NPTNJ Assignments

NPTNJ Assignment Packet
8/10/2009
NPTNJ-SCCC
Kevin Curtis

New Pathways to Teaching in New Jersey
New Pathways of Teaching in New Jersey
Grading Rubric for Reflective Journals (Modules I, II & III)

Target Excellent
3
Acceptable
2
Unacceptable
1
Score

Format Entry is correctly
formatted and well
written
N/A Entry is incorrectly
formatted

Quality of
Responses
Response evidences
thinking that is literal,
analytical, and makes
gives suggestions for
solutions to educational
dilemmas
Response attempts to
analyze the
situations, but
suggestions are not
relevant.
Response is literal
and/or fails to
analyze educational
dilemmas or make
constructive
suggestions.

Length of
response
Addresses all four areas
of professional
development
Several areas of
professional
development are
addressed
Does not address all
four areas of
professional
development

Grammar,
Punctuation
and Word
Choice
Entry is written in
complete sentences and is
nearly free of grammar
and punctuation errors.
All of the words are used
correctly
Entry is written
complete sentences.
There are some errors
in grammar and
punctuation, but they
do not appear to be in
a pattern or do they
inhibit the
understanding of the
response
Entry may not be
written in complete
sentences and/or have
excessive errors in
grammar and/or
punctuation. Errors
in word choice inhibit
the understanding of
the response

3

New Pathways of Teaching in New Jersey
Module I: Assignment Rubric for Lesson Plan
Lesson Plan
Contents
Target Excellent
3
Acceptable
2
Unacceptable
1
Score

Presentation
of Subject
Matter,
Planning
Demonstrates accurate
and sequential
development of subject
matter
NA Content is fragmented,
inaccurate and/or not
sequential

Links to
frameworks
link to more than 1
framework direct, clear
link to 1
frameworks direct,
clear; framework
written out in full
framework not
identified or unclear
link to framework

Objectives Are specific,
measurable; accurate,
relevant, timely and
consistent with
frameworks
NA Incomplete; not written
in measurable terms; do
not match frameworks;

Instruction
Anticipatory
set
Anticipatory set is
present and effective
NA Anticipatory set is
missing or ineffective

Choice of
strategies
actively engage
students in learning;
strategies consistent
with brain research,
learning theory,
multiple effective
strategies used,
strategies encourage
use of critical thinking,
problem solving
Opportunities for
student engagement
minimally utilized,
some evidence that
instructional
strategies are
research-based;
minimal use of
multiple strategies;
Strategy not
appropriate to teach
concept or skill,
strategies inconsistent
with brain research,
learning theory,
development, or
program content,
strategies result in
passive learning

Accommodati
ons for diverse
student needs
& learning
styles
Accommodations are
clear appropriate,
creative
Accommodations
are present, but
limited, unclear, or
inappropriate
No accommodations
are noted

Multicultural
sensitivity
Lessons offers a means
of appreciating cultural
similarities &
differences
Strategies reflect
appreciate
of students cultural
difference
Strategies lack or
diminish appreciate of
students cultural
differences

Materials Appropriate lesson and
student(s), particularly
creative, include
teacher-created
materials
Appropriate for
lesson and
Materials clear in
design, but
limited to
commercial
materials
Lacking in design,
clarity, and
inappropriate for lesson
or for students

Assessment
Formative
evaluation
multiple means of
checking for students
At least one clear
means of checking
no or ineffective means
of checking for

4

methods
within lesson
understanding or
mastery; rubrics,
checklists, etc. well
developed
for understanding
or mastery beyond
asking Do you
understand?
rubrics,
etc., attached
understanding or
mastery
Summative
evaluation
methods
objective/framework/st
andard can be assessed
through lesson
NA objective/framework/st
andard
cannot be assessed
through lesson

Communicati
on

Lesson plan
language,
grammar,
punctuation,
spelling
language particularly
descriptive, no errors
complete and
clearly written,
sufficient detail so
another teacher
could implement
lesson, no more
than 2 errors
portions mission or
poorly written, detail
lacking so difficult for
another teacher to
implement, more than 2
errors

Oral
Presentation

Student
Engagement
Students are clearly
interested and engaged
in the lesson.
Some students are
actively
participating and
engaged.
Few students are
actively engaged in this
lesson.

Feedback to
Students
Teacher offers
constructive feedback
to students.
Teacher sometimes
offers constructive
feedback to
students.
Teacher does not offer
feedback to students.

Questioning
strategies
Teacher uses effective
questioning strategies
in the lesson.
Teacher sometimes
uses effective
questioning
strategies in the
lesson.
Teacher does not use
effective questioning
strategies in the lesson.

Audio-Visual
Use
Teacher makes good
use of a-v opportunities
in this lesson
n/a Teacher does not make
good use of a-v
opportunities in this
lesson.

Please note the scoring:
A score of 45 = 75 points

5

Module I: Assignment IV
Rubric for Classroom Observation and Report

Target-Excellent
3
Acceptable
2
Unacceptable
1
Score
Format Observation is correctly
formatted
N/A Observation is missing
the observation,
comments,
teacher interview
and/or comments

Quality of
Observation
Observation identified
what is being taught, the
activities, and strategies
being used
Observation has all the
components but requires
more details
Observation is
superficial. It may be
missing either
the activities or the
strategies being used

Quality of
Observation
Comments
Evaluation analyzes
what is
observed in terms of
what is being taught in
class
(practices grounded in
philosophy, learning
styles, opportunities for
student meaning-making
assessments, etc.)
Evaluation attempts to
analyze the observation
and make connections
between what is
observed and what is
being learned in class
Evaluation is
superficial
and/or fails to make
connections between
what
is being learned in class
and what is being
practiced

Length of
Response
The ideas evidenced are
fully developed
Most of the ideas are
fully
Developed
Most of the ideas need
to be developed with
more information

Quality of
Teacher
Interview
The interview questions
are connected to the
skills and concepts being
taught in this class as
well as to the lesson
observed
Most of the questions
are connected to the
skills and concepts being
taught in this course and
the lesson observed
Most of the interview
questions are unrelated
to the skills and
concepts being taught
in this course and/or
questions about what
was observed were
missing

Quality of
Interview
Comments
Evaluation evidences a
strong understanding of
the skills and concepts
being taught in this
course
Evaluation evidence a
good understanding of
being taught in this
course
Evaluation evidences a
weak understanding of
taught in this course

Diagram of
Teaching
Environment
Diagram is attached and
fully shows the
classroom environment
N/A Diagram is attached;
However, it is either
incomplete or poorly
labeled

Quality of
Evaluation of
Teaching of
Environment
strong understanding of
what makes a good
literacy
good understanding of
what makes a good
literacy environment
weak understanding of
what makes a good
teaching environment

6

environment
Grammar,
Punctuation
and Work
Choice
Observation is written in
complete sentences and
is nearly free of
grammar and
punctuation errors. All
of the words are used
correctly.
Observation is written in
complete sentences.
There are some errors in
grammar and
punctuation, but they do
not appear to be in a
pattern nor do they
inhibit the understanding
of the observation
Observation may not be
written in complete
sentences and/or have
excessive errors in
grammar and/or
punctuation. Errors in
word choice inhibit the
understanding of the
observation.

7

Table of Contents
Rubrics ......................................................................................................................................................... 2
Grading Rubric for Reflective Journals ........................................................................................................ 2
Assignment Rubric for Lesson Plan ............................................................................................................. 3
Rubric for Classroom Observation and Report ............................................................................................. 6
Section I ....................................................................................................................................................... 8
Lesson Plan ................................................................................................................................................... 9
Student worksheet ...................................................................................................................................... 11
Presentation ................................................................................................................................................. 13
Section II .................................................................................................................................................... 19
Reflective Journal ....................................................................................................................................... 20
Section III .................................................................................................................................................. 27
Classroom Observations & Observation Report ......................................................................................... 28
Section IV ................................................................................................................................................... 38
Teacher Resources ...................................................................................................................................... 39
Section V .................................................................................................................................................... 45
Showcase Portfolio ..................................................................................................................................... 45
Resume ........................................................................................................................................... 46
Certificate of Eligibility ................................................................................................................. 49
Ideal Classroom ............................................................................................................................ 50
Personal Inventory ......................................................................................................................... 50
Teaching Philosophy ...................................................................................................................... 52
Classroom Procedures .................................................................................................................... 53
Literacy in Science: A Natural Fit ................................................................................................. 55
Improving the Quality of Literacy Education ............................................................................... 61

8

Section I

Lesson Plan
Student worksheet
Presentation

9

Teacher: Curtis, Kevin School: Voorhees High School
Title of Unit: Genetic Mutations. Grade: 11 Time Frame: 1 day
Learning Style Focus: social, tactical
Text: Biology Exploring Life

Instructional Goals:
5.5.8 C.
1. Describe how the sorting and recombining of genetic material results in the potential for variation
among offspring of humans and other species.
5.5.12 C.
1. Describe how information is encoded and transmitted in genetic material.
2. Explain how genetic material can be altered by natural and/or artificial means and how mutations and
new gene combinations may have positive, negative or no effect on organisms or species.
3. Assess the impact of current and emerging technologies on our understanding of inherited human
characteristics.
(NJ Department of Education 2004).

Instructional Objectives: Students should be able to:
1. Given a coding DNA sequence, determine the mRNA and protein sequence.
2. Recognize the effects different kinds of mutations might have on gene expression.
3. Predict the possible outcomes of diverse point mutations.

Lesson:
Introduction: Students will be asked to discuss/review/conduct internet search in groups for DNA
replication, transcription, and translation (DNA RNA proteins). This will be followed by short
lecture/Q&A session on the topic.
Activities:
1. Students will begin to read the handout Exploring Mutations
2. Students will begin working on handout and deciphering their DNA sequence.
3. Students will then begin to mutate the original DNA Sequence and decipher the resulting protein.
Closure: Students will report the results of their mutations on the chalk board. And teacher will lead a
discussion about the results of mutations.

Homework Assignment: In your journals answer the following questions: How a single point mutation
might lead to the extinction of a species? What are the odds of a deleterious mutations occurring? How
might a mutation be the cause of a cancerous growth?

Materials Needed:
1. one of two dice per group of students
2. one handout per student containing rules and instructions
3. DNA sequence
4. universal codon chart

Assessment: Student understanding will be assessed by (1) meaningful participation in share-pair and
response groups and (2) written responses in journal (Levin & McCullough 2008).

Outcome: Each student will demonstrate an understanding of how mutations may contribute to genetic
diversity and the randomness with which they may occur. Students will comprehend better why some
mutations may cause devastating phenotypic effects, while others have no effect on the resulting protein.
(Gonzales & van Oostrom, 2009)

10

References:
NJ Department of Education. (2004). Core Curriculum Content Standards. Retrieved July 12, 2009, from
http://www.state.nj.us/education/cccs/
Gonzales, B. Y., & van Oostrom, J. H., (2009). Using dice to explore the consequences of DNA
mutations. Journal of College Science Teaching, 38(5), 56-59.
Levin, F. A. & McCullough, M. A. (2008). Guide for Alternate Route Teachers Strategies for Literacy
Development, Classroom Management, and Teaching and Learning, K-12. New York: Pearson
Education, Inc.
Amino Acid Codon Table for all 64 Trinucleotides. Retrieved July 29, 2009 from theLabRat.com
http://www.thelabrat.com/protocols/codontable.shtml

11

Exploring mutations worksheet.

Rules to determine how to mutate the selected nucleotide.
(Note: If you roll a number that will keep the nucleotide you already have, roll again until you get a different number.)
If you toss a Then you must
1. Substitute your nucleotide with an A
2. Substitute your nucleotide with a C
3. Substitute your nucleotide with a G
4. Substitute your nucleotide with a T
5. Delete the nucleotide
6. Insert a nucleotide right after the nucleotide (toss again until you get 14 to determine which letter nucleotide to insert)

Universal Codon Chart
Codon table. This table illustrates the 64 possible codon triplets.se
U
2nd base
U C A G
1st
base
U
UUU (Phe) Phenylalanine UCU (Ser/S) Serine UAU (Tyr/Y) Tyrosine UGU (Cys/C) Cysteine
UUC (Phe) Phenylalanine UCC (Ser/S) Serine UAC (Tyr/Y) Tyrosine UGC (Cys/C) Cysteine
UUA (Leu/L) Leucine UCA (Ser/S) Serine UAA Ochre (Stop) UGA Opal (Stop)
UUG (Leu/L) Leucine UCG (Ser/S) Serine UAG Amber (Stop) UGG (Trp/W) Tryptophan
C
CUU (Leu/L) Leucine CCU (Pro/P) Proline CAU (His/H) Histidine CGU (Arg/R) Arginine
CUC (Leu/L) Leucine CCC (Pro/P) Proline CAC (His/H) Histidine CGC (Arg/R) Arginine
CUA (Leu/L) Leucine CCA (Pro/P) Proline CAA (Gln/Q) Glutamine CGA (Arg/R) Arginine
CUG (Leu/L) Leucine CCG (Pro/P) Proline CAG (Gln/Q) Glutamine CGG (Arg/R) Arginine
A
AUU (Ile/I) Isoleucine ACU (Thr/T) Threonine AAU (Asn/N) Asparagine AGU (Ser/S) Serine
AUC (Ile/I) Isoleucine ACC (Thr/T) Threonine AAC (Asn/N) Asparagine AGC (Ser/S) Serine
AUA (Ile/I) Isoleucine ACA (Thr/T) Threonine AAA (Lys/K) Lysine AGA (Arg/R) Arginine
AUG (Met/M) Methionine ACG (Thr/T) Threonine AAG (Lys/K) Lysine AGG (Arg/R) Arginine
G
GUU (Val/V) Valine GCU (Ala/A) Alanine GAU (Asp/D) Aspartic acid GGU (Gly/G) Glycine
GUC (Val/V) Valine GCC (Ala/A) Alanine GAC (Asp/D) Aspartic acid GGC (Gly/G) Glycine
GUA (Val/V) Valine GCA (Ala/A) Alanine GAA (Glu/E) Glutamic acid GGA (Gly/G) Glycine
GUG (Val/V) Valine GCG (Ala/A) Alanine GAG (Glu/E) Glutamic acid GGG (Gly/G) Glycine
12

1. Using the following coding DNA sequence, determine the mRNA and the polypeptide chain coded by
this region of the DNA.
DNA sequence:
T A C G T C G T C T A C G A A G G G
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

mRNA sequence:

Amino acid sequence (polypeptide):

2. Your instructor will provide you with rubber dice so you can simulate a mutation occurring to the DNA
sequence. You will need to roll a die and change the nucleotide sequence accordingly. Every student in
your group should roll the die to mutate his or her own DNA. In this way, there will be more outcomes to
compare. First, mutate nucleotide #6 in the DNA using the rules outlined in the table below (if you roll a
2, the DNA sequence will not change; therefore, roll again until you get another number). Write your
newly mutated DNA sequence and determine the mRNA and protein sequences coded by it. In order to
determine which kind of mutation will take place, toss a die and follow the rules outlined above:

Write complete DNA sequence with one mutation in nucleotide 6:

mRNA sequence from mutated DNA:

Amino acid sequence (polypeptide): Circle any differences from original protein.

3. Keep the mutated nucleotide and mutate nucleotide 16 following the directions in the table above.
Write the DNA, mRNA, and protein sequence.
Write complete DNA sequence (with two mutations in nucleotides 6 and 16):

mRNA sequence with both mutations:

Amino acid sequence (polypeptide): Circle any differences from original protein.

Thought questions
1. What is a mutation? Write the definition of the term mutation.
2. If a mistake is made during transcription and/or translation, will that mistake be permanent? Why
or why not? Will it be passed on to the next generation of cells? Explain your answer.
3. Why do you think you used a die to determine the mutations? Did everyone at your table get the
same mutations? Explain.
4. What are the odds of two people rolling the same number?
5. What is a point mutation? Differentiate between the following types of point mutations:
substitution, deletion, and insertion.
6. Deletions and insertions are also called _______ - ________ mutations.
7. Explain the following statement: A mutation causes a change in the genotype, but that change
does not always translate into a change in the phenotype

References:
Gonzales, B. Y., & van Oostrom, J. H., (2009). Using dice to explore the consequences of DNA
mutations. Journal of College Science Teaching, 38(5), 56-59.
13

The Molecular Basis
of Heredity
Part III:
The Molecular Basis of
Genetic Variation
By Raye L. Alford, PhD
Baylor College of Medicine
DNA Model by J. Watson and F. Crick
Cold Spring Harbor Laboratory Archives

www.BioEdOnline.org
Exploring Our Molecular Selves
"Exploring Our Molecular Selves"
is a 3D computer-animated video
illustrating the basic components
and principles of molecular
biology. The video gives a sense
of the scale of cells,
chromosomes, and DNA and
shows how the information in
DNA is converted into the
molecules necessary for life.
http://www.genome.gov/Pages/Education
Kit/online.htm
The National Human Genome Research
Institute with co-sponsorship of the
Office of Biological and Environmental
Research, US Department of Energy,
Howard Hughes Medical Institute,
Pharmaceutical Research and
Manufacturers of America, Nature,
Science and the American Society of
Human Genetics.

www.BioEdOnline.org
Human Genetic Disorders (I)
Chromosomal Disorders
Alteration of number or structure of
chromosomes.
Contiguous Gene Deletion
Syndromes
Deletion of a large continuous section
of genetic material from a single
chromosome.
Single Gene Disorders
Mutation in a single gene.
Common Complex Disorders
Influenced by multiple genetic and/or
environmental factors. National Center of Biotechnology Information,
National Library of Medicine

www.BioEdOnline.org
Human Genetic Disorders (II)
Pedigree
Boxes represent
males.
Circles represent
females.
Diamond represents
an individual of
unspecified gender.
Shading represents
affected individuals.
This example:
Autosomal dominant
disorder.
Single gene disorder.
P

14

www.BioEdOnline.org
Mendelian Disorders (I)
Autosomal dominant inheritance
A disorder appears in several
generations of a family.
Affected parents have a 50%
risk of an affected child with
each pregnancy.
Variability and reduced
penetrance can complicate
predictions of prognosis.

www.BioEdOnline.org
Mendelian Disorders (II)
Autosomal recessive inheritance
Disorders often appear in only one generation of a family.
Carrier couples have a 25% risk of an affected child with each
pregnancy.

www.BioEdOnline.org
Mendelian Disorders (III)
X-linked inheritance
X-linked dominant disorders
are few in number.
Male to male transmission of
X-linked disorders is not
seen.
Carrier females may show
mild to moderate symptoms
of certain X-linked disorders.

www.BioEdOnline.org
Maternal (Mitochondrial) Inheritance
Inheritance through the maternal lineage.
Sperm do not contribute mitochondria to the embryo.

15

www.BioEdOnline.org
Complex Mechanisms of
Hereditary Disease (I)
Multifactorial
Common Complex Disorders
New Mutation
Found in the child, but not in either
parent.
Imprinting
A form of gene silencing.
Anticipation
Progressive severity of a disorder in
successive generations.
Fragile X syndrome
is an example of a
disorder involving a
complex mechanism
of inheritance called
anticipation and
results in a form of
mental retardation
known as Fragile X
syndrome.
National Center for Biotechnology
Information,
National Library of Medicine

www.BioEdOnline.org
Complex Mechanisms of
Hereditary Disease (II)
Genetic Heterogeneity
Allelic different mutations in a
single gene result in the same
disorder.
Locus mutations in different genes
produce the same disorder.
Nonrandom X-inactivation
In females, genes on one of the X
chromosomes are turned off.
Barr Bodies
(indicated by the
arrows) are the
highly compacted
inactive X
chromosomes.
Courtesy of
Dr. Steven M. Carr.

www.BioEdOnline.org
The Molecular Basis of DNA Sequence Variations (I)
Substitution: ACTGACCTGATT (Thr-Asp-Leu-Ile)
Deletion: ACTCTGATT (Thr-Leu-Ile)
Insertion: ACTGAACCTGAACTGATT (Thr-Glu-Pro-Gly-Leu-Ile)
Frameshift: ACTGACTGATT (Thr-Asp-Stop)
Inversion: ACTGGTCAAATT (Thr-Glu-Gln-Ile)
Wild type sequence:
Nucleotide: ACTGAACTGATT
Amino Acid: ThrGluLeu-Ile

www.BioEdOnline.org
The Molecular Basis of DNA Sequence Variations (II)
Nonsense mutations
A single base pair
substitution that
prematurely codes
for a stop codon.
Results in complete
or partial loss of
functional
capabilities of a
protein derived
from the mutated
gene.

16

www.BioEdOnline.org
The Molecular Basis of DNA Sequence Variations (III)
Missense mutations
Result in the
substitution of one
amino acid for
another.
May or may not
affect a proteins
function.
Benign mutations
can become
prevalent in a
population.

www.BioEdOnline.org
The Molecular Basis of DNA Sequence Variations (IV)
Null mutations
Result in the loss of
a protein product
from a gene.
Repetitive elements
Repeated sequences
are found
throughout the
genome.
Vary in size.
Consequences
depend on location.

www.BioEdOnline.org
Mutations
Can occur at any point
in a gene.
Can affect transcription,
RNA processing, RNA
stability, or amino acid
sequence.
Can have a variety of
consequences including:
Loss of function
Gain of function
Dominant negative
Center for Genetics Education

www.BioEdOnline.org
Polymorphisms
DNA sequence variations are part of the genetic makeup
of every species and every individual.
Not always associated with disease.
Polymorphisms can be used as markers to map disease
genes.

17

www.BioEdOnline.org
Causes of Mutations
Errors during DNA replication
The proofreading capability of
DNA polymerase corrects many,
but not all errors.
Exposure to mutagens
Ultraviolet light
DNA damaging chemicals
Radioactivity DNAdamage resulting in
multiple broken chromosomes

www.BioEdOnline.org
Mechanisms of DNA Repair
Cells have built-in mechanisms for DNA repair.
These mechanisms protect against the consequences of
errors during replication and exposure to mutagens.
G
C
C
G
G
C
C
G
G
C
C
G
G
C
A
T
T
A
A
T
T
A
A
T
T
A
G
C
C
G
G
C G C
C
G
G
C T A T
T
A
A
T
T
A
G
C
C
G
G
C
C
G
G
C
C
G
G
C
A
T
T
A
A
T
T
A
A
T
T
A
Damaged nucleotide
shown by
Excision of the
damaged and
surrounding nucleotides
Repair
Visiscience Corporation. (2005). ScienceSlides. All rights reserved.

www.BioEdOnline.org
Significance of DNA Sequence Variations
Normal variation: DNA sequence variations are part of
what makes each of us unique.
Adaptation: DNA sequence variations provide the raw
material for natural selection.
Speciation: DNA sequence variations are the basis for
speciation in reproductively isolated populations.
Genetic disease: DNA sequence variations can result in
genetic disorders.

www.BioEdOnline.org
DNA Sequence Variations as a
Fossil Record
Understanding who we are.
We are >99.9% genetically
identical.
Each of us is genetically unique,
except for identical twins
(maternal).
Understanding where we
came from.
Africa
Group of 10,000-80,000
50,000-100,000 years ago
Human Genome Project,
U.S. Department of Energy

18

www.BioEdOnline.org
Apes, Gorillas and chimpanzees all
have 24 pair of chromosomes
(2n=48), and we are the only
primate with 23 pair (2n=46)
The difference between humans
and Chimps is 2 of their
chromosomes join into 1 human
chromosome (Chromosome
number 2)
We are 98% identical
DNA Sequence Variations

www.BioEdOnline.org
Summary
DNA sequence variation is a normal part of
every species and is not always associated with
disease.
DNA sequence variations provide a mechanism for
mapping genes and tracing the genetic history of
organisms.
Understanding the genetic basis of diseases permits
genetic testing and risk prediction, and research into
treatments and cures.
19

Section II
Reflective Journal

20

Reflective Journal
Entry 1
07/08/09
High Stakes Testing Discuss the Pros & Cons
The theory behind No Child Left Behind and High Stakes Testing are admirable and good
intentioned, but the program is flawed. No child should be left behind because of poor performance in
school, but the current approach to achieving this lofty goal not only fails students but also fails teachers,
schools and the nation. High stakes testing is a good way to standardize learning outcomes statewide and
even nationwide. Unfortunately high stakes testing leaves students, teachers and parents with high
anxiety. Teachers are forced to teach to the test and rush through materials that students are required to
know for the test. As a result students are not given enough time to absorb and integrate current materials
before new materials are introduced. Unfortunately these results in students are being left behind.
7/13/09
Should a teacher give their personal opinion on a controversial topic?
I think that it is next to impossible to prevent yourself from giving your opinion in every instance. Does
that mean that teachers should just give their opinion in class whenever it comes up? No. Personally I
think that it depends on the way that the opinion is expressed and the topic that is being discussed.
Teachers should not present their opinion to students in a manner that leads students to believe that what
they are being taught is fact. If the educational value of a teacher giving his opinion is greater than the
education value of not giving his opinion than the teacher should share his opinion with the caveat that
they also express without any misunderstanding that it is opinion and not fact that is being discussed.
7/15/09
How do you feel about Zero Tolerance and will it reduce violence and vandalism in public schools?
I personally do not know if Zero Tolerance works at reducing violence and vandalism. If a student is not
afraid of being punished or craves attention even extremely negative attention I dont think that it will
deter violent students. It can be compared to the death penalty; this form of punishment does not
21

discourage violent criminals from doing violent crimes. The only one that it does deter is the criminal that
is being executed. So I think that Zero Tolerance will only deter that student who is caught and expelled.
7/20/09
Having students do more homework will increase academic achievement in the United States.
I do not think that this is an accurate statement. I think it would be better stated that having better more
educated teachers who can help students get excited about learning will increase academic achievement in
the U.S. and homework should be used as a tool to reinforce what was learned in the classroom. Students
should not do most of their learning at home with homework.
7/22/09
Agree or disagree with a rational that eliminating tenure for teachers will raise the academic
achievement of students
I disagree that eliminating tenure will raise the academic achievement of students. I have known many
teachers who were tenured and still maintained a very high level of standards. Also while teaching in AZ
there is no tenure and they still have underperforming schools, teachers and students.
7/27/09
What impact will character education have on USA morality?
I do not believe that it will have any impact on US morality, until character education is continued or
started at home. Until parents again start to take responsibility for their children and their actions no
amount of character education will have an impact on the morality of our society as a whole.
7/29/09
There should be a standard curriculum for all US K-12 students throughout the country?
I believe that this should be implemented, so that all schools and students are held to the same standards.
There is far too much variation between states so when students are applying to colleges and Universities
the Higher education establishment has to deal with varying levels of competency. Also if there were a
common set of standards parents would not have to work too think too much into where they want to live
with regards to their childs education.
22

8/3/09
When being interviewed for a teaching position do you answer a question how you truly feel or
what you think the interviewer wants to hear?
That depends on the interview, and the interviewer. If I feel that the interviewer will still hire me if I have
a differing opinion from them than I will tell them the truth. If do not feel like they will appreciate my
honesty then I will tell them what they want to hear. Unless telling the truth is an outright lie I will not tell
them what they want to hear.
8/5/09
How do you feel about parental involvement in public schools?
I think that parental involvement is in public schools is essential. Parents need to be involved in their
childrens education. Too often parents have a hands off approach towards education for various reasons,
and what happens is the school becomes a surrogate parent for the student. But parents should not be so
involved that they are giving orders/mandates as to what books are used or what lessons are taught in the
school/classroom.

Entry 2
Agree or disagree with a rational that eliminating tenure for teachers will raise the academic
achievement of students
Tenure was first implemented in the early 20
th
century to protect professors and later school
teachers from unfairly being fired. During the labor movements of the late 19
th
and early 20
th
century
many professions were looking for protection from being fired and for job security. Tenure does not mean
that a teacher or professor will not be fired what it does mean is that it is expensive and time consuming
to fire someone who has been tenured. Unfortunately over the years a few teachers or professors who
have been tenured have become less enthusiastic about their professions and have let their standards
become lax. As a result many people now view tenure as a bad thing.
23

In my opinion the academic achievement of students is not linked to the tenure of teachers. I have
worked for two years in Arizona as a teacher and professor. There is no tenure in any Arizona school
district or college system. Through observation of my colleagues while teaching in AZ I have noticed that
there will always be teachers who underperform this is not a result of being tenured. It is a result of
inadequate teachers.
The academic achievement of students can be enhanced in several different ways. First, properly
training teachers to teach to the students needs and learning styles is paramount. Second, students must
be taught to accept responsibility for their part in their own academic achievement. Third, parents must
stop giving their parental rights away to the government and school district. Parents must begin to take
responsibility for their own students academic achievement. Forth, the attitude of our culture towards
education must change. The current educational system is antiquated and needs a major overhaul.
Many of the practices currently used in the educational system have been proven to be
contradictory to learning. The following will be example of how antiquated the educational system is. The
school starting times for elementary and secondary school has been proven to be wrong. Secondary
school students actually need more rest and should have later start times then do elementary students.
Another example is the timing of the school year. The original reason for the 180 day school year was
because our society was mostly an agricultural one and the children were needed in the summer to help
with the harvest. Our society is no longer an agricultural one and so in my opinion the number of days
should be increased for a longer school year.
So to sum up the academic achievement of students is in my opinion is not linked to tenure. In my
career as a teacher I have seen teachers/professors who are truly great at their job which motivate their
students to learn and strive to meet the teachers expectations of them. I have also seen teachers who even
though not tenured are some of the worst teachers who have such low standards for their students and do
not motivate the student to learn. I disagree with the statement eliminating tenure for teachers will raise
the academic achievement of students
References:
24

A Brief History of Tenure. Time Magazine online. Retrieved on 7/30/09 from
http://www.time.com/time/nation/article/0,8599,1859505,00.html

Entry 3
There should be a standard curriculum for all US K-12 students throughout the country?
While working in Higher Education at the Community College level I was involved in several
conversations/meetings to discuss this very topic only at the college level not at the K-12 levels. While I
was teaching at Mohave Community College I had the opportunity to represent MCC at the annual
Biology ATF (Articulation Task Force) meeting part of our discussion was about standardizing
curriculum across all community colleges and Universities in the state. But we also talked about a push at
the federal level to standardize Higher education for the entire country, the arguments was that with the
advent of all the diploma mills popping up, The higher education commission wants to ensure that all
institutions of higher education are held to the same standards.
Personally I feel that national standardization of the K-12 system is a good thing. All students no
matter where they are educated should have the same quality education. There are already national
standards that each state must at least meet or exceed. Why not just revise the national standards and
require all states to adhere to the same set of standards. I think that at this level it would actually less
expensive and more equitable for the local governments. For instance some districts can only afford K-8
and the upper level grades are taught in different districts sometimes the closest district is in another state.
A standardized curriculum would enhance student academic achievement because when a family
moves to another part of the country the student would neither be ahead nor behind the students in the
district that he moved into. Also holding all teachers to the same standards across state lines would
increase the attractiveness of the teaching profession. Currently if you are certified to teach in NJ you can
easily get certified to teach in the surrounding states but if you were to move to another part of the
country say New Mexico you would have to go through a certification process again albeit not as
extensive as when first certified.
25

A standardized curriculum for K-12 would also make our Higher Education system more
efficient, by standardizing the curriculum of K-12 Colleges and Universities would know what they were
getting in a perspective student no matter which stated the student came from. The College would not
need to research each and every students home state curriculum to see what standards were taught.
I feel that a standard curriculum for all US K-12 students would make assessment by government
easier and more accurate as the standards that would be used to measure student outcomes would be the
same. So in essences we would be comparing apples with apples instead of apples with oranges as we
currently do when we look at state educational performance.

Entry 4
Having students do more homework will increase academic achievement in the United States.
I do not agree that having students do more home work will increase academic achievement in the
United States. Homework should not be used to teach lessons to students. The work sent home with
students should be used to reinforce what was learned or gone over during that day. In my opinion too
often teachers will assign homework to placate parents who feel that if their children do not have
homework they are not learning anything or that the teacher is not doing his job. Historically speaking
homework was given to students who were so enthusiastic about the lesson that they wanted to do more
work after school.
The way to increase the academic achievement of students is to prepare learning experiences that
will motivate the students to learn and increase their desire and joy for learning. All lesson plans should
be aligned with state and national curriculum standards. Also the attitudes of certain segments of our
society towards education must be changed. For example the attitude that physical education, music, art
and other programs which do not teach core subjects, (e.g. Math, English, Science, and Social Studies) are
expendable because of costs must be changed. This type of thinking will only serve to lower the academic
achievement of our youth. The days of treating education as a product and schools as a business and
students as customers must stop. Cutting programs because they cost too much money to keep running
26

without looking at the educational value or personal enrichment to the student or community is like
cutting off your nose to spite your face.
Academic achievement is not a product and education is not for sale in our public schools.
Students are individuals who need to be treated as learners not cattle. Personally I think that to increase
academic achievement we should get rid of the bean counters in the Department of Education offices at
the federal, state and local levels. These people only see the bottom line and cannot see the intrinsic value
of music or physical education.
Homework is a tool used by teachers to reinforce or support what was taught that day. Learning
should happen in the classroom where students can ask questions and draw upon the expertise of the
teacher or peers. Teachers who use homework to teach should be fired or reeducated as to how teaching is
supposed to done.

27

Section III
Classroom Observations & Observation Report

28

Classroom Observation and Report
NPTNJ-SCCC
Mon. & Wed. 6:00 - 9:45 pm
July 6
th
to Aug 12
th
2009
Kevin Curtis
August 2, 2009

29

I. Attendance dates and signatures of participating teachers:
I did my 15 hours of observations at Voorhees High School this summer between July 15
th
& July
20
th
2009. I observed 3 teachers in 3 different classrooms conducting classes on 6 different subjects.

30

31

32

33

II. School Profile:
Voorhees High School is in Glen Garner, NJ in northern Hunterdon County. Voorhees High
School has consistently ranked among the top high schools in the state. With an enrollment of 1178
students in grades 9-12, the school serves the communities of Califon, Glen Gardner, Hampton, High
Bridge, Lebanon Township, and Tewksbury Township. Fifty-one per cent of the 134 faculty members
have Masters Degrees. The current student-faculty ratio is approximately 10 to 1. A comprehensive high
school, Voorhees provides an academic program designed to meet the needs of individual students. The
twelve academic departments offer a wide array of courses at the General, College Prep and Honors
levels. Students may choose from a variety of elective courses that offer enrichment as well as fulfill
graduation requirements. Twenty-five Advanced Placement courses are available to qualified students
(Steffan, 2009). The amount of time school is in session on a normal day is 7 hours: 30 minutes of which
6 hours: 40 minutes students are engaged in instructional activities. The average class size is from 20 to
25 students. English is the first language spoken at home for greater than 99% of students (New Jersey
Department of Education, 2009).
Members of the graduating class of 2008 who took the Scholastic Aptitude Test (SAT) scored an
average of 542 on the reading portion, 537 on the writing portion, and 563 on the math portion (Steffan,
2009). Approximately 30% of students participate in Advanced Placement compared to the state average
of approximately 20%. For English and Math students taking the HSPA score on average higher at
Voorhees High School than the state averages. On average greater than 98% of students are present on a
daily basis. And less than 1% of students drop out each year compared to the state average of
approximately 2%. The graduation rate at Voorhees High School is greater than 96% while 93% of those
graduating plan on attending some sort of post secondary education (New Jersey Department of
Education, 2009).
Voorhees High School has remained on the cutting edge of technology. Every teacher is issued a
lap top computer. Students have access to more than 400 computers in the school, each with Internet
access. The Media Center is equipped with 32 computers for students use throughout the day. Four
34

additional computer labs are equipped with a full complement of state of the art technology. Every
science lab has a minimum of six computers that are frequently used in combination with probes to record
and analyze scientific data. The World Language Resource Center includes a language laboratory to
enhance listening skills. Six sets of 15 computers on wheels are available for use in class rooms (Steffan,
2009).

III. Classroom Design and Arrangement:
Voorhees High School was built in the 1970s; the school is three stories tall and is arranged
around a central hub of the administrative offices. The classrooms have up-to-date and functional
furniture see Figure 1 for a diagram of the classrooms that were observed. The walls of the classrooms
observed were decorated with commercial, teacher and student made displays. Most of the
equipment/materials were state of the art, in the Chemistry class the teacher used Computers on Wheels
(COWS) to aid in the lesson. Student assignments were kept by the instructor; all other student records
were kept in the guidance office or the administrative office under lock and key. The classrooms were
clean and conducive to learning.
Figure 1 Classroom Design
W
h
i
t
e

b
o
a
r
d
E
n
t
r
a
n
c
e
Lab Area
Class Area

Math classes
W
h
i
t
e

b
o
a
r
d
E
n
t
r
a
n
c
e

35

IV. Classroom observations:
The classes I observed were during summer school, so regular instruction was not the normal
procedure. Many of the students were there because they did not pass the class during the regular school
year. At the beginning of the class the Teacher would instruct the students what the days assignments
were (either worksheets or chapter reviews in the text book) and get them started. The objectives for all
classes were remedial work so that the student could advance to the next grade. In most cases the level of
student/teacher interaction was low to medium. On July 20
th
in the US History class a discussion about
slavery between the teacher and students began only at this time were the interactions between student
and teacher high.
There were no transitions between topics as the lessons were student paced, if the student did not
finish the days assignment it would need to be finished the next day. Closure for the lesson happened
when the bell rang, as most of the work was independent student work. On only one occasion was
inappropriate behavior by the students observed, when it did happen the teacher would discuss the
behavior and its impact on the surrounding students and ask that it not occur again, and later by assigning
seats.
The teacher assessed student achievement by grading the worksheets/chapter reviews and asking
questions of the students pertaining to the lesson. If students had not mastered the concepts or skills of the
lesson the teacher would either give individualized instruction or re-teach the topic in another manor so
that the student could understand the concept/skill.
The only classroom routine observed during summer school was assigned seats for one class that
was very disruptive. This allowed the teacher to separate particular students from being in close proximity
to other disruptive students.

V. Lesson observation/analysis:
Instructional content was organized into worksheets or chapter reviews that the students had to
complete prior to the end of summer school which ran between June 22
nd
and July 30
th
. The
36

methodologies and strategies for implementation of the lesson were minimalistic at best. Students were
expected to work independently each day on the given assignments in order to advance to the next grade
level, if all of the work was not completed than the grade would be repeated by the student the next year.
Only when students had questions about a particular question or topic would the teacher use a teaching
strategy and it was always individual instruction on the topic in question.

VI. Teacher observation:
As part of the instruction in the chemistry class observed students were given worksheets which
coincided with a set of power point slides that the students had access to via notebook computers.
Students would work through the worksheets by reading through the power point slides and if a question
arose the teacher would address it individually with the student. In the math classes students had access to
Texas Instruments calculators prior to beginning work on a graphing lesson the instructor would
demonstrate the functioning of the calculator and address some popular misconceptions about vertical and
horizontal lines.

VII. Reflection:
Unfortunately due to the time of year the observations were done very little teaching was
observed, with minimal student/teacher interaction. In spite of this disadvantage it was obvious all of the
teachers were Master Teachers. They all understood the central concepts of the discipline that he/she was
teaching. The teachers used knowledge of how students learn and different motivational techniques to
help student understand the concept of what was being taught. The teachers were also very well versed in
planning for lessons involving the curriculum goals of the district. They also understood the proper uses
and implementation of a variety of instructional strategies to assess student understanding. It was also
obvious that the teachers observed were constantly striving to improve their own teaching techniques to
better accommodate the various learning styles of their diverse student populations and interacted with the
37

community and parents to achieve positive relationships that could be used to help foster student
academic achievement and well being.

VIII. References:
Steffan , D. (2009). Report card narratives: New Jersey department of education. Retrieved August 1,
2009, from New Jersey Department of Education Web site:
http://education.state.nj.us/rc/rc08/narrative/19/3660/19-3660-060.html
New Jersey Department of Education, (2009). Voorhees high 2007-08 school report card. Retrieved
August 1, 2009, from New Jersey Department of Education Web site:
http://education.state.nj.us/rc/rc08/dataselect.php?c=19;d=3660;s=060;lt=V;st=A&datasection=al
l

38

Section IV
Teacher Resources

39

Teacher Resources
Kronowitz, E. (2004). Your first year of teaching and beyond. Boston, MA: Pearson Education, INC.
Designed specifically for pre-service and first year teachers, this practical, hands-on guidebook
provides non-theoretical advice on how to tackle teaching challenges and demands. Based on extensive
actual research conducted at California State University, San Bernardino, this new and improved fourth
edition offers an expanded and improved balance of theory and practice in preparation for student
teaching or practicum. Material throughout the text is specifically geared to the interests of elementary,
middle, and high school teachers. Based on research obtained from teachers working in urban, suburban,
and rural communities, the text covers a large scope of material, making it applicable for student teachers
in all regions as well as all grade levels.

Good, T., & Brophy, J. (2008). Looking in classrooms. Boston: Pearson Education, INC.
Widely considered to be the most comprehensive and authoritative source available on effective
teaching, Looking in Classrooms synthesizes the knowledge base on student motivation, classroom
teaching, teacher expectations, and adapting instruction for individual learners. In over three decades of
continuous publication, this text represents state-of-the-art research in several areas including student
motivation, classroom instruction and student learning, classroom management, and adapting instruction
to the needs of individual learners. It addresses the core topics of classroom instruction in an accessible
fashion, promoting easy transfer to classroom practice. The text also provides useful information about
how to use quantitative and qualitative observational techniques for describing and improving instruction.
It has been used in undergraduate courses for teachers in training and in masters-level courses for
teachers, administrators, and superintendents.

Levin, F., & McCullough, M. (2008). Guide for alternate route teachers: Strategies for literacy
development, classroom management, and teaching and learning, K-12. Boston: Pearson
Education, INC.
40

Unlike any other book on the market, Guide for Alternate Route Teachers: Strategies for Literacy
Development, Classroom Management, and Teaching and Learning, K-12offers guidance for
professionals in all content areas (K-12) who are beginning new careers in teaching through the alternate
route certification process. This unique book is designed to address all of the important topics that new
teachers encounter, including classroom management, literacy, inclusion, and working with English
learners. The overarching goal of this resource is to provide alternate route teachers with the confidence
and basic knowledge they need to begin their new careers and their responsibilities as teachers.

Essex, N (2006). A teacher's pocket guide to school law. Boston, MA: Pearson Education, INC.
The book covers contemporary legal issues such as IDEA 2004, school uniforms, school
vouchers, charter schools, zero tolerance, school gangs, pagers and cell phones, use of metal detectors,
Internet use, No Child Left Behind, intellectual property and sexual Harassment so that teachers can
respond to current issues/challenges they will face in public schools.

DePorter, B., Reardon, M., & Singer-Nourie, S. (1999). Quantum teaching: Orchestrating student
success. Needham Heights: Allyn & Bacon.
Based on 18 years of experience and research with over 25,000 students-plus the synergy of
hundreds of teachers worldwide-Quantum Teaching is the orchestration of learningin living colorin
surround sound, and with all the nuances. Just as a masterful symphony conductor brings out the best
from every musician, from every instrument and even from the concert hall, Quantum Teaching shows
you how to orchestrate your students successby taking into account everything in the classroom-every
word, thought, action, association, and individual-along with the environment, the design of the
curriculum, and how its presented. The result: a highly effective way to teach anything to anyone!

41

Nixon, S., & Fishback, J. (2009). Enhancing comprehension and retention of vocabulary concepts through
small-group discussion: Probing for connections among key terms. Journal of College Science
Teaching, 38(5), 18-21.
The word sort is just 1 of 30 active-learning and critical-thinking strategies that was implemented
into a community college nutrition course over an academic year (two semesters) during a mixed-design
research study. The authors wanted to know if a content-heavy, text-driven science course could be
effectively taught in a nontraditional manner that used active-learning and critical-thinking strategies
rather than the traditional lecture style. They also wanted to determine which of the strategies were the
most beneficial to student learning. Data were collected from many sources, both quantitative and
qualitative, but for the purpose of this article, only data sources directly related to the word sort will be
discussed.

Creech, J., & Hale, G. (2006).Literacy in science: A natural fit promoting student literacy through inquiry.
The Science Teacher, 22-27.
Reading is an essential part of science literacy, but what, when, and how can we incorporate
reading in the science classroom? To address these questions and bring reading back into the science
classroom, the authors designed four inquiry-based, quarterly reading projects with yearlong literacy
routines that were successfully implemented with ninth-grade students, including English language
learners. Creating a classroom climate that supports inquiry is essential to both science and literacy
learning.

Metz, F. (2006). Science literacy: then and now. The Science Teacher, 8.
The history of science is also a history of science writing. For scientists and also for our science
students, the ability to communicate through writing and reading is a crucial skill at the heart of
developing scientific literacy. In this month's Editor's Corner, the Field Editor discusses the connection
42

between literacy, science, and writing. In addition, he highlights several literary works that will generate
interest in science.

Czerneda, J. E. (2006). Science fiction & scientific literacy: Incorporating science fiction reading in the
science classroom. The Science Teacher, 38-42.
Science fiction is read not only for enjoyment, but because it digs into scientific concepts with
imagination, creativity, and a thorough appreciation of consequence. It has so much to offer in terms of
good science and how science works, while at the same time addressing the basics of literacy. In this
article, the author makes a case for why science fiction should be a part of science curricula and provides
an all-purpose, critical reading activity to help teachers use science fiction in the classroom.

Austin, B., Menasco, J., & Vannette, T.. (2008). The nature of science in popular nonfiction: Popular
science books encourage students' literacy skills and interest in science. The Science Teacher, 27-
32.
To help make science relevant to students everyday lives, the authors required their 10
th
grade
summer school students to read selections from a popular nonfiction science book. By doing so, they
were able to promote literacy and provide an authentic portrayal of the nature of science in a way that was
fun and interesting for their students. This article describes their experience using a nonfiction science
book in the classroom and suggests literacy activities to enhance science and reading comprehension.

Cavanaugh, T. (2009). Start a classroom library. The Science Teacher, 60-63.
In todays classroomsscience and otherwiseall teachers are charged with helping students
develop literacy skills. One effective method for supporting literacy is to create your own science
classroom library. These collections can encourage students to read while also helping them to develop
background and science-content knowledge. The collection should reflect your specific teaching area but
43

also reach beyond it to provide students with a wide range of experiences in all of the sciences. In this
month's Idea Bank, you'll discover how to start a classroom library of your own.

AAAS. (1993). Benchmarks for Science Literacy. New York, NY: Oxford University Press.
Benchmarks has become the embodiment of science education reform in the United States. The
book is a product of Project 2061, which began in 1985 and continues to evolve toward a plan for
comprehensive science literacy. The background of the project, development of the concept of needs for
communication skills, and a condensed science education course are all included. There are sections
addressing the levels of literacy in 12 arenas, such as the Nature of Technology, Human Society, and The
Physical Setting. The Benchmarks are grouped for grades K-2, 3-5, 6-8, and 9-12.

Bhattacharhee, Y. (2008). Florida standards support evolution - With a twist. Science, 319(5867), 1168.
Florida scientists declared victory last week after the state Board of Education approved science
standards that for the first time explicitly embrace the teaching of evolution. But antievolution activists
are claiming that the vote bolsters their position that evolution is a just a theory and therefore unproven.
Such is life on the front lines of the continuing battle over teaching evolution in U.S. schools.

Mervis, J. (2009).Universities begin to rethink first-year biology courses. Science, 325(5940), 527.
Introductory biology courses are often the last academic exposure nonscience majors at U.S.
colleges have to science. Unfortunately, say science educators, the courses too often leave a bad taste in
the mouths of students who spend more time in lectures than on experiential learning and in regurgitating
facts rather than understanding the concepts behind them. As voters, those graduates apply their
misconceptions of science to shape national policies on everything from evolution to stem cell research.
So improving introductory biology is seen as a critical step toward raising the nations scientific literacy.

44

McCartney, M. (2009). From journal to classroom. Science, 325(5940), 518.
Can cutting-edge science be taught in the classroom? Adapted primary literature (APL) retains
the structure and results of original research papers while adjusting the content to fit high-school students.
The use of APL in the classroom via conversation or group discussion introduces students to the idea that
the written text serves both to construct arguments and to present them for evaluation by others.

Bybee , R. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, NH:
Heinemann.
Throughout the development of the national science standards Roger Bybee has assumed a
leadership role. So Achieving Scientific Literacy is not only an excellent guide to reform but also
represents the voice of authority. It provides a perspective on the processes, dimensions, and dynamics of
reforming science education in the United States. Teachers, parents, governmental officials, and all
citizens will appreciate this thoughtful review.

Kolikant, Y. B. D., Gatchell, D. W., Hirsch, P. L., & Linsenmeier, R. A. (2006). A cognititve-
apprenticeship-inspired instructional approach for teaching scientific writing and reading. Journal of
College Science Teaching, 20-25.
The authors present an approach for integrating instruction of scientific writing and reading into
undergraduate science courses, inspired by the pedagogical theory of cognitive apprenticeship. They
demonstrate its implementation and describe a study of students feedback that enabled them to elicit
students difficulties and fine-tune the next application accordingly.

Frazier, W. M., & Sterling, D. R. (2009). Helping new science teachers: A how-to guide for experienced
teachers. The Science Teacher, 34-39.
The start of a new school year is a challenging and exciting time for any teacherand a time
when beginning teachers particularly need our support. Working with new science teachers in the New
45

Science Teachers Support Network (NSTSN) has shown us that veteran teachers have the greatest impact
on beginning teachers success. But sometimes, even the best of intentions to support new teachers falls
short.

Firooznia, F., & Andreadis, D. (2006). Information literacy in introductory biology. Journal of College
Science Teaching, 23-27.
Incorporating information literacy exercises into the science curriculum will help students to
navigate through the myriad of information available in different formats, and to become better scientific
thinkers and writers. Here the authors describe how they incorporated such exercises in introductory
biology and evaluate their effectiveness in achieving our goals.

Wood, B. (2009). Learning science while constructing learning teams. Journal of College Science
Teaching, 38(5), 28-32.
Many science educators are proponents of cooperative learning, but struggle to find equitable and
effective ways to build groups. The author describes her method for forming heterogeneous cooperative
learning groups that is not only impartial, but also requires students to begin learning science on the first
day of class.

Bones, D. (Ed.). (1993). Getting started: A guide to bringing environmental education into your
classroom. Ann Arbor, MI: Kendrall/Hunt.
This teacher guide, an EE Toolbox resource, is a collection of stories about teachers who initiated
environmental programs in their classrooms and schools. The guide is divided into three units. The first
provides a brief overview of the scope, history, and value of environmental education. The second offers
suggestions for instructional materials, funding, workshops, courses, and in-service opportunities in
environmental education. The third unit includes information on networking with other environmental
educators, securing grants for your environmental education program, dealing with a growing
46

environmental education project, and locating awards, scholarships and stipends that are available for
environmental educators and their students. Each unit contains general information about how to bring
environmental education into the classroom, a list of sample sources to consult for more information, and
a collection of stories to provide imagery of how other teachers incorporated environmental education
into their classrooms. The index identifies areas of environmental education content covered in the
stories, such as water quality, toxins, and energy consumption. The index also identifies areas of
environmental education process, such as developing student awareness and motivating student action-
taking. The appendices include a list of select resource materials, suggestions for resources to include in
your library, and a feedback form.

Talesnick, I (Ed.). (1991). Idea bank collation: A handbook for science teachers volume 1. Kingston,
Ontario: 1000 Islands.
Features over 600 ideas for all grade levels in: biology, chemistry, earth science, general science
and physics. Each idea is simply described, with appropriate directions, and comments concerning its
most effective use in the classroom. A Canadian resource. Includes table of contents and index. Metric
measures.

Bilash II, B., & Shields, M. (Eds.). (2001). A demo a day: A year of biological demonstrations. Batavia,
IL: Flinn Scientific, INC.
If you are teaching biology at the middle or high school level, you need this book. The demos are
excellent, and can also be used as labs.

47

Section V
Showcase Portfolio
Resume
Certificate of Eligibility
Ideal Classroom
Personal Inventory
Teaching Philosophy
Literacy in Science: A Natural Fit
Improving the Quality of Literacy Education
Classroom Procedures

48

Kevin P. Curtis
2091 Lakeside Drive West (973) 271-2865
Highland Lakes, NJ 07422 k_curtis@yahoo.com

Objective:
Well-qualified professional with experience in education, biodefense, infectious disease,
biotechnology, pharmaceuticals, and managing. Desiring a stimulating position teaching
Biological Science where my scientific background and knowledge will be utilized and allowed
further development.

Education:
William Paterson University - Wayne, New J ersey
Bachelors of Science Degree in Biology with a minor in Chemistry, January 1998 Masters
of Science Degree in Biology, January 2006
Sussex County Community College (Partner with NJ CU) Newton, New J ersey
New Pathway to Teaching in New Jersey expected date of completion, June 2010

Continuing Education:
The Center for Educational Outreach at Baylor College of Medicine
- Food and Fitness from NSBRI
University of Phoenix
- Classroom Management
Grand Canyon University
- Structured English Immersion Endorsement Training for Educators
American Management Association International
- Effective Technical Writing
- Critical Thinking

Education Experience:
Voorhees High School: 9/09 Present Glen Garner, NJ
Teacher of Biological Science
Instruct 11
th
grade students in Core Biology and CP Biology.
Instruct 12
th
grade students in AP Environmental Science.
Prepare and administer assessment for student achievement.
Developed student centered activities to aid in student learning of subjects.

Mohave Community College: 6/08 5/09 Bullhead City, AZ
Life Science Resident Faculty
Instruct students in Microbiology, Anatomy & Physiology, and Biology
Concepts in both lecture & laboratory.
Prepare and administer assessments of student achievement.
MCC Representative to the Arizona Biology ATF.
Faculty advisor to the Bullhead City Campus Science club.
Student academic advisor.

White Cliffs Middle School: 9/07 6/08 Kingman, AZ
8
th
Grade Science Teacher
Develop lesson plans for class.
Develop laboratory experiments for class.
Instruct students in Chemistry, Physics and Biology.
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Rutherford High School: 2/01 6/01 Rutherford, NJ
Home Instructor
Instruction in 10
th
grade General Biology.
Instruction in 9
th
grade Environmental Science.
Instruction in 12
th
grade Physics.

Vernon Township Schools: 9/95 9/97 Vernon, NJ
Substitute Teacher
Responsible for covering classes of absentee teachers.
Covered classes such as Biology, Chemistry, Earth Science, English, History and
Mathematics

Biotechnology & Pharmaceutical Experience:
Elusys Therapeutics Inc.: 3/02 8/07 Pine Brook, NJ
Quality Control Manager/Safety Officer
Leader of Laboratory Management Team.
Analysis of human clinical trial samples for Pharmacokinetic profile.
Transferred and trouble shot assays to contractors cGMP Laboratories.
Developed and implemented product stability studies.
ELISA Assay Development for release and qualification assays.
Conducted serum inhibition studies for battery of ELISA tests.
Write, review and justify specifications for release testing and SOPs.
Investigate failures, write corrective and preventative actions reports.
Company Biological Safety Officer and Chemical Hygiene Officer.

Unigene Laboratories: 7/00 3/02 Fairfield, NJ
Laboratory Coordinator
Reviewed, updated and created biosafety documents and training program.
Ensured laboratory compliance with FDA, cGMP, and GLP guidelines.
Supervised facility support personnel.
Assistant Safety/Chemical Hygiene Officer.
Conducted ELISA assays to determine the effectiveness of peptides.
Determination of plasmid copy number in working cell bank of E. coli.

Roche Molecular Systems: 9/98 7/00 Belleville, NJ
Scientist
Production planning for the Conjugate Manufacturing Group.
In-process testing of conjugates for release into STD detection kits.
Wrote and executed Microsoft Excel template validations.
LigoChem: 10/97 7/98 Parsippany, NJ
Research Associate
Improvement of BAC and Plasmid isolation protocols
Development of Genomic DNA Isolation Kits from whole blood.
Implementation of high throughput method for isolating DNA.

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Publications:
Casey, L.S., Mohamed, N., Li, J., Ferreira, C., DAlia, G., Curtis, K., Porter, J., Pincus, S.E., Jones, S.,
Nardone, L., Clagett, M., Barnewall, R., Babin, M., Lyons, C.R., Spitalny, G.L. (2004) An Affinity-
Enhanced Monoclonal Antibody to Anthrax Protective Antigen Completely Protects Mice and Rabbits
from B. anthracis Spore Challenge. American Society for Microbiology Biodefense Research Meeting
March 7-10, 2004, Baltimore, Maryland. #60(G), p. 35 (abs)

Casey, L.S., Mohamed, N., Li, J., Ferreira, C., DAlia, G., Curtis, K., Wang, Q., Wang, S.L., Porter, J.,
Pincus, S.E., Nardone, L., Clagett M., Barnewall, R., Babin, M., Jones, S.M. (2004) Anthim, an
Affinity-Enhanced Monoclonal Antibody to Anthrax Protective Antigen, Protects Rabbits from B.
anthracis Spore Challenge when Delivered Intramuscularly and Post Challenge. 2004 Scientific
Conference for Chemical and Biological Defense Research (abs)

L. S. Casey
1
, S. M. Jones
1
, K. Curtis
1
, J. Adaelu
1
, G. D'Alia
1
, S. E. Pincus
1
, J. Plahovinsak
2
, M. Babin
2
;
1
Elusys Therapeutics, Inc., Pine Brook, NJ,
2
Battelle's Med. Res. & Eval. Facility, W.
Jefferson, OH. (2006) Intramuscular Administration of a High-Affinity Anti-Protective Antigen MAb
Enhances Post-exposure Antibiotic Efficacy against Lethal B. anthracis Spore Challenge. ASM
Biodefense '06 AR007 (abs)

V. Strout
1
, L. Casey
1
, L. Nardone
1
, K. Curtis
1
, J. Adaelu
1
, G. D'Alia
1
, J. Lazar
1
, A. Singh
2
, G. Apseloff
2
;
1
Elusys Therapeutics Inc, Pine Brook, NJ,
2
Ohio State Univ., Columbus, OH. (2006) ETI-204, a
Monoclonal Antibody with High Affinity Against Protective Antigen Produced by Anthrax, is Well
Tolerated and Safe When Administered Alone or with Ciprofloxacin in Healthy Volunteers. 2006
ICAAC06-A-1125-ASM (abs)

Certifications/Memberships:
1. Certificate of Eligibility to teach Biological Science/NJ
2. Provisional Adult Education - AZ Dept of Ed Certificate expires 6/11
3. NSTA National Science Teachers Association
4. AAAS American Association for the Advancement of Science
5. Advanced Scuba NAUI

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An Ideal Classroom Situation
In my opinion the ideal classroom situation is one where both students and teacher are
enthusiastic about learning and teaching respectively. In this ideal classroom the teachers is very well
versed in the subject that is being taught and is happy to be teaching and is willing to help all of his
students succeed on their future endeavors. Also the students take responsibility for their actions and
complete all work assigned with great enthusiasm for the subject. An essential part of to this ideal
classroom situation is the home life of the student. At home the student is encouraged to enjoy school and
learning, and the parents hold education in very high regard. At home the parent does not let anything
come in the way of the education of their student. Also parent-teacher relations would be nothing but
productive and amicable.
In my ideal classroom situation there would be no disruptive behavior, the lesson planning by the
teacher would be age and time appropriate, interesting and most importantly relevant to the student. In
this classroom there would also be no political back stabbing by coworkers or administrators. In fact
coworkers would all get along and the administrator would always stand behind the teacher.

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New Pathways to Teaching Student Inventory
Name: Kevin P. Curtis
Address: 2091 Lakeside Drive West, Highland Lakes, New Jersey 07422
Phone: 973-271-2865 E-mail: k_curtis@yahoo.com
Grade level preference: 11-12
Subject preference: Biology Science
What is your educational background?
I attended William Paterson University of NJ (WPUNJ) from September 1993 - January 1998 earning my
Bachelors of Science in Biology with a minor in Chemistry. In September 2001 I began work on my
Masters of Science in Biology and graduated from WPUNJ in January of 2006.
What work experiences have you had prior to beginning work on the Alternate Route?
I first began work on the Alternate Route early in 1999 when I took the Praxis II subject test in Biology. I
passed the test and received my CE to teach Biological Science in March 1999. Prior to earning my CE I
had been working in the Chemical Research field for LigoChem working on methods to isolate proteins,
lipids, and DNA using less toxic methods then was currently available. Next I moved to the
Pharmaceutical Industry where I worked on the manufacture and testing of STD test kits at Roche
Diagnostic Systems. After my time at Roche I moved into the Biotechnology industry for Unigene while
there I was involved in Laboratory Management, Quality Control and Research on the peptides used for
Osteoporosis. In 2002 I moved to Elusys Therapeutics where I started and managed the Quality Control
testing lab while working on therapeutics for Anthrax, Lupus, Methicillin Resistant Staphylococcus
aureus (MRSA), HIV, Vaccinia, and Cancer. In 2007 I changed careers and began teaching in Kingman,
Arizona as an 8
th
grade Science Teacher, then I moved to Bullhead City teaching Microbiology, Anatomy
& Physiology, and Biology Concepts at the Community College Level.
What are your expectations of this program?
My expectations are that when completed I will be able to earn my Teaching Certificate.

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Why did you decide to become a teacher?
I was inspired by my elementary school teachers and always wanted to be a Science Teacher.
What do you think teaching means?
Teaching is helping student to understand their world and be successful in it and in the future.
What do you think is the best way to teach?
The best way to teach is to allow the student to actively learn about the subject.
What do you think learning means?
Learning means to master the content of the subject that is being taught to the student.
How do you think learning occurs?
Learning occurs in many ways, some learning styles are: visual, auditory, kinesthetic, and tactical.
How do you like to learn?
I learn in a multimodal manor.
What do students obtain as a result of teaching?
Students obtain a broadened view of the world and events, hopefully students will take obtain a
perspective on life that will allow them to be less myopic and perhaps understand how different peoples
of the world view things in different ways and an understanding can be reached between cultures so that
there might be less conflict in the world.
What personal qualities do you have that will influence the way you teach?
The personal qualities I have that will influence the way I teach are my passion for teaching and Biology,
my desire to teach biology and my patience.
What goals have you set for yourself?
The goals I have set for myself are to obtain my teaching certificate as soon as possible, to finish a MA in
Educational Technology, to make Biology as interesting and fun a subject as possible for my students as I
can.

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What problems do you expect to run into when you start teaching?
I expect that the problems I face with will be with classroom management. And knowing how much to
plan for a lesson.
What are some of the questions you have now about teaching?
Some questions I have about teaching are: what is the best way to manage a classroom and how much to
plan for a lesson so that I do not under plan.

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Teaching Philosophy:
What I have learned in my time as a teacher is that teaching and learning are not passive
activities. For a student to be learning there must be activity the students brain must be engaged in the
topic of discussion.
For effective learning to happen, several things must be present. First, there must be a teacher
who has a deep passion and love for the subject that is being taught. As a teacher of Biology, if I do not
have a passion and love for Biology and for teaching, I will be an ineffective teacher, and will have lost
my student before I even step into my classroom. Second, the student must be allowed to think about the
subject and ask questions. If all I do is lecture and do not allow students time to mull over the topic and
ask question, then they will forget most of what I have talked about as soon as they leave the classroom.
Third, I must care about my student and his or her future endeavors. If I do not care about where my
students have been and are going on their journey through life, then there is no basis for a relationship
between my students and I. Fourth, I feel that as a teacher of Biology, I must keep my understanding of
Biology up-to-date on the findings and research being conducted within the fields I teach. If all I do is
teach out of the text book and use outdated information, the student will be at an educational
disadvantage. Finally, the learning environment must reflect the passion I have for my subject and it must
be conducive to learning.
I will sum up my educational philosophy in the following way. I have a deep passion and love of
teaching Biology. I try to form caring relationships with my students. And I try to make sure that all of
my students have the opportunity and are comfortable enough to ask questions and get them answered
respectfully.

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Classroom Procedures:
The procedures, methodologies and management techniques I will employ are as follows:
On the first day of class I will give the students a syllabus which will illustrate what students can
expect from me, from the class, and what I expect of them. Students will be expected to adhere to the
following General Behavior Expectations: Mutual respect for others, and the belongings of others, Self
advocacy in the event of absence, Maturity and cooperation, Using good lab hygiene, no food or drink in
class, no cell phones, ipods,/headphones, cameras, makeup, cologne, perfume, hats, or hoods, Appropriate
language and conversations topics, Stay out of lab area on none lab days, Keep your hands to yourself,
Listen to directions. Students will also be expected to do their own work and not partake in academic
dishonesty.
On the syllabus the students will read what materials they need for the course. They will also find
on the syllabus what topics the class will cover over the entire year, and what grading policy will be use.
Students will be assigned seats, students will also find the policies on attendance and late assignments.
The typical lesson design will be one or two days of direct instruction, a day or two on reinforcement, one
or two days of lab activity and a day for quizzes/tests.

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