As I reported at the end of the year, my principal, Ms. Lopez moved my schedule for this upcoming year around a little bit. In 2011-2012, I had five sections of 8th grade math (pre-algebra). In 2012-2013, I will have three sections of 8th grade math and our school's very first (!!) two sections of Integrated Algebra. Integrated Algebra is essentially the equivalent of a traditional Algebra I class here in New York, except intermixed with some geometry, measurement, data analysis/statistics and probability. Integrated Algebra is generally a class for high school freshmen, but is offered in NYC to accelerated 8th grade math students with a recommendation and a test-in.
Starting in late July up till now, I have started to educate myself about what to expect in teaching Integrated Algebra: scowering the NYC DOE website's "educator resources" and reading up all I can about what Integrated Algebra is and how to teach it. I browsed through the item analyses for the past years' Regents exams as well as analyzed previous questions, jotting down teaching ideas and strategies in a notebook. I also attended two professional development sessions on best teaching practices in and tips for Integrated Algebra. Who knew it was so complex? This new placement is definitely a tougher challenge than my first year of teaching - since 8th grade math is a lot more spelled out and easier to understand.
My Integrated Algebra students are in for a very rigorous year - since they have to take and pass both the 8th grade NYS and the Integrated Algebra Regents exam (to get high school math credit). It kinda reminds me of an AP class in high school, where we had to take the Regents as well as the AP test. Back when I was in 8th grade, we didn't even have the option of taking Integrated Algebra in middle school... if we wanted to get ahead in math, we'd have to take it over the summer at a college and test out in school. I know my AP teachers had significantly more work, and I have more work to do in Integrated Algebra than in 8th grade math. But, on the plus side, teaching accelerated students possibly means fewer/minimal behavioral disruptions! I don't know though, because from what I heard from their 7th grade teachers, my 8th graders next year are going to be tough across the board. :(
The 7th grade math test scores at our school went down this year, meaning for 8th grade math I'm going to have to do more review to get them up to speed. But, because I'm entering my second year coming off a very successful first year and student teaching experience, I feel very confident in that subject. However, I'm still a first year teacher in a sense that it will be my first year teaching (and our school's first year offering) Integrated Algebra. I'm kinda excited to still have that "first year feel" in my attitude though, I believe it helped drive and motivate me to be a great teacher last year. There's a lot to learn (good thing I'm getting a head start now!) and I won't have a colleague to go to this time (well, except for my mentor, but he's never taught this before...) if I need any help, but I am determined to do an excellent job with this class! And, of course, if it doesn't work out, I can always stay with having five sections of 8th grade math.
Last summer, when I was applying to teach in the NYC public schools, I watched the I TEACH NYC recruitment videos from current teachers on their advice for new teachers. An English teacher in Queens said in her video, "... you have to be the rookie of the year, every year." I've always kept that with me, because it's true. Having that mentality drives you do great things. I will always remember this quote during my years of teaching. You have to be the rookie of the year, every year. There's always something you don't know... always something you haven't mastered yet. This year, that "something" is Integrated Algebra. Next year, there's going to be something else. My fourth year of teaching, another thing. Thank you, Ms. Cabrerra-Carrasco!
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