not just a teacher. I find myself using mental computation with ease and problem solving with more complexity in my thinking; this academy has provided me with foundations to provide my students rich, rigorous activities that bring in the real world connection. Scholar: Rhonda NapperSchool: 5th grade at Oakland Elementary School
Caption: Rhonda Napper and her MTLA team taught a math lesson at the Bowling Green Housing Authority on planning a Virtual Vacation. Rhonda and her MTLA team presented “Virtual Vacations” at the Kentucky Society for Technology in Education. Rhonda created a class website to inform students and parents about math assignments and progress. What MTLA has meant to me: MTLA has been an enlightening experience in which I was fortunate enough to be a part of. Participating in the diverse mathematical teaching techniques has definitely benefited my teaching instruction in many forms. Students in my classrooms are engaged in higher order thinking activities, which consist of using a variety of technological web tools to create many forms of the same content. My students have not only grown to love math and math class, but they also enjoy using the newest technology applications and share what they learned with their families and friends. I continue to share what I have learned with fellow teachers as I feel very strongly as to how effective it was for my students. Scholar: Jamie RectorScholar: Jamie Rector
School: 2nd grade at Rockfield Elementary School Caption: Jamie Rector participated in the Kentucky Department of Education Committee to identify and post over 225 resources that align with the Common Core Standards. Jamie and Neesa Richardson worked with a small group of 5th and 6th grade students at the Bowling Green Housing Authority on a philanthropy project. Jamie provided professional development first for the leadership at her school and then one teacher representative from each grade at her school using the Lenses on Learning mathematics program. As part of the Leader in Me initiative at her school, Jamie began conducting Student-Led conferences. Her students completed charts about their skills, accomplishments, and needs; then the students led the parent conference instead of the teacher. Jamie has given three conference presentations: Kentucky Society for Technology in Education, Kentucky Association for Curriculum and Development, and Content Math Network Professional Development. What MTLA has meant to me: The Toyota MTLA program has taught me so much, not only about the field of education, but about myself as an individual. I have seen myself grow into a confident leader in my field, not only in my school environment, but at the district level and university level as well. It has opened up opportunities for me to communicate my strengths in the field of education through preparing and presenting at state conferences, leading school and district professional development, teaching courses at the university level, and broadening my education with the Elementary Math Specialist Endorsement. I can honestly say that without Toyota MTLA, I would not be the teacher I am today who is now making an impact on other teachers within the field. Scholar: Abby WatkinsSchool: 3rd grade at Rich Pond Elementary School
Caption: Abby Watkins and three other MTLA Scholars presented “Philanthropy in the Classroom using Microsoft Excel” at the Kentucky Society for Technology in Education. Abby and her MTLA team gave a presentation about Math Strategies to the employees and tutors at the Bowling Green Housing Authority. Abby met with MTLA scholars and the directors to revise the CReaTE instrument. She also served on the scoring committee that assessed approximately 300 teacher lessons using the CReaTE rubric. What MTLA has meant to me: I’ve very much enjoyed being part of MTLA. I’ve stretched myself as a thinker and teacher. My thinking about teaching math and technology has changed over the past three years and morphed into a passion. I LOVE teaching math and telling my students it’s ok to struggle with a math problem, then watching students come up with their own ways of solving the problem. Math is exciting! I’m so pleased to have been a part of the group and privileged to work with such wonderful professors and teachers. We collaborated to not only learn more about math and technology but also about ourselves. I’ve stretched myself to try new things that I never would have done had it not been for MTLA. I’ve presented at a professional conference, learned countless tidbits of knowledge, and gained many resources to use in my classroom to improve learning opportunities for my students. MTLA has been a classroom changing, and I’d even venture to say a life changing experience. Learning truly is a lifelong process and I’m so happy there are programs like this one available to us to stretch ourselves and grow to be better teachers. Sch Scholar: Melissa ZimmerSchool: 5th grade at Cumberland Trace Elementary School
Caption: Melissa Zimmer and her MTLA team taught a math lesson at the Bowling Green Housing Authority on planning a Virtual Vacation. Melissa and her MTLA team presented “Virtual Vacations” at the Kentucky Society for Technology in Education. Melissa creates interesting multimedia digital class newsletter for students and teachers using Glogster. Melissa identified five student technology skills, taught and evaluated student skills, and awarded a formal Technology Certificate to exemplary students. Melissa’s 5th grade students began recording data electronically this year to prepare data for student-led parent conferences. Through MTLA, Melissa was invited to become an author of “Partnering for Learning of Common Core Mathematics Standards: Grade 5.” What MTLA has meant to me: As a scholar in the Toyota Math and Technology Leadership Academy, I became a member of a family of educators committed to the best-practice teaching of mathematics and effective use of technology in the classroom. MTLA afforded my colleagues and me the refreshing opportunity to focus on teaching students how to think, not what to think, and valuing a student’s thought process over a right or wrong answer. The academy not only provided a variety of technology resources, like sets of iPods, an iPad, and lap top computers, but also facilitated the pooling of ideas for creative and engaging uses of these resources. Thanks to my fellow scholars and instructors, I have been able to incorporate Web 2.0 tools, such as Glogster and Prezi, iPad applications, like Show Me, and presentation technology, such as green screen, into my instruction. I and, even more so, my students have benefited greatly from these resources. However, the most valuable gift from my participation in the Toyota MTLA has been the friendships formed with my fellow scholars. Whether helping me with Academic Team responsibilities, tutoring me in Infinite Campus administration, or presenting with me at professional conferences, I have come to rely on my MTLA colleagues for more than just Math and Technology instruction. I am truly grateful for this experience provided by Toyota, WKU, and my incredibly talented colleagues. |