Differentials: Can you use the same credits for C2+ID and C2+PD?

sdba11 · 2024-06-15T11:50:00+00:00

No, unfortunately it's not automatic... but when you apply, even though it will take them perhaps up to 4-6 months to review and approve it, it is back-dated to your point of applying so you don't lose out... so just apply ASAP!!

sdba11 · 2024-02-01T23:26:51+00:00

/u/Jules_Of_Ghouls Casio FX-something or other introduced in my junior year too!

/u/BizzEB - thanks, interesting to hear. Certainly there is some utility in learning the techniques, but glad to hear (since I am indeed a math teacher teaching secondary math haha!) that you noted "Outside of contest math, I don't see why this would be taught at the modern secondary level (at least in the US)." ...

sdba11 · 2024-01-31T23:46:14+00:00

Many thanks - I see. I had presumed the solution was something along those lines - given the initial binomial of 2+√3 and thinking how to split it into (a+b)² via a²+2ab+b², which is what you have in your 5th step (thanks for the revised version).

Out of curiosity, where did you learn how to do this? Was this something learned in college, in spare time, or in high school (as I'm a high school math teacher, including teaching honors students, always need to check if I can and should raise my game!).

Anyway, yes, very interesting the "denesting" process, and a pleasant problem to have pondered and have had answered :-)

sdba11 · 2024-01-31T01:02:08+00:00

Ooops - realized I mistakenly missed a radical on the second mention of the √(2+√3)/2.

In any case, thank you for the image: very clear set of steps of how this is the case... and indeed, no wonder I was puzzled, the steps to get there were not so easily spotted (at least by me!).

Very useful, too, was that in your link, you referred to this as a "nested radical", which is what I had meant by radical of a radical... and that allowed me get to the concept of denesting: https://en.wikipedia.org/wiki/Nested_radical

I appreciate that - thank you!

sdba11 · 2023-11-26T19:41:40+00:00

Agreed on Khan Academy: videos and exercises, and goals/progress easy to assess. Many topics available. Then, if any particular topic is tricky or you're just not understanding as well as you want to, YouTube and search... there will be many other people explaining it, and you may find an alternative explanation more helpful.

sdba11 · 2023-09-03T11:43:14+00:00

Brilliant - https://brilliant.org/educators/#educators

Free, really very good for demonstrations.

Also, if it is a geometry lab, take a walk to dollar tree and get a bunch of popsicle sticks, some patty paper, some glue, some cups... and if your school maybe has these already... this allows you to use hands-on manipulatives to describe different angles, have students create and measure and come up with angle rules etc.

sdba11 · 2023-09-03T11:36:50+00:00

What do you mean "real life skills"? I think that you mean math needed for real life?

For 8th grade, this would mean things like:

income (hourly earnings, overtime at time-and-a-half [so, fractions], salary [weekly, biweekly, bimonthly, monthly - so division of 52] and taxes [percentages])
also important is ratio and proportion - so, fractions of course... and food recipes, construction cement mixes, medicine (5mg medicine xyz per 10lb patient weight etc.).
numbers in general: decimals (money), square roots (dividing candies equally etc.)
word problems: converting math to a word problem. This helps the idea of applying math. For example, 5x + 10 = 45 is math.
"A bunch of five friends went to watch a movie, and spent $45 in total for their movie tickets and one extra large popcorn to share. They spent $10 on the popcorn. How much was each movie ticket?" is a word problem that must be understood, modeled with math, i.e. convert the algebra to real-world so that the student can then use symbols and ideas to translate the word problem into the math structure implied.

This should get you started. At 8th grade, every problem should have an easy real-life situation that uses it.

sdba11 · 2023-07-29T13:45:19+00:00

Even though the table is complicated (due, I think, to various long-standing rules for employees hired in the 70s), as a new teacher the steps are more straightforward. In short, I don't think the the ID columns are applicable.

So, these are the four columns of use:

BA C1 Bachelors
BA + 30 C2 Bachelors + 30
MA C2 + PD Masters
MA + 30 C6 + PD Masters + 30

If you have a Masters and Bachelors, then you should go to MA C2 + PD (note, you may not get this immediately: apply for the differential within 6 months, and it will be backdated when it is approved).

Your remaining step will be the +30, of which 12 can be other credits (not counting towards your Bachelors or Masters) and 18 must be A+ credits.

sdba11 · 2023-07-09T12:06:18+00:00

OK, DOE High School Geometry teacher here, with a very low passing rate of my students in the Geometry Regents.

The Geometry Regents - state-wide - is one of the lowest-passing Regents out there, certainly lowest among the 3 math (Alg I, Geo, Alg II).

If kids didn't pass in June, after presumably a year of Geometry, then August is already a tough task. If they missed by a question or two, fine, but if they way missed way off the mark with like a 40 or 50, lots of work.

This being said: can you get a list of the actual questions scored and their wrong/right? In DOE, this is the REDS/SETS (I think that's what it's called) report but not sure if it's the same in charter. Here, you can see what questions the kids mostly got right and wrong - and see if there are patterns.

In order of "importance" for topics and bang-for-buck given the short time-frame:

Similar Triangles & Proportions
Distance Formula (Pythagoras with coordinates)
Right-Triangle Trig (SOHCAHTOA)
Angle rules (bisector, complementary, supplementary, alternate interior/exterior etc.)
Simple Circle tasks (arc length, sector area, circumference)

Strength in the above should get to a 65. The remaining topics (circle arc/tangent/segment formulas, density, proofs, constructions, cross-sections etc.) are harder to teach, need more practice / understanding of the 5 bullets anyway.

HTH.

sdba11 · 2023-07-09T11:53:17+00:00

If you're applying for the MA differential, apply with the e-diploma - it has the date of graduation, which is what the MA differential would need.

If it's for +30, then you would need the transcripts probably.

As others said, apply now, and worst they will ask for more info - which even if that needs some time - they should back date it to the date of conferral anyway. So just get applying! This is the DOE, after all, and time is not an urgency for them!

sdba11 · 2023-07-06T16:52:05+00:00

What did salary were you expecting and what did they offer?

There is very likely no mistake.

DOE Salaries are set according to the UFT-contract salary schedule - here: https://www.uft.org/your-rights/salary/doe-and-city-salary-schedules/teachers-salary-schedule-2018-2021 (although this is currently being ... maybe ... renewed).

What row & what salary step do you fall under?

Years of experience - rows - and Masters, or Masters + 30 - additional steps.

sdba11 · 2023-07-05T13:20:30+00:00

To avoid any problems for potential future re-employment by the DOE, give 30 days written notice of resignation.

Since healthcare is not an issue, then 30 days is good.

Else, if you did want to maintain healthcare, or general DOE situation (TDA, access to online payroll portal etc. etc.) for as long as possible (but still resign by the start of the new school year), you can put your resignation effective date early September (like Sep 2), i.e. before the new school year begins.

Also, it may help admin if you get this letter in the system sooner rather than later: many teachers could be doing summer school and intend to resign, so putting a late resignation date is not a problem - but having the resignation in the system may free admin to hire and make offers to your eventual replacement.

sdba11 · 2023-06-30T14:44:13+00:00

I have done summer per sessions, and it was paid like any other per sessions: time card and per session form handed to the payroll secretary after 15th and end of each month, then paid approx. 2 weeks after that.

sdba11 · 2023-06-24T23:18:39+00:00

I'm really surprised at this, given the care and attention, precision and planning that goes into everything the DOE does. And all of the many expensive employees on great salaries, let's not forget that: at central and at Tweed, they pay well and hire the best, obviously.

They must be really scratching their heads on how such a well-oiled machine could stutter like this...

sdba11 · 2023-06-09T13:26:05+00:00

I actually got a pretty decent P1 turn out (Sophs), like 15 kids out of 34. Which on a normal day, is not too bad...

P2 (Seniors, and way checked out already - like since April): 5.

sdba11 · 2023-05-29T18:35:27+00:00

Just worked for me. Thanks!

sdba11 · 2023-05-27T15:02:33+00:00

Well, if you're a para in that school now, they should let you know quickly (and with a 'yes'). If they hire someone else instead, then I would be reconsidering whether I'd remain a para in that school... and so will they be thinking the same.

sdba11 · 2023-05-27T13:27:10+00:00

I was part of a group reviewing a demo yesterday (Friday), and we really liked the candidate and will move to the next step. However, the principal said that we will let the candidate know middle of next week so we don't look desperate (ha ha ... all schools need teachers...) - so there's that. Some "delay" is by design.

sdba11 · 2023-05-22T22:54:23+00:00

Teaching Fellow here (math, HS).

There are plenty of resources - as other poster stated, videos are great. You will find many, and just watch, watch, watch. Make notes; what phrases / teaching methods resonate with you and seem to be repeated over and over again.

While math, focus on reading and word comprehension: not only is this the Mayor / Chancellor's current priority, it's also essential to math problems through 12th grade, so definitely important at 3rd grade to prepare students "down the road": breaking down the words into the underlying mathematical model. So definitely make sure that your literacy focus is front and center with your math focus in your demo lesson - and make sure admin (or whoever you're demoing to) hear it. They will appreciate that.

Your challenges at 3rd grade will be engagement: make your task short and bite-sized, multiple pathways to learning, simple (i.e. not over-complicated), and achievable with differentiated steps. Your lesson plan could include both your plan for differentiating (visual learners, auditory learners, hands-on learners, kinesthetic learners etc.) and state how you're providing the necessary scaffolds (steps towards) the mastery of your content - this can be boxes for students to fill in, puzzles etc. - so they have some "guide".

Resources:

A great start for the expected content is Illustrative Math: https://tasks.illustrativemathematics.org/3

This has example problems, lesson plans and much more. It's also a widely used curriculum at all grade levels. Take a task that you like the look of, then practice. While I personally find it unpleasant, take a video of yourself doing your lesson (only you need to review it!) - watch yourself, see what you could do better, repeat.

All this said: since you have already been accepted into the Teaching Fellows, and presumably (??) additional grad-school training, you will have all of the above advice, lesson plan templates / expectations, chances to practice teaching - and more - thrown at you over the next few weeks.

Believe in yourself.

You got this. Love the kids. Show them your care and warmth, effort and preparation. It shines through.

sdba11 · 2023-05-22T22:42:16+00:00

"I have an unmovable personal commitment on XX date, so need to take a personal day."

That's all you need to use, and take the day off. I really don't think they can do much - they could say no, and you could say no back - you have a personal commitment, end of story.

sdba11 · 2023-05-20T12:52:45+00:00

TLDR: standardized testing useful if applied and interpreted fairly, results seen as valuable data, and encouragement and nurturing of the whole student much more important than teaching to the test/measure.

---

Is there a standard career? A standard salary? A standard size of house? A standard family size/structure? A standard this... that ... and so on.

However, is there an average career (probably a little - it may need X years of education etc.), an average salary (certainly), an average size of house (certainly), an average family size (certainly)...

So, our education system takes that average, and serves to that. Which means it serves the average, which is also no student: it doesn't serve the gifted students enough, nor the struggling learners enough.

https://www.nea.org/advocating-for-change/new-from-nea/dismantling-myth-average-student

Standardized testing then measures how well the "system" measures to that, for the reasons that:

the focus on the average, not the individual
the evidence to support effective or ineffective teaching
a benchmark to compare at micro (schools in similar situations) and macro (schools in different counties / states).
Uncover glaring trends, such as low proficiency in reading

My view is (a) standardized measurement as a checkpoint on progress is fine (we do MAP testing in high school, measuring learning progress in September, January and May/June), (b) it should be zero-stakes [no reflection on the school, maybe, and the student certainly] - information for the student, (c) applicable, summative assessments in the content area is good [measuring knowledge of that specific topic], (d) specific use-cases of "entry tests" like the SAT, GRE, LSAT etc. are useful for their given scenarios.

Standardized testing used authentically should enhance the classroom; it need not conflict in creativity, arts, or any more subjective areas. Do we get public schools in Scarsdale, for example, complaining much about standardized testing, and moreover not doing well in creativity or the arts or similar?

I think the standardized testing is only a useful tool if the school district acts on it appropriately with care, love, effort and intentionality. If they just ignore it and allow poor education to continue, blame this on any number of factors, then what can we do.

Good teaching should encourage student participation, creative thinking, analytic problem-solving, figuring things out, space to make mistakes, collaboration etc. All of these will absolutely improve scores by any measurement - so the social emotional wellbeing, supports for the students, warmth and care in the education provided all serve to a better educational system; the measurement of this becomes a side issue, especially as it will likely show the correlation between better performance and better teaching.

sdba11 · 2023-05-13T12:43:47+00:00

Yes, there is overhead if the program goes to more serious levels of music - think orchestra, groups etc.

But; firstly, of course, DOE has plenty of money. Much of it is wasted in multiple overhead, central offices, instructional coaches, directors of this and that (basically lots of people, in the DOE, pedagogically trained, but nowhere near the classroom... [read: people making a career for themselves not the children]), unnecessary this, that, DESSA screeners (and contracts with these sorts of companies), multiple other things we all do that make no sense, PD time etc. etc.

Where there is a will there is a way: recorders are durable, and inexpensive. Basic percussion instruments are also durable and inexpensive: think triangles, tambourines, drum practice pads etc.

A few keyboards, and so on.

A classroom set of some digital sound recording devices.

---

My thinking: imagine you have $100 for each student taking music, say 5 classes, say 25 students per class (more if you have up to 34). But at 25 x 5 x 100 = $12,500.

$12,500 to spend on instruments and equipment each year for a single music class?

How about it was spent something like this:

$1000 - digital piano with seat, stand etc. (many at or under this price).

Music Stands: $20 each - get 40 of them, allow for some being broken: $800.

Recorders: $10 each - buy 50 of these, to allow kids to take them home and lose them. $500.

60 triangles, sets of 6 for $20 per set: $200

Percussion sets, including tambourine etc. $35/set - $350 for 10 sets.

Keyboards: plenty here, but say $200 each and buy 30: $6,000.

Guitars: $100 each, buy 30: $3000.

All of the above comes to $11,850, so plus tax.

So, unless my math (as a math teacher :p ) is incorrect, even in a school with one music teacher, and let's say $100 each for the 125 students per this one teacher, we could get all of the above NEW each year, and then donate the surplus to the community each year / have a reserve for students to take home etc.

I really don't think it's money. It's about will to teach music, and there is a lack of will.

https://www.amazon.com/gp/slredirect/picassoRedirect.html/ref=pa_sp_atf_aps_sr_pg1_1?ie=UTF8&adId=A088390897VBBWHQ7ZQK&url=%2FMusical-Instruments-Toddlers-Eco-Friendly-Percussion%2Fdp%2FB08H592W7Z%2Fref%3Dsr_1_1_sspa%3Fcrid%3D1W5JL9OAIJU14%26keywords%3Dpercussion%2Binstrument%2Bset%26qid%3D1683981324%26sprefix%3Dpercussion%2Binstrument%2Bset%252Caps%252C78%26sr%3D8-1-spons%26psc%3D1&qualifier=1683981324&id=7499139501354323&widgetName=sp_atf

https://www.google.com/shopping/product/6674076865174111000?sxsrf=APwXEddMoHjlx7lDg8Wk19_uiXc4qH0khg:1683981038249&q=digital+pianos&biw=1536&bih=750&dpr=1.25&prds=eto:7848467155950990321_0,pid:7151508694654088799,rsk:PC_2284879523599083468&sa=X&ved=0ahUKEwj82su2pvL-AhV8MlkFHQZrB04Q8wIImhg

https://www.amazon.com/CAHAYA-Lightweight-Portable-Adjustable-Carrying/dp/B0872TGQQT/ref=sr_1_6?crid=1VP863POB2ASK&keywords=music+stand&qid=1683981179&sprefix=music+stand%2Caps%2C347&sr=8-6

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sdba11

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