When Sheryl started using the JUMP Math resources, it went very well for her class because she had taken time to learn about the JUMP Math approach, had reviewed the Teacher Resource thoroughly and was using it with fidelity during class. I could also see some expert teachers using the resources and students who had used them consistently for several years.”
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“That was a great experience because I had someone very well-versed in the materials helping me as I was learning how to use them.
She also connected with JUMP Math’s teacher support in Calgary, who invited Sheryl to visit another school to observe how the program was being implemented successfully there. “I love that there are so many free webinars and opportunities for people to brush up on their skills,” said Walters. She completed a summer training session to get a feel for the program and then participated in professional learning with colleagues to learn more about how to align JUMP Math’s resources to their classroom instruction. Sheryl was tasked with implementing the program with her incoming Grade 7 students.īefore she began implementing the JUMP Math program in her class, Sheryl committed to learning everything she could about the program. Impressed by the approach and student response, the principal decided to expand use of the program to junior high. The JUMP Math program had been utilized by educators teaching grades 2 through 6 at her school. You learn how to teach and who you are as an educator when you’re in the classroom.” “You don’t really learn how to become a teacher in university. As a mathematics educator in particular, a teacher must learn effective ways to deliver instruction and break down complex concepts into manageable and accessible elements. In her first years of teaching, Sheryl was presented with challenges that all new educators face as they navigate the complexities of teaching. Sheryl Walters began her teaching career 12 years ago at Calgary Academy, a designated special education private school (DSEPS).
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