~~ Barbara Renee Buckner ~~
A. COLLEGE & UNIVERSITY
Candidate for Ph.D., Curriculum and Instruction in Mathematics Education with an emphasis in Rural Sociology from the University of Louisville through ACCLAIM (2002-present)
Master’s in Education from Tusculum University (1994-1996)
Bachelor of Science in Mathematics from Lee University (1991-1994)
B. TEACHING EMPLOYMENT HISTORY
Bradley Central High School: 9-12; Math, Science, and Leadership Teacher (1994-present)
Lee University: Computer Information Systems Adjunct Professor (1999-present)
European Bible Seminary; Kniebis, Germany: Mentoring & Teaching Methods (March 2002)
Poltava Pedagogical Institute, Poltava, Ukraine: American Culture (Summer 1993, 1994, 1998)
C. PROFESSIONAL ASSOCIATION MEMBERSHIPS
Appalachian Association of Mathematic Teacher Educators, charter member (2003-present)
National Council of Teachers of Mathematics (2002-present)
Association of Mathematics Teacher Educators (2002-present)
Tennessee Association of Student Councils (1996-present)
State Officer – Adult Advisor Board Member-at-Large (1998-1999)
National Education Assoc., Tennessee Ed. Assoc., & Bradley County Ed. Assoc. (1994-present)
D. LEADERSHIP ACTIVITIES
Bradley Central High School Science Teacher Mentor (2005-present)
Sponsor of Student Council (1995-present) STARS (1994-1997) Renaissance (1999-present)
National Science Foundation Centers for Learning and Teaching Conference, selected by ACCLAIM to present my research work in Washington, DC (2005)
Appalachian Association of Mathematics Teacher Educators Conference Presenter (2005)
Professional Development for Bradley High teachers Presented on Word (2004, 2005), Excel (2004, 2005), PowerPoint (1998, 2005), Windows 98 (1998), and Internet (1998)
Tennessee Mathematics Educators Association State Conference Presenter (2004)
Tennessee Vocational State Conference, Co-Presenter (2004)
Smoky Mountain Mathematics Educators Association Meeting Presenter (2004)
Bradley Central High School SACS Steering Committee (1998, 2003)
Assisted with the Institute for Culturally Responsive Practice work groups to compile, produce, and publish resources. Dr. Jo Ann Higginbotham, lead Professor, Lee University (1999)
E. AWARDS AND RECOGNITION
Bradley Central High, Bradley County Schools, & Southeast Region Teacher of the Year (2006)
Renaissance Teacher of the Month, Bradley Central High School (2003, 2004, 2005)
Created, Developed, and Implemented Bradley Central High Leadership Class (1999-present)
Who’s Who among America’s Teachers (1998, 2000, ‘04, ‘06) National Chancellor's List (2004)
Tennessee DOE, Voc-Tech Grant, “The Connection Project: Cross-Curriculum Integration between Vo-Tech Classes and Core-Academic Classes,” Lead writer, $20,000; (2003)
Author of “Choices” a chapter within Young Women on a Journey to Excellence (2003)
Contributing author “Reflective Thoughts of the Semester in Ukraine Exchange Program” (2002)
Tennessee DOE Grant, Improving and updating the Bradley Central Physics lab, $9,999; (2001)
Goals 2000 Technology Grant, Integrating Standards into the curriculum, $250; (1999)
Tennessee Career Ladder I Teacher (1999)
Tech Prep “Mini-Grant” $1000 ea. Science & Auto Mech. (1998); Algebra & Auto Mech. (1997)
COMMUNITY INVOLVEMENT
Implemented Susan G. Coleman Breast Cancer Awareness day at BCHS (2003-present)
Helped needy elementary students shop with Christmas Memories Project (2001-present)
Implemented Safety Programs: Prom Promise, Seatbelt Safety and Drunk Driving (2000-present)
Collected and delivered shoe boxes for Operation Christmas Child (1999-present)
Developed, launched, and maintain Annual Homeless Shelter Drive (1998-present)
Coordinate fundraiser to adopt needy Christmas families in our community, yearly average of 70 adopted families, and donations in excess of $4,500 for food and toys (1995-present)
Developed, implemented and sustain annual Halloween, Christmas, and St. Patrick’s Day parties for patients at T. C. Thompson Children’s Hospital (1998-present)
Recreation Director Virginia Church of God Youth Camps (1989-2001)
Executive Assistant Church of God Youth Camp: Ohio (2005-present), N. Carolina (2001-2004)
Coordinated Iraq, Pakistan, & Afghanistan Military Care Package collection (2001, 2003, 2004)
New York outreach trip. Taught “Sidewalk Sunday School,” developed and taught drama; cleaned up community park and sidewalks; fed homeless and latchkey children (2001)
Adjudicator for Teen Talent Competition in Short Story, Essay, and Poetry (2001)
Developed and implemented “Random Acts of Kindness” through Operation Kindness, activities such as free car washes, parent’s night out, snacks to hospital waiting rooms (2000-2001)
Relay for Life (2003), MDA (2004, 2005), & Alzheimer’s Memory Walk (2002, 2003, 2004)
Volunteered to feed homeless and give food and toys to children in downtown Atlanta (2000)
Harbor Island, Bahamas; Mission Trip Leader and Drama Coordinator (Summer 2000)
England, France and Belgium Mission Trip Assistant and Presenter (Summer 1999)
PROFESSIONAL BIOGRAPHY
A. My educational calling started in a double wide trailer with small chairs, a horseshoe table, and bottle caps. Mrs. Smith, my kindergarten teacher, had asked me to help Larry, a “special” student. I remember my frustration when he wanted to remove all of the plastic from the inside of the bottle cap rather than use them for counting. This was to be the first of many such tutoring opportunities for me. In eighth grade, I was a teacher’s assistant in the elementary school. In high school, my math teacher, Mr. Sink, would let me help the others once I had completed my homework. I always finished before he actually assigned it. (He always assigned the even numbered problems for homework.) Mr. Sink was so predictable!
In my high school history class, we would play Jeopardy for review. Afterward, I would go home and make out my own version of a fill-in-the blank test. The next morning before school my classmates would meet me in the cafeteria and take a copy of the fill-in-the blank test to use as a study guide. I now use this same technique with my students. I provide them a pretest and a PowerPoint review to assist them as they study. This is available on my website.
My great-grandmother, whom I was named after, always said I was going to be a teacher. Her words were prophetic. In fact, I cannot remember a time when I did not want to be a teacher. My childhood dream was to be a teacher/astronaut just like Christa McAuliffe. My high school guidance counselor always told me that my gift of math was my “ticket out” of Bland County, Virginia. Mrs. Havens tried to convince me to be a doctor or a lawyer, and told me that as a woman who was good in math, I could do anything. Not to be lured by the promise of money or prestige associated with other professions, my “ticket out” of Bland was to respond to my calling to be a teacher.
B. My greatest contribution is represented in my students who have gained the confidence to pursue their dreams. One of the greatest compliments I have ever received is having a student say, “Miss Buckner, I want to be a teacher like you.” Success has been defined as “doing what you want to do and getting paid for it.” In my leadership class, I challenge my students to dream and dream BIG. Sharing my own dreams and determination with my students allows them to believe in themselves. In 2004, I had somewhat of an epiphany. As my students were writing down their dreams, tears came to my eyes as I realized I was living my lifelong dream. If I could choose anything I wanted, I would be a teacher. I have arrived. I chose well. I am succeeding!
I have seen leadership students morph from soft-spoken, shy young adults, into confident speakers giving presentations to teachers. Student council members have realized the benefit of community service. It is invigorating to help students realize they can make a difference. In this world of give and take, we must all do our part, and we are never too young to do so.
Another contribution has been intentional use of technology. In teaching with technology, I not only expose my students to what is available in the real world but help provide the tools for other teachers to do the same. In presenting at regional and national conferences, I believe there will be a rippling effect on students and teachers regarding the effectiveness of technology. My graduate research is on the effect/impact of technology on student achievement.
Ultimate fulfillment comes from helping any student see the possibility of achieving a dream. Jeffrey, whose life-long goal is to be an astronaut, was recently accepted into the Air Force Academy. It is rewarding to see him complete the first step toward this dream. Creating and nurturing such relationships will continue beyond high school and into the rest of his life.
I teach students…not math, not science, not history. I teach about life!
PHILOSOPHY OF TEACHING
A. When I first started teaching, I was hired as a science teacher. When I found out, I called my mentor, Dr. Cliff Schimmels, to find out “what” I was to do. He explained how teaching science would allow me to relate it all to life. Research shows that students learn better when they relate what they are learning to their daily lives. All of my students know that my number one goal is to teach lessons that relate to their daily life. I developed a journal that requires students to demonstrate an understanding between the lessons taught and their daily life.
Teaching using interactive technology has led to the development of my own website, which contains a class schedule, lectures, notes, and test reviews. The use of technology within my class has helped improve study skills in all curricular areas. Whether getting lecture notes before class, using test review, or determining missed work, students are making effective use of the website. Parents have commented that they value the website and know of students at other local schools using my website. It is rewarding to think that my website is impacting students beyond my class, but amazing to realize that these students are from other schools.
Developing relationships with students is one of my greatest strengths. Dr. Schimmels demonstrated that “people don’t care how much you know, until they know how much you care.” The rewards from being a teacher are phenomenal: seeing students believe in themselves, seeing them start living up to their potential, watching them take ownership and lead. Within Student Council and the leadership class, seeing students take charge and realizing that they can make a difference is rewarding, but the ultimate reward in education comes when you see students graduate. Several years ago a student came by my classroom to tell me goodbye. He was only four months from graduation, but had decided to drop out. After talking with him and encouraging him to talk to his teachers, he stayed in school to graduate. He still calls, comes by, and sends me pictures of his children. These are my moments of fulfillment and gratitude.
B. I tend to have a wide range of students, from underachievers who just want to be left alone to overachievers who seem determined to be able to find something that I do not know. I pride myself in being able to relate to them all through technology and analogies. My hope is that I reach at least 80% of the students. My goal is to be reaching a different 80% each day.
I have discovered that students are often hesitant about giving answers in class, unless absolutely positive that they have the correct answer. I try to show students that it is okay to make mistakes that we can learn from. No one is perfect all the time. The purpose of education is to learn (and teach ourselves) from our mistakes or misunderstanding. There is nothing wrong with making a mistake when an honest effort has been made. This only provides the opportunity to learn something new. After all if we are never wrong, what are we really learning?
At the end of my professional career, I hope students say that I was a passionate teacher, who cared and helped them to become life-long learners. If they know that I care then they will be better motivated to learn. Teaching it is not about a subject matter; it is about students. These students are going to live life beyond the classroom and be a productive part of society. These students have seen an example of someone who cares, someone who is willing to make a difference, and someone who has invested in their lives. Now it is up to them to continue on with the example that has been set before them. Most anyone can go into a room and teach a subject matter. I strive to be someone who relates to each individual student, and teaches them how to learn and discover within life. As they become life-long learners who care about themselves, they will begin and continue to make a difference in the lives of others.
EDUCATION ISSUES AND TRENDS
A. The following are major issues facing public education today:
1. The call to emphasize teacher training and utilization of Technology, Mathematics, Science, and Engineering in the classroom to increase student interest and learning.
2. The need to strengthen teacher qualifications and to emphasize mentoring to increase teacher retention.
3. The fact that socio-economic status and locale are predictors of educational achievement creates an unfair advantage/disadvantage to students.
4. Class size, school safety issues, and the drop out rate affect student success/achievement.
B. Recently, there has been discussion about the need for increased numbers of college graduates in Science, Technology, Engineering and Mathematics (STEM). I feel one of our greatest needs is for more intensive STEM curriculum nationwide. Following the launch of Sputnik there was increased attention to STEM. While the rationale has changed, the need still exists. Yes, we have been to the moon and the international space station, but the United States is still falling behind other countries in these critical areas. The 1997 TIMMS study compared the United States to other countries in math and science. By the 4th grade there was already a gap in our students’ performance and this gap increased with the students in 8th grade.
I believe that part of the cause for this achievement gap is the lack of use of technology in the classroom. Every aspect of our lives is inundated with technology. From fast fries to rocket science, technology is an ever present part of our daily lives. This is especially evident when one looks at DNA and genetics, computer design and space exploration. Today’s students have never known a time without cell phones, microwaves, or the internet.
The way technology is disseminated within our society only deepens the need for greater advances in classroom technology. Advancements in technology are generally first seen within the military sector. The business and industry sectors of society implement the technology. Next, new technology is made accessible to the general public for personal use and finally to education. Because the students are generally the last to learn about the technology, much of it is obsolete by the time they graduate. As society continues to make advances in technology, education must move to the forefront of this process.
Technology in education is absolutely vital if our students are to be ready for the real world that awaits them after graduation. While this is somewhat being accomplished in vocational areas through business partnerships, all areas of education, especially mathematics and science, should have access to that cutting edge technology. Currently in Tennessee, the burden of technology falls to local government for implementation in the school system. Again, this leads to an even greater disparity for those of lower socio-economic status and even greater challenges for rural and inner city school systems.
Not only must increased technology be provided in the classroom, this technology must be content specific. New technology must be implemented into preservice teachers’ training. While students have grown up with technology changing on a yearly basis, many teachers still instruct their students with the strategies and tools used when they were students or preservice teachers. Teachers must be trained to effectively utilize and integrate the new tools their students have come to expect or they risk irrelevancy.
It is only in keeping pace with technology that our country will keep pace with the world.
A. There are many things that I can and must to do to strengthen and improve the teaching profession. I must strive daily to teach each student in a way that he or she can learn and apply what is taught. I must continue to be an advocate for education in my family, school, church, and community. It is important that I not just say it, but that I live what I say. I must, first, believe that I can and then I can reach out to those within my own discipline at my school.
By writing grants, I have already made an impact in technology training and cross curriculum integration. I plan to continue seeking financial support for the implementation of up-to-date technology within the classroom. I also plan to help create a technology plan for my high school that will be aligned with the technology plan for the county school system.
I will continue to seek out and provide in-service training and professional development to teachers in technology, technology integration, cross-curriculum integration, mathematics and science. I am actively pursing grants to help fund the cost of equipment and training for teachers and students. With technology constantly changing, teachers must be kept up to date, both in the classroom and in life, so that we can better prepare students to be ready for the ever-changing global society.
By continuing to attend state, regional, and national math and science meetings, I can act as an advocate for the classroom teacher and help foster and develop positive change. As I continue to bring back new ideas and research that are being presented, I can share with my fellow teachers in hopes of creating grassroots change. By continuing to do research, I can help teachers make research-based decisions about classroom practice. By writing for educational journals and being a reviewer for them, I can continue to help produce systemic change.
B. The teaching profession has been strengthened with the implementation of No Child Left Behind and the PRAXIS assessment that future teachers are required to pass. By requiring more stringent standards on those going into the educational field, we can ensure that highly qualified teachers are entering our classrooms. Appropriate professional development, evaluations, and observations conducted by the principal will increase the accountability of current teachers. I feel that there will always be a need to provide continuing professional development that is content specific, proven and supported by research, and technologically up-to-date. New teachers need to be mentored by experienced teachers. Recently, our local newspaper reported that fifty percent of new teachers leave the profession within the first five years of teaching.
The levels of accountability for Tennessee teachers with the Gateway tests in math, science, and English have helped to provide focus for schools and to ensure that all Tennessee graduates have obtained minimum levels of proficiency in these areas. With tests aligned to content standards, teachers can use the standards as a guide toward successful teaching. With the requirement that students show competency on tests in order to receive a diploma, there is an assurance that students have broad, basic knowledge. I believe that there is a need for accountability and that high stakes testing is only one of the ways this can be accomplished.
It is important that we not only look at test scores and attendance as an indicator of academic success, but we need to ensure that all students are receiving a high quality education regardless of race, sex, socio-economic status, locale, or educational ability. It is also important to consistently address the dropout rate to ensure that our students see the value of their education as well as becoming lifelong learners continuing long after they leave the public school system.
STUDENT ACHIEVEMENT
Reflecting on my early years as a teacher, I realize there will always be students with different levels of performance, goals, and motivation. Current research indicates students learn by, not exclusively, listening, writing, seeing, and kinesthetic movement. As a teacher, it is important for me to utilize all modalities of learning styles. Incorporating PowerPoint into my teaching methodology with colors, pictures, and real world applications visually stimulates my students. I also do labs and activities that get students actively engaged with the subject matter.
I created a website that allows students to take responsibility for their own learning by accessing a class schedule, chapter notes, and test review materials. Since implementing this strategy, students have shown increased academic achievement. On the Physical Science End of Course test, 151 students took the test with an average score of 28 and a 94% proficient rate; forty percent of those scoring advanced proficiency.
When first implementing PowerPoint, I used it for chapter one, but not chapter two. As I began chapter three, I was amazed when my students asked me to use PowerPoint again even though it required they do more writing. As they put it, “we learn better with it.” I challenged the suggestion by saying it did not make sense that they wanted to write more. To my joy, they reasoned that it did not matter how much work they did, the goal was for them to learn, and PowerPoint helped more than plain notes. Imagine that, high school students willing to do more to gain a better education. Beginning with chapter three, I determined to use PowerPoint as an interactive teaching tool.
I also use PowerPoint in working mathematics problems. Going step-by-step through the problem: identify the equation, use the given, and then follow the math to solve the problem. As students work each problem, I circulate through the room helping those who are struggling while allowing those who have completed the problem to know if they are correct. I then advanced through the slides which included the steps and encourage students to compare it to their own process. After discussion, the process is repeated until all questions are answered. This method gives me the freedom to interact with the students on an individual basis while keeping the whole class engaged. After I began using this process my students began to ask for more of these math problems. While recovering from the shock, I made new PowerPoint slides. My students wanted to do math! I knew it was not that the problems were easy, but instead the immediate feedback, decreased risk of being wrong and constant reinforcement allowed the students to master these concepts.
When I think about student achievement, I am reminded of Marvin, a quiet young man who dealt with many difficulties, both physical and mental. I remember the teaching assistant requesting that Marvin sit in the back of the class and simply draw or color so he would not give me any problems. Could I really move this kid to the back of the room and not worry about what he learned? Was it in the best interest for the two of us to “just let him just draw?” How would I really measure his success?
I chose to give Marvin a modified assignment that was the same for each chapter. Marvin readily did his work, once copying vocabulary in Spanish without realizing he was not writing in English. It was only then that I realized just how much he did not understand. But Marvin never stopped trying. He taught me that regardless of the circumstances a difference can be made and each student can be a success. That was Marvin’s achievement. He gave more than any student I have ever instructed.
TENNESSEE STATE TEACHER OF THE YEAR
Our nation, in keeping with its democratic ideals, seeks to provide a quality education for all students. In order to do so, we must continue to be united in the belief that all students are entitled to educational achievement. We must strengthen our efforts by preparing all students to survive in today’s world. Finally, we must assimilate all available assets and resources into our schools.
Unite. All students should have access to a high quality educational experience. We must prepare every student to take his or her place as a contributing citizen in this great nation. This country was founded on the principle that all people are created equal. No potentially meaningful contributor to society should be sabotaged by the deception that a child is limited.
Strengthen. Tomorrow’s leaders are the students we prepare today. No crystal ball can foresee which student will achieve great things. Superior technology, highly qualified teachers, and equal opportunities for all students will prepare them as they seek higher education and employment in our ever changing global economy.
Assimilate. Equity in education will require a partnership between parents, teachers, business leaders, and community groups. These “stake-holders” will reap great benefits when educating students succeeds. The synergy created by these partnerships increases the likelihood students will be prepared for life. If “it takes a village to raise a child,” then these strategic partnerships are that village. These partnerships will help students to see the relationship between academics and the real world.
The American education system presupposes that all students have worth and the capacity to learn. It is imperative that parents, teachers, and communities make the necessary steps to ensure that all students are given a chance to succeed. By uniting, strengthening and assimilating, we can nurture the opportunity for all students to achieve their dreams.
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