Dr. Beth Gotcher
Dr. Beth Gotcher
Dr. Beth Gotcher
I decided to apply to Hope Street Group’s State Teacher Fellowship, the State Collaborative on Reforming Education’s Tennessee Educator Fellowship, and Education Pioneers Summer Fellowship. I was surprised to be accepted to each of them! At the conclusion of this year, I have completed each fellowship. Reflecting on them, I see they each offered unique experiences that have equipped me to be a better educator.
My Education Pioneers Fellowship placed me at the Tennessee Department of Education in the Office of Licensure and Educator Preparation. Last summer I worked on a project that explored the opportunities and challenges of school districts collaborating with education preparation programs to create partnerships. Working at this level helped me to see education from a broader lens, especially regarding an initiative like that. That experience helped me to reframe my thought process and view situations from different perspectives. It also gave me access to executive directors across various departments, professional development with the Commissioner, and a chance to view the Department’s five Education Priorities at work in real time.
I participated in both the Hope Street Group and SCORE Fellowships at the same time during the 2016-2017 academic year. The Hope Street Group Fellowship connected me with other teachers and local and national policymakers to give feedback on critical education policy issues, while serving as a spokesperson for positive change in the profession. I also was able to provide feedback to the Department of Education regarding professional development, chronic absenteeism, and RTI2. Additionally, Fellows convened throughout the year to receive advocacy training to aid in our roles. Three of the most helpful things that I learned are how to utilize Twitter for professional development, how to participate in and host Twitter chats, and how to conduct a meaningful focus group.
The SCORE Fellowship selects teacher leaders from across the state to train them to advocate and elevate their voices to support and advance student-focused education policy. SCORE provided the historical context of education policy in Tennessee, including where the state started and how it became the fastest improving in the country. This Fellowship connected me with key individuals and policymakers who played a role in the state’s improvement. It also equipped and empowered me to lead my own advocacy project, which centered on supporting educators of color in Tennessee. SCORE convened Fellows four times throughout the year to provide both advocacy training to support our projects and opportunities to meet key stakeholders, including Commissioner McQueen, executive directors from national education reform organizations, state legislators, and gubernatorial candidates.
My participation in each one of these fellowships has left me feeling enlightened, equipped, and energized to continue to engage in the policy work that I have begun. As my fellowships concluded, I remind myself that the work is just starting. We need more educators involved in education policy and engaging policymakers. When highly effective educators inform and shape education policies based on their practical knowledge and experience of excellent teaching and learning, the results are better for students. I highly recommend any of these fellowships to any educator who is looking to advocate on behalf of students and make an impact in the policy space. Each one of these fellowships proclaim once a Fellow, always a Fellow. For that, I will forever be connected to these organizations, their ongoing work, and the future Fellows who participate in them.
Diarese has taught Business courses at Clarksville High School for the past three years. In that time, he has served as a lead instructor for the school’s career Academy, member of the Instructional Leadership Team and an Academy lead in cross-curricular collaboration for project-based learning. He is a graduate of his district’s Leadership Development course, and a district-wide Professional Development facilitator for Microsoft Excel training. Diarese holds a BBA in Marketing and Management and M.A. in Corporation Communications from Austin Peay State University, MBA from University of Phoenix and an Ed.D. in Leadership and Professional Practice from Trevecca Nazarene University. He also serves as a Hope Street Group Tennessee Teacher Fellow, engaging his colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.
Differentiation and Blended Learning: Every educator’s desire is to determine the learning styles (visual, kinesthetic, or auditory) of the students in the classroom and promote student investigation through multiple representations. Students may discover and experiment with graphing, examining tables, and analyzing concepts by using free online tools such as Desmos and Geogebra. A teacher should carefully evaluate the technological resources to assure the support of student learning of mathematics and the advantages offered in posing mathematical problems as well as illustrating mathematical ideas.
The Mathematical Practices and Blended Learning: Many of the Mathematical Practices dealing with problem solving, reasoning and constructing viable arguments, modeling with mathematics, and using appropriate tools are supported by various online programs and videos. Dan Meyer has developed many mathematical exercises that not only incorporate the practices into learning but also create scenarios that prompt students to stop and think about how to formulate solutions to the problems. One of these problems is called Meatballs and the Three Act Math Task: Will It Overflow? (http://www.101qs.com/2352-meatballs) Students work with the information observed in the three videos to solve the problem. Educators may also choose Khan Academy, create flipped lessons, or use lessons from YouTube for students who need more practice or understanding on standards. Teachers also have various alternatives for on-line formative assessment such as Kahoot, Google Forms, Socrative, Quizlet, or student designed presentation using Screencast-O-Matic. Listed are just a few of the online learning tools for educators to use in the classroom.
Three years have passed since I first heard about Blended Learning. The ninth and tenth graders at my high school all have laptops for learning. I now realize that I will never be replaced by a computer and that I may serve as a facilitator in the classroom. The questioning techniques along with problem solving progress at a much higher level of learning for students. I am also preparing my students for the future world of work through the collaborative and communication skills they are utilizing with their peers. As an educator, one needs to keep in mind that all of the learning tools available for students take time to implement or adapt for multiple learning styles and that the technology should always support the mathematics. Also, an educator may want to investigate online professional development (MOOC-Ed, North Carolina State, https://place.fi.ncsu.edu/local/catalog/catalog.php). Whatever the decisions made in moving students forward in a technological world, the rewards far outweigh the drawbacks. I am now convinced that a Blended Learning environment will enhance my students’ work skills as they become productive citizens of the future.
Dr. Elaine Vaughan is a mathematics instructor at Oak Ridge High School for 20 years. She is a National Board Certified teacher, Professional Learning Communities Coach, and member of the Response to Intervention district and school board. Elaine is also a member of Delta Kappa Gamma and serves on the XI State Vision Board. Through this organization, she received both state and international scholarships. Elaine was a state mathematics textbook reviewer during the 2013-2014 school year. Elaine received her Bachelor’s and Master’s degree in Mathematics Education from the University of Tennessee and her doctorate from Walden University. She also serves as a Hope Street Group Tennessee Teacher Fellow, engaging her colleagues in providing classroom feedback to the Tennessee Department of Education on public education policy issues.