This week marks the end of grand experiment and challenge for me – I’ve taught middle school math for the past 39 weeks. I began the school with an apprehensive sense of anxiousness and hope and ended it with a great sense of accomplishment and relief.
Before I got involved this school year I had been interested not only in education in general, but how I might get actively involved, especially at the high school level in math and/or science. No, I have never been a teacher in a formal sense, and no, I don’t have a teaching credential either (something I was reminded of continually throughout the year). Even though I had the will and desire to become a teacher, unless I had a teaching license issued by the state of Colorado, my options were scarce.
I could have been a volunteer or a private tutor, but for me these options were limited in scope, responsibility, and personal satisfaction. I thought last year that I was at a dead end until I remembered an ad I had seen and saved a couple of years previously about a program called Denver Math Fellows. This program is a large-scale supplemental intervention program integrated into the school day.
A Typical Classroom Setting
The concept and possibility of becoming a Denver Math Fellow (DMF) really appealed to me because one of the primary qualifications was a college degree (mine’s in industrial design/mechanical engineering technology). This was a good option for me because I had never been a teacher before. Other qualifications included the desire to help students close the opportunity gap in math, as well as committing to at least a one-year term of service — in my case August 2015 through this week.