November 2023
In the September newsletter, we introduced the Teacher Research Corps (TRC) as a professional learning program that brings together a community of like-minded teachers, supports them to develop reflective teaching practices, and promotes their learning and leadership. This community includes both mathematics teachers and other teachers who are essential collaborators, such as special education co-teachers. In this article, we’d like to introduce another investigative team that formed at the June 2023 TRC 10.0 Institute. This team is unique because two of the four teachers are co-teachers: Amanda is a special education teacher and Tom is Amanda’s collaborating general education mathematics teacher. We will focus on Amanda’s powerful story because we so highly value the work that special education teachers do to support students in inclusive CPM classrooms.
Amanda’s story: Finding your voice to advocate from and for the margins
Here is Amanda’s story, in her own words:
As a special education teacher, I care deeply about students who typically do not “fit” into traditional educational structures (behaviorally, academically, executive functionally, etc.).
I’m tired of seeing students express emotions of discontent and exhibit low confidence; they often feel overwhelmed, unsafe, left behind, and unseen.
I want to infuse updated thinking and practices into traditional classroom settings to support all learners, including those who are typically marginalized. I want to spread awareness and foster cultures of self-growth, learning, and safety.
I sometimes find that difficult as a special education teacher because I am always in “someone else’s space” — someone else’s classroom with their rules, their content, their teaching style. It can be difficult to collaborate and partner with teachers as an equal partner.
I constantly am seeking new learning and education about trauma-informed practices and neuroscience. I know my stuff, but I also have a ton to learn.
For a very long time, I sat in the backseat. I let other teachers run “their” class, even if students on my caseload were deeply struggling.
I’m now finding my voice and confidence. Co-teaching with Tom (with our CPM coach John Hayes as our guide) provided me with a platform I didn’t know existed. For once, I started to share my thoughts and actually have discussions when others disagreed with them or questioned them. I am ready to finally fully jump in and be a true co-teacher this year. I want to find my place in my school and own my knowledge. That is something that is really hard for me to do. TRC last year helped me find my voice and gave me “permission” to try new and interesting practices.
At CPM, we know that real inclusion is not only about having bodies in the same place, but about truly ensuring that all students know that they belong, can meaningfully participate, and have valuable mathematical contributions to collaborative, problem-based tasks. We hope to have more special education teachers join TRC 11.0!
Meet the rest of the team, “Student access and ownership”!
This team selected their name to reflect the focus of their investigation for the year. Their guiding questions were:
- How can we foster student ownership in their learning by creating student access points to mathematical content and group discussions?
- How can we create and foster collaborative learning groups that enable students to develop problem-solving and critical thinking skills?
The teachers on this team chose to participate in TRC for a variety of reasons. Which of the reasons resonate with you?
Amanda Kadulski
Amanda is a 6-year teaching veteran. She co-teaches (with Tom Dagit) 7th (CC2) and 8th grade (CC3) math courses as a special education teacher at a suburban middle school with 37% free and reduced-price lunch.
I’m participating in TRC 10.0 because…
TRC last year helped me find my voice and gave me “permission” to try new and interesting practices. I want to expand upon that to further my knowledge and support students in deeper, more meaningful ways. I love meaningful, impactful PD that actually transforms my practice and challenges my thinking. TRC is exactly that.
Tom Dagit
Tom is a 15-year teaching veteran. He co-teaches (with Amanda) 7th (CC2) and 8th grade (CC3) math courses as a general education teacher at a suburban middle school with 37% free and reduced-price lunch.
I’m participating in TRC 10.0 because…
Participating in TRC last year was by far the single best thing that I’ve done in my teaching career to really help my students. After last year, I felt like there was still more that I needed to do, more that I needed to work on, and more that I could contribute. I’m excited to be back to work with the people in TRC. Everyone is always helpful and the environment really makes me think and pushes me in my teaching strategies.
Brooke Raven
Brooke is a 15-year teaching veteran. She teaches CCG and CCA2 at a rural high school with 46% free and reduced-price lunch.
I’m participating in TRC 10.0 because…
I am blessed to have been part of TRC for many years and have found this particular PD extremely valuable. I enjoy collaborating with other teachers from across the country who have similar goals for their classrooms and their students. I believe that I am a better educator because of the work we have done in TRC over the years. My grading practices have changed drastically, as have my classroom practices. These have translated to change within my math department at my school and helped more students find success in the classroom. I am excited for a new year and the ideas we come up with. I hope to encourage my students to engage more deeply with the mathematics and be active participants in the classroom. I want my classroom to be a place of learning, collaboration, and community.
Seni Weber
Seni is a 23-year teaching veteran. She teaches INT1 and INT2 at a suburban high school with 52% free and reduced-price lunch.
I’m participating in TRC 10.0 because…
As a new instructor to CPM as well as someone who works with a small team within my district, I am excited about the opportunity to collaborate with individuals who have experience with the curriculum. I am looking forward to being able to get ideas and learn and grow in my practice from individuals who are teaching and doing what I am doing.
Want to learn more?
CPM’s Teacher Researchers earn an annual stipend to support the extra work that they do during the school year. Their travel and lodging for the TRC Institute are covered by CPM. Applications for the 2024–25 school year are open January 2024 through March 2024. To learn more, contact TRC’s Program Manager, Mark Coté, at markcote@cpm.org.
Keep an eye out for insights from Teacher Researchers:
- in CPM’s Newsletter from Teacher Researchers; and
- at CPM’s Annual Teacher Conference.
