Hecknauer 24/25 Portfolio

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erin hecknauer Portfolio

ALGEBRA 1

2024 - 2025

BANNER QUESTION

How can I show students the real-life value of algebra and technology tools while fostering a love for lifelong learning through collaboration, promoting evidence-based practices, and addressing diverse student needs?

PERSONAL BELIEF STATEMENT

Students and teachers alike are lifelong learners. Embracing a growth mindset is key to encouraging students to embrace challenges and learn from their experiences while continually seeking opportunities to apply what they've learned in their lives.

domain 4:professional responsibilities

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DOMAINS

DOMAIN 1: Planning and Preparation

DOMAIN 2:educational environment

domain 3:instruction

Distinguished

Distinguished

Guided Next Steps

Quizzes & Tests

Reworking assessments with peers

1F: Designing Student Assessment

1D: Demonstrating Knowledge of Resources

Interactive Components in Class

Lesson Variety

Lesson Sequence

Desmos

Padlet Sandbox for Assessments

Edio Analytics

1E: Designing Coherent Instruction

Knowledge Checks

PA Standards Aligned Lessons

Daily Agenda

1C: Setting Instructional Outcomes

DOMAIN 1 FALL EVIDENCE

1A: Knowledge of Content & Pedagogy

PLC biweekly meetings

Agenda Themes & Questions to Get to Know ST

IEP/504 adjustments

Plans and Practices

Feedback provided to students in Desmos

Edio Knowledge Checks

Planning and Preparation

1B: Demonstrating Knowledge of Students

Analyzing Student Data

Multiple Options

1F: Designing Student Assessment

1D: Demonstrating Knowledge of Resources

Review & Extension Options

Project Based Assessments

Geogebra (OER)

Retake Pilot

1E: Designing Coherent Instruction

Differentiated Breakout Rooms

Desmos Objectives/ I CAN Statements

1C: Setting Instructional Outcomes

DOMAIN 1 SPRING EVIDENCE

1A: Knowledge of Content & Pedagogy

Prioritized Variants & IEP Input

Office Hours/ Tutoring

Content Tools

Real-world Applications in Assigns & Projects

Planning and Preparation

1B: Demonstrating Knowledge of Students

2D: Managing Student Behavior Expectations

Daily Agenda

Organizing Edio

Visuals

Norms & Expectations

Positive Behavior Supports

Chat Etiquette

2E: Organizing Physical and Digital Space

Breakout Rooms

Clear Instructions

Routines

2C: Managing Classroom Procedures

DOMAIN 2 FALL EVIDENCE

2A: Creating an Environment of Respect & Rapport

Goal Setting & Self-Monitoring

Class attendance counter

Setting Expectations

Student Voice

Positive Language & Encourage-ment

Greetings by Name

Educational Environment

2B: Establishing a Culture for Learning

Distinguished

2D: Managing Student Behavior Expectations

Interactive Explanations & Visuals

Tech Tools

Students Redirect Each Other

Collaboration with staff and caretakers

2E: Organizing Physical and Digital Space

Help Guides & Videos

Transitions

2C: Managing Classroom Behavior

DOMAIN 2 SPRING EVIDENCE

2A: Creating an Environment of Respect & Rapport

Facilitating Peer Recognition

Modeling Growth Mindset

Creating a Supportive Space

Modeling Respectful Interactions

Educational Environment

2B: Establishing a Culture for Learning

3D: Using Assessment in Instruction

Pacing Adjustments

1:1 Tutoring

Re-teaching

Anticipated Misconcept-ions

Real Time Feedback

Formative Assessments

3E: Demonstarting Flexibility & Responsiveness

Multiple Mediums

Amplify Activities

Interactive Tools

3C: Engaging Students in Learning Activities

DOMAIN 3 FALL EVIDENCE

3A: Communicating with Students

Peer to Peer Questioning

Small Group Discussions

Wait Time

Agendas

Geniallys

Chats

Instruction

3B: Questioning & Discussion Techniques

3D: Using Assessment in Instructions

Communication Responses

Real-Time Adjustments in Class

Tracking Student Data

Self Reflection

3E: Demonstarting Flexibility & Responsiveness

Inquiry Based Learning

Student Choice

3C: Engaging Students in Learning Activities

DOMAIN 3 SPRING EVIDENCE

3A: Communicating with Students

Chat and UnMute Features

Open Ended Questions

Feedback

Logs

Instruction

3B: Questioning & Discussion Techniques

Talking to families during field trips

Responding to calls, emails, and chats in a timely manner

Gradebin is emptied quickly each week

4F: Showing Professionalism

4D: Participating in a Professional Community

Member of BTC Social Media page

Meetings wtih Mentee

Vector Trainings

Collaboration with colleagues

Cohort Meetings Regularly

Team Burpee Meeting

4E: Growing and Developing Professionally

Supervision Meeting Phone Call

December Contact Bingo

HR Calendar/ Agenda with current events

4C: Communicating with Families

DOMAIN 4 FALL EVIDENCE

4A: Reflecting on Teaching

Grade Improvement Spreadsheet

Edio Logs

Algebra 1 Variant Library

Reworking assessment questions w/ peers

Domain self-scores in Frontline

Contribute to Lesson Reflection Padlet

Professional Responsibilities

4B: Maintaining Accurate Records

Distinguished

Actively participates in Cohort meetings

Discussion w/ counselor about ST Co-Op Referral

4F: Showing Professionalism

4D: Participating in a Professional Community

NEST Meetings as a Mentor

Comet Hours

Attended Meeting about a ST for grade improvement

PLC Notebook

4E: Growing and Developing Professionally

Conventional Mailed Letters to Families

Course Selection Parent Emails

4C: Communicating with Families

DOMAIN 4 SPRING EVIDENCE

4A: Reflecting on Teaching

Progress Report Email

Homeroom OneNote Files

Watched Shayna's Danielson Workshops

Peer Review & Observation of Mentee

Professional Responsibilities

4B: Maintaining Accurate Records

I adjust instruction based on student responses or misunderstandings by preparing a list of anticipated misconceptions and being ready to address them. If I notice students struggling with a concept, I take the time to review, reword explanations, and ensure clarity, not moving forward until students confirm their understanding of the material.

I collaborate with support staff and communicate directly with families when behavior impacts learning. For example, when I noticed Adonis Smith repeatedly not turning on his audio during Zoom sessions, I immediately called home to discuss the issue with his caretaker, and as a result of that conversation, Adonis showed noticeable improvement in his participation during subsequent classes.

I follow the lesson sequence provided by the learning department to ensure a cohesive progression of content that builds on students' prior knowledge with increasing rigor. This structured approach supports student growth by reinforcing foundational concepts and gradually introducing more complex material. By adhering to this sequence, I am promoting effective planning and the scaffolding of learning experiences.

Lesson Sequence

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I encourage student choice in how they engage with projects and assignments, offering flexibility in both format and participation methods. CCA’s instructional model inherently supports this by allowing students to choose between synchronous and asynchronous instruction, and I further extend this choice by providing options such as participating in Desmos, using Padlet, or taking notes traditionally on paper.

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Occasionally there is off-task behavior in the zoom chat. I address this off-task behavior discreetly through private chat messages or follow-up communication, maintaining a respectful and supportive tone while redirecting students back to the learning task.

Zoom Chat

Desmos lessons include I CAN statements in the activity information. Every Edio lesson has objectives listed in the warm up.

I CAN Statements

I facilitate peer recognition by incorporating attendance streaks on the agenda, which celebrates consistent participation and encourages students to stay engaged. I also use breakout rooms for assignments and projects, where students must collaborate and communicate with each other to complete tasks, fostering a sense of teamwork and accountability. These strategies create a classroom environment where students actively support and recognize each other’s contributions.

Peer Recognition

Using GeoGebra in my classroom incorporates dynamic, interactive tools that enhance student understanding of mathematical concepts. By utilizing this open educational resource, I provide students with opportunities for exploration, visualization, and immediate feedback, supporting diverse learning styles. This use of technology helps foster a more engaging and personalized learning environment, ultimately enhancing instructional practices.

Geogebra

I adapt lesson delivery in real time based on student engagement and feedback, particularly through their responses—or lack thereof—in Desmos. If students are not demonstrating adequate understanding, I quickly adjust by backtracking to the last point where comprehension was evident, ensuring instruction is responsive and aligned with student needs in the moment.

I demonstrate knowledge of content and pedagogy by recognizing the importance of writing and practicing mathematics in real time. Therefore, students are highly encouraged to use Desmos in my class to deepen their conceptual understanding.

Desmos

Content tool

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I encourage students to create and respond to each other’s questions, particularly during small group discussions in breakout rooms. This approach fosters peer-to-peer learning and deeper understanding, as students actively engage with the material by both posing and answering questions during collaborative assignments and projects.

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I acknowledge and celebrate student growth and improvement by highlighting achievements, such as showing a "attended class live" streak counter on my daily agenda each Friday during the fall. This visual reminder helps students see their progress and fosters a sense of accomplishment, motivating them to maintain consistent engagement. By recognizing these milestones, I am creating a positive classroom environment where students feel encouraged and proud of their efforts.

Attendance Counter

I use real-time tools like Desmos, Padlet, and OneNote to conduct checks for understanding, allowing me to adjust instruction and guide students' next steps effectively. These tools provide immediate feedback and insights into student progress, helping me make timely, data-driven decisions. By utilizing these resources, I am ensuring that assessment is ongoing and informs instructional planning.

Desmos/Padlet

• Desmos
• Padlet
• OneNote

My feedback is clear, encouraging, and actionable, always aimed at supporting student growth. Even when students clearly use AI, I adhere to CCA guidelines, encouraging them to meet with me for further guidance or to complete their work independently, fostering a positive and supportive learning environment.

Feedback

I model respectful interactions during peer collaboration, emphasizing the importance of listening and valuing diverse perspectives. I also show respect for cultural differences, particularly around holidays, by acknowledging and celebrating various traditions in class. Additionally, I ensure that communication with families is inclusive by sending translated letters and emails home, fostering an environment of respect and understanding. This approach promotes a positive and inclusive classroom climate where all students and families feel respected and valued.

Respectful Interactions

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I consistently provide supplemental support through Khan Academy assignments for additional practice and reinforcement. These videos are posted on a regular schedule. Additionally, I offer a Genially resource that guides students through a personalized help process based on their individual needs, promoting independent problem-solving and ongoing support. Students know where and how to retrieve this information, supporting classroom procedures.

Help Guides & Videos

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My instructional plans and classroom practice—such as those implemented through Desmos and Padlet sandbox activities—demonstrate a strong familiarity with a wide range of effective pedagogical approaches. I thoughtfully select and integrate these tools to promote active learning, student engagement, and critical thinking. By leveraging digital platforms and collaborative strategies, I tailor instruction to meet diverse learning needs while aligning with best practices in mathematics education.

https://commonwealthcharter.padlet.org/ehecknauer/8-4-4-quiz-2-5lfdecljqqojv370

Plans & Practices

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Actively addressed a student’s disengagement by collaborating with the school counselor to explore enrollment in local trade classes aligned with the student’s interest in HVAC and skilled trades, aiming to re-engage him in his education and support his long-term success.

ST SUCCESS

Actively addressing ST needs

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I follow the project-based learning framework implemented by Edio and the learning department, adapting it to create more open-ended projects that encourage deeper exploration across multiple lessons. This approach allows students to apply their knowledge creatively while developing critical thinking and problem-solving skills. By enhancing these projects, I am ensuring that instruction is engaging, progressive, and supports sustained student learning over time.

https://www.myedio.com/learning/courses/186134/days/3523932/lessons/8367719/overview

Project Based Learning

I effectively utilize Edio features such as analytics and the gradebook to organize instruction, monitor student progress, and provide timely feedback. These tools support differentiated instruction and help students take ownership of their learning. This practice demonstrates purposeful use of digital resources to enhance teaching and learning.

Edio Analytics

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Engaged in collaborative reflection with colleagues to revise assessment questions that students struggled with in the previous year, refining them for greater clarity, precision, and alignment with learning objectives to improve assessment effectiveness.

Assessments

Critiquing

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I model a growth mindset in response to challenges by using the inquiry-driven approach of the Illustrative Math curriculum, which encourages students to explore problems, make mistakes, and learn through discovery. This curriculum fosters a learning environment where challenges are seen as opportunities for deeper understanding, helping students develop resilience and problem-solving skills. By emphasizing the value of the learning process, I am promoting a growth-oriented mindset in the classroom.

Growth Mindset

I meet regularly with my mentee, who is currently working toward certification and a teaching degree. I take these opportunities to support their professional growth through ongoing development, networking, and reflective discussions. I also consistently seek and consider feedback from colleagues and other professionals to enhance both my own practice and the guidance I provide.

Mentee Meetings

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I offer regular office hours and 1:1 support sessions through a Bookings link, which is prominently posted in multiple front-facing locations for easy student access. Additionally, I actively encourage students to schedule time with me by sharing the link in chat messages and during class sessions, ensuring consistent opportunities for individualized support.

I attend bi-weekly cohort meetings to discuss professional development with respect to Algebra 1 directly. I assist with facilitation of those meetings by creating and sending a padlet prior to the meeting for colleagues to prepare for the meeting. I also regularly contribute with ideas, strategies, and success stories.

Cohort Meetings

In an online teaching environment, I use positive behavior supports and redirection strategies to encourage engagement and maintain a respectful learning atmosphere. For example, I frequently use praise in the chat to acknowledge on-task behavior, use students' names to build connection and accountability, and implement engagement tools like polls or quick response check-ins on Desmos or via zoom chat to re-capture attention. When students become distracted, I might redirect by inviting them to participate in a low-stakes way, such as answering a multiple-choice question or sending an emoji in the chat as a response to a content related question, reinforcing their involvement in a positive and supportive manner.

I set clear expectations for engagement and effort by introducing Desmos on the first day of class and ensuring that all new students, regardless of when they enroll, are placed in a variant that clearly outlines class expectations. This includes information on the tools they will use, such as required accounts for Khan Academy and Desmos sites, and the level of engagement expected in each activity. By doing so, I am providing students with a structured and transparent learning environment where they understand what is expected of them and how they can succeed.

Setting Expectations

Presented how I use analytics at the Team Burpee meeting in November

Team Burpee Mtg

Phone call with Dr. Burpee to ZMurray CT/Emerg CT on 11/15/24

Phone Call

Communicating with Families

I utilize digital whiteboards, Padlet sandbox, Desmos, and a stylus pen, along with annotation tools, to provide clear, interactive explanations and visual support during instruction, enhancing student engagement and understanding.

Visuals and Tools

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I facilitate smooth transitions between whole-group instruction and individual activities during breakout room sessions on project and assignment days, maintaining student focus and maximizing instructional time. I create smooth transitions at the start of class by moving seamlessly from the agenda to Desmos activities, and maintain flow by guiding students clearly through each Desmos slide, ensuring consistent pacing and engagement throughout the lesson.

Transitions

I use a variety of instructional formats to meet the diverse needs of my students, including prerecording explanation videos for asynchronous learners who miss live instruction on assessment days. For synchronous instruction, I incorporate Padlet Sandbox with breakout rooms to facilitate collaboration and engagement during assessment days, which differs from the typical lesson structure. By adapting my teaching methods to accommodate both live and asynchronous learners, I am ensuring that instruction is flexible, differentiated, and responsive to student needs.

Lesson Variety

I track student data through quizzes, formative assessments, and engagement metrics in platforms like Desmos, and use this information to adjust pacing and support as needed. When trends indicate a need for re-teaching or individualized support, I respond with customized catch-up plans, targeted reteaching during class, or one-on-one sessions—ensuring instruction remains responsive and aligned with student needs. Additionally - specific student data is analyzed biweekly in Algebra PLCs.

All lessons and objectives are aligned to PA Core Standards. Units and lessons follow a logical sequence and ensure all standards are met.

PA SAS

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I create a supportive atmosphere where students feel safe making mistakes by using tools like Desmos, which allows them to show their work without the pressure of doing it in front of the entire class. The anonymize feature on Desmos enables me to share student work in a way that maintains privacy, while still allowing for constructive feedback and peer learning. This fosters a classroom environment where students feel secure, supported, and encouraged to take risks in their learning.

Supportive Space

I make pacing adjustments for both individuals and groups by providing customized catch-up plans for students who fall behind. These plans are tailored to help students prioritize essential content and stay on track, ensuring they receive the support needed to successfully re-engage with the course.

I utilize the chat and unmute features to encourage student input and participation. Students raise their hands to come off mute and contribute to discussions, and I also ask them to read problems or scenarios aloud to reinforce engagement and ensure active participation.

Chat & UnMute

I engage students in learning by using interactive tools such as Desmos, Padlet, and Zoom features, which allow for real-time collaboration, exploration, and participation. These tools make lessons more dynamic and student-centered, helping to maintain interest and deepen understanding.

I make a conscious effort to use positive language and encouragement in Zoom meetings, Edio chat, and feedback to motivate students and build their confidence. By highlighting progress, offering constructive praise, and maintaining an optimistic tone, I create a supportive atmosphere that encourages student engagement and growth. This fosters a positive, respectful classroom environment that promotes student success.

I incorporate interactive components such as Zoom chat, Padlet Sandbox, and breakout rooms to foster student engagement and collaboration. These tools allow students to actively participate in discussions, share ideas, and work together in real time, enriching the learning experience. By utilizing these interactive features, I am ensuring that instruction is dynamic, student-centered, and responsive to diverse learning needs.

Interactive Elements

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Attend monthly NEST meetings in a mentor role to gain valuable insights, strategies, and resources that can be shared with my mentee, supporting their professional growth and contributing to a culture of collaborative learning. Logged in Frontline.

NEST MEETINGS

One hour per month

I use the Illustrative Math curriculum, which is inquiry-based, and focus on asking open-ended math questions that require students to explain their reasoning, rather than just providing an answer. Almost all question boxes in Desmos include a prompt asking students to "explain your reasoning" after they input their answers, fostering deeper understanding and critical thinking.

Questioning

Daily posting clear, measurable objectives in lesson agenda slides. Reiterating these objectives throughout the lesson.

Agenda Slides

I make it a priority to greet students by name during live lessons to create a welcoming and personalized learning environment. This practice helps build rapport and fosters a sense of connection, making students feel valued and more engaged in the lesson. By consistently using students' names, I am demonstrating respect for each individual and setting a positive tone for learning.

Greetings

I embed review opportunities, such as unit test reviews, Keystone prep, and extension options, like offering bonus problems in Desmos, to challenge students and reinforce their understanding. Additionally, Edio includes practice and skill builder elements in most lessons, further supporting student mastery and progress. This approach aligns with Danielson Domain by ensuring that instruction is both rigorous and responsive, offering students the opportunity to revisit concepts and deepen their learning.

Review & Extension

Engaged in collaborative reflection with colleagues to revise assessment questions that students struggled with in the previous year, refining them for greater clarity, precision, and alignment with learning objectives to improve assessment effectiveness.

Assessments

Critiquing

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I consistently reinforce classroom norms and participation expectations so that students clearly understand what is required of them during each session. By the fall, they know what to expect and rarely test boundaries, but I continue to remind them throughout the year that earning participation points means actively engaging, answering questions, and being present for the full duration of our Zoom sessions.

I offer multiple assessment options, including original assessments and retakes, to provide students with various opportunities to demonstrate their understanding. This approach supports student growth by allowing them to revisit content and improve their performance. By offering these flexible assessment options, I am ensuring assessments are varied and focused on fostering student success.

Multiple Options

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I analyze student data, including trends from the gradebook and performance patterns, to adjust upcoming instruction during Professional Learning Communities (PLCs). This data-driven approach allows me to identify areas of improvement and tailor lessons to meet student needs. By using student performance data in this way, I am ensuring that instruction is responsive and informed by ongoing assessment.

Analyzing Data

I encourage student self-assessment and reflection through daily agenda prompts, unit assessment reviews, and ongoing check-ins throughout each unit. These practices promote metacognition and help students take ownership of their learning by regularly evaluating their understanding and progress.

I provide real-time feedback during live lessons, which is consistently evident in my class recordings. By using Desmos to view students’ responses as they work, I am able to immediately assess their thinking and offer targeted feedback that supports deeper understanding and learning.

I actively engage in professional growth by participating in Building Thinking Classrooms social media communities, where Algebra 1 and other math teachers collaborate to share strategies, exchange feedback, and refine instructional practices. This network provides ongoing opportunities to reflect on and improve my teaching through dialogue with fellow educators.

Building Thinking Classrooms

I send personalized messages to individual students, addressing specific concerns or encouraging progress, and where appropriate, I tailor content and language to meet their unique needs. This approach ensures that students feel supported and valued, fostering a sense of connection and engagement while promoting their individual learning journeys in an online setting.

Chats to Students

I encourage student voice during Zoom class discussions and chats by actively creating opportunities for students to share their thoughts. I use wait time to give students the space they need to process and respond, fostering a more inclusive and participatory learning environment. This practice supports active student engagement and helps create a classroom atmosphere where every student feels heard and valued.

Student Voice

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https://www.myedio.com/learning/courses/186134/days/3523882/lessons/7023702/overview

I establish consistent routines by beginning each class with a clear agenda and learning objectives to set expectations and focus. Lessons conclude with a structured wrap-up and the presentation of any bonus opportunities, reinforcing learning and encouraging continued engagement.

Routines

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I integrate Desmos daily in my classroom to facilitate interactive learning and provide students with dynamic, real-time feedback during mathematical activities. This tool allows students to visualize concepts, explore mathematical relationships, and receive instant assessments, enhancing their understanding. By incorporating Desmos, I am demonstrating a purposeful use of technology to enrich instruction and support student learning.

Desmos

I design visually clear and accessible slides using Desmos, an interactive platform that enhances student engagement and understanding by allowing for dynamic, hands-on learning experiences.

Visuals

Completed all assigned Vector trainings, covering essential educator topics such as mandated reporting, student privacy (FERPA), bloodborne pathogens, cyber safety, cultural competency, and classroom safety, demonstrating a commitment to professional responsibility and ongoing development.

Vector Trainings

During assignments and projects synchronous instruction, students are put into breakout rooms differentiated by ability levels and/or demonstrated understanding (or lack thereof) of the topics in the unit thus far.

Breakout Rooms

I strategically use knowledge checks to inform and adjust my instruction, ensuring content is both accessible and appropriately challenging for all learners. These checks allow me to identify misconceptions in real time, tailor support, and extend learning where needed. My deep understanding of content and pedagogy enables me to design meaningful, standards-aligned questions that promote critical thinking and guide students toward mastery.

https://www.myedio.com/learning/courses/186134/days/3523847/lessons/7023636/overview

Knowledge Checks

I use Edio to administer both formative quizzes and summative tests, incorporating a variety of question types, like multiple choice, hot spot, matching, sorting, and open ended, and response options like audio, file upload, video, or text response to assess student understanding. This diverse approach allows me to gather comprehensive data on student progress and tailor instruction accordingly. By utilizing these assessment tools, I am ensuring that assessments are varied, purposeful, and support informed decision-making in instruction.

Quizzes & Tests

In my online classroom, I routinely analyze trends in quizzes and formative assessments to identify concepts that need reinforcement. When patterns of misunderstanding emerge, I incorporate brief, targeted re-teaching segments into live class sessions to address these gaps promptly, ensuring students have multiple opportunities to grasp key content before moving forward.

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Every unit opens with a knowledge check designed to create goals for student learning that includes student ownership of their education. The objectives of the lessons that follow clearly set the instructional outcomes for the students based on their knowledge check results.

Self-Assessments

I provide daily agendas for students at the start of each lesson, clearly outlining the objectives and expectations to ensure they understand the focus and goals for the day’s instruction.

https://view.genially.com/66d857c9ef7f97f0e1766fa3/interactive-content-alg-1-agenda

Daily Agendas

Engaged in meaningful communication with families during a field trip, fostering stronger relationships and gaining valuable insights into both students and their home environments.

CHILDREN'S MUSEUM FIELD TRIP

10 December 2024

I utilize breakout rooms with clearly established norms and assigned roles to promote structured collaboration and accountability during group activities, ensuring productive and purposeful student interactions.

Breakout Rooms

I use Padlet Sandbox as an interactive platform to promote real-time student collaboration during formative assessments. This digital tool allows students to share ideas, respond to prompts, and engage with peers, fostering deeper understanding through collective learning. This leverages technology to enhance instructional resources and support active student engagement.

Padlet Sandbox

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I meet all required contact touchpoints for both homeroom and content students, fulfilling the CCA requirement of at least one contact per marking period with all content students and once per month with homeroom students, ensuring regular communication and support. See tabhub.

Communication

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I conduct frequent formative assessments to monitor student understanding using tools such as verbal polls, exit tickets, and interactive Desmos activities. These strategies provide real-time insight into student progress and inform instructional decisions to better support learning.

https://www.myedio.com/learning/courses/186134/days/3523947/lessons/8682843/overview

I regularly collaborate with my colleague to revise test questions, improve lesson activities, and co-develop instructional materials. We combine our classes for each assignment and project lesson, providing students with more peers for collaboration and engagement. Our ongoing partnership reflects a supportive and collegial relationship that enhances both teaching practice and student learning.

Joint Classes

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When occasional off task behavior occurs, students respectfully intervene with their peers in the zoom chat, as needed, to uphold classroom standards and the code of conduct.

Student Intervention

I design collaborative activities where students work together to solve problems during assignments and projects, often partnering across classes to deepen their learning through peer interaction. I also incorporate Desmos Amplify periodically, which offers a structured, problem-based learning approach that taps into students’ curiosity and systematically builds lasting, grade-level understanding.

Throughout the course of the year, a few students encountered challenges outside of their control. In response to these situations and at the request of the ST's circles, I put them in a prioritized variant until they could rejoin their peers in the standard paced curriculum. This demonstrates a knowledge of ST and the curriculum essential tasks. In January, I advocated for a ST with specific IEP math goals to be re-evaluated. The ST's circle was unaware of this student's math struggles, but my knowledge of the ST brought to light a better way to support that ST's IEP goals.

Variants & IEPs

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Instruction is adjusted appropriately for students based on IEP/504 plans and ELL needs. IEPs/504/ELLs are identified in tabhub for easy organization. Students are placed in variant groups in Edio for lesson variations.

IEP/504 Adjustments

Reviewed recordings of both Danielson workshops led by Principal Shayna Chuff, actively taking notes and simultaneously working on the professional portfolio to reinforce understanding and application of the framework.

Danielson Workshops

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I respond promptly to student needs and questions across chat, email, and webmail, consistently maintaining a 24-hour response window. This timely communication helps build trust, supports academic progress, and ensures students feel seen and supported in their learning journey.

I demonstrate deep content knowledge by providing timely, targeted feedback that supports student learning and growth. During instruction, I use Desmos to deliver real-time feedback, addressing misconceptions and guiding student thinking as it unfolds. When grading in Edio, I provide detailed, personalized feedback aligned to standards and learning goals. This continuous feedback loop helps students reflect, revise, and deepen their understanding of the content.

Feedback

I create opportunities for inquiry-based and exploratory learning by utilizing the Illustrative Math curriculum, which is grounded in the belief that all students are capable of engaging deeply with rigorous mathematics through problem-solving and discussion. The curriculum emphasizes the development of conceptual understanding, procedural fluency, and the ability to apply mathematics in meaningful contexts. In alignment with this approach, I also incorporate Desmos Amplify, which builds on students’ natural curiosity through structured problem-based learning that systematically develops grade-level understanding. Together, these resources support a classroom environment where students explore, make connections, and construct their own mathematical understanding through guided inquiry and collaboration.

I am piloting a retake option in Edio alongside several Algebra 1 colleagues to provide students with additional opportunities for mastery. This initiative allows students to revisit assessments, reflect on their learning, and improve their scores, fostering a growth mindset. It also allows them to request a retake, which encourages them to take ownership of their learning. By using Edio to implement this practice, I demonstrate the use of technology to support student success and personalized learning.

Retake Pilot

I ensure that microphones, cameras, and other tech tools are fully functional before each class to support seamless instruction. Additionally, I use screen sharing effectively to demonstrate steps and model work, providing students with clear, visual guidance throughout the lesson.

Tech Tools

I encourage goal-setting and self-monitoring for students by incorporating themes like "Motivation Monday" on my daily agenda, where I remind students of strategies to improve if they didn’t perform well on an assessment or are falling behind. Additionally, I have "Turn It Around Tuesdays" to provide support for students with a high number of overdue assignments, helping them set goals to get back on track. By consistently reinforcing these practices, I am fostering a classroom culture where students take responsibility for their learning and are empowered to make improvements.

Goal Setting

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I use interest surveys or agenda themes to encourage conversation and get to know students throughout the year.

Agenda Themes

Getting to Know Students

Attended a zoom meeting on 4/1/25 with other teachers to discuss methods and strategies for getting Adonis Smith back on track. Discussed ways to improve his grade.

Attended Zoom Meeting

• Organized via Teams by Emilee Newman

I offer multiple means of participation to accommodate diverse learning styles and needs, including chat, voice responses, Desmos sketchpads, audio answers, file uploads, and Edio submission tools. This flexibility empowers students to engage with the content in ways that best support their learning.

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Completed 28 COMET hours of professional development, engaging in a diverse range of trainings across key educational categories including literacy, mathematics, educational technology, social-emotional learning, diversity, equity, and inclusion (DEI), Universal Design for Learning (UDL), and career readiness—demonstrating a strong commitment to continuous professional growth and instructional effectiveness.

Comet Hours

• See comet hours report from Microsoft Forms.

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I use a daily agenda to clearly outline objectives and keep the lesson organized, helping students stay focused and on track.

Daily Agenda

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I use Genially to communicate essential information to students, ranging from tech support contact details to Keystone reviews, upcoming events, clubs, field trips, and how to access help. These resources are clearly posted in the course information pages to ensure easy access and clear communication for all students.

Genially

Office hours offered throughout the year for optional enrichment or support based on student needs. Tutoring is always available via bookings link, which is reiterated to students frequently via synch, recordings, phone calls, and chats.

Office Hours/Tutoring

• Ex: Numerous students did not meet the standard for an assignment in MP 2, so I offered office hours for remediation.

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Dedicated significant time to reflective practice with my mentee, who is uncertified, to support his development as an effective educator. This included reviewing multiple lesson recordings to provide thoughtful, accurate feedback on instructional effectiveness and the extent to which learning outcomes were achieved for all students.

Mentorship

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I effectively utilize wait time to give students space to think and formulate their responses, promoting deeper engagement. Desmos response options naturally support multiple responses, and I intentionally read student answers aloud during class to highlight diverse perspectives and encourage rich mathematical discourse.

Assignments and projects are designed to connect math content to real-world applications. Students must make connections between theoretical content and real world scenarios. These assignments and projects encourage students to be able to articulate how real world scenarios effect the algebra involved.

https://www.myedio.com/learning/courses/186134/days/3523932/lessons/8367719/overview

Real-World Applications

Cohort End of Year Survey

Algebra 1 Cohort

Demonstrates leadership in team and departmental decision-making by actively participating in cohort meetings, responding thoughtfully to colleagues’ concerns, offering constructive suggestions, and creating a survey to gather input on meeting structure and discussion topics—fostering a collaborative and responsive team environment.

Consistently responds to calls, emails, chats, and IEP input requests in a timely and professional manner, ensuring clear communication and strong collaboration with all stakeholders.

Responsiveness to Communications

• Less than 1 hr response time for chats & emails
• Less than 24 hr response time for phone calls
• Less than 48 hr response time for IEP inputs

I facilitate small-group discussions in breakout rooms during assignments and projects, using tools like Padlet Sandbox to support collaboration and idea sharing. This structure encourages student interaction, peer learning, and deeper engagement with the content.

I ensure clarity and consistency by posting clear, detailed directions for independent work and assignments in Edio. When needed, I revise directions for simplicity and add instructional videos—especially before assessments—to support student understanding and success.

Clear Instructions

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Analyzing learning data to identify patterns of strength and struggle for students.

PLC Data Analysis

I organize Edio modules with a consistent layout to ensure easy navigation for students. Quizzes and assignments are scheduled on their own days to provide a more supportive and manageable learning schedule, and unit test reviews always occur the day before the test, without separating reviews and tests over weekends or other breaks.

https://www.myedio.com/learning/courses/186134/outline/

Organizing Edio

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