Curriculum Vitae

Nicolette Speziale

39B Carolina Lane, Asheville, NC 28801

Cell: 828-712-9542

Email: naspezia@gmail.com

Website: http://sites.google.com/site/spezialeclasswebsite/

Certifications

NCDPI Middle Grades (6-9) Mathematics Standard Professional I, 2010

NCDPI Middle Grades (6-9) Science Standard Professional I, 2010

Education and Training

Middle School Math and Science Education Program

University of North Carolina, Asheville, NC. 2009

• Completed mathematics and science education program with a 3.54 acculumative grade point average.

Connected Mathematics (CMP II) Workshop

Buncombe County Office, Asheville, NC. July 20 - July 23, 2009

• Completed CMP workshop eighth grade mathematics sessions that focused on effective lesson planning and instruction utilizing the CMP launch, explore, explain model.

Bachelor of Arts Psychology

Kent State University, Kent, OH. 2004

• Graduated magna cum laude, with a 4.0 acculumative grade point average in my major and a 3.75 overall.

High School Diploma

Twinsburg High School, Twinsburg, OH. 2004

Teaching Experience

Substitute Teacher

Buncombe County, NC. October 2010 - present

• Substitute taught for several middle schools and high schools in Buncombe County.

Eighth Grade Science Interim

Enka Middle School, Candler, NC. February - April 2011

• Designed and implemented lesson plans in accordance with the North Carolina Standard Course of Study.
• Managed student grades and generated progress reports and report cards.
• Participated in science Planned Learning Communities.
• Chaperoned a group of students on the 8th grade Washington, D.C. field trip.

Student Teaching Internship

Enka Middle School, Candler, NC. August - November 2009

• Taught an eighth grade connected mathematics inclusion class for 9 weeks, an eighth grade science class for 6 weeks, and a full day of classes for 5 weeks.
• Designed and implemented 5E model lesson plans in science.
• Designed and implemented CMP model (launch, explore, explain) lesson plans in mathematics.
• Designed math assessments utilized by the entire eighth grade mathematics teaching team.
• Attended teacher workday meetings on ClassScape, content vocabulary strategies, and 21st century learning standards.
• Managed student grades in ESIS.
• Generated progress reports and report cards for the first nine weeks.
• Managed homeroom and beginning of the school year student paperwork.
• Participated in math and science Planned Learning Communities.
• Assisted the teaching team with the fall festival, football concession stand, dance concession stand, and volleyball concession stand.
• Attended two field trips with students.

Aiding

75 hours at various schools in Buncombe County. April 2007 - December 2008

• Observed teachers and interacted with students at Enka Middle School (6th, 7th, and 8th grades), Asheville Middle School (6th grade), and Owen High School (9th grade).

Research Experience

Research Assistant

Cardiovascular Psychophysiology Laboratory, Kent State University, Kent, OH. Academic Spring Semester 2004

• Worked as a team member to gather data for a research study.
• Obtained body composition measurements from participants.
• Prepared participants for laboratory and ambulatory phases of study.
• Collected, entered, and organized data.

Psychophysiology Laboratory, Kent State University, Kent, OH. August 2002 - May 2004

• Worked as a team member to gather data for a research study.
• Recruited participants, obtained consent, and conducted intake interviews at Akron General and Akron City Hospitals.
• Collected, entered, and organized data.
• Collected and processed samples.

Social Psychology Laboratory, Kent State University, Kent, OH. Summer 2003

• Collected and processed samples.
• Entered and checked data.

Work Experience

Account Manager

Carolina Sewn Products, Asheville, NC. October 2005 - October 2008

• From 2005 - 2007, served as the sole customer service representative for a national rep group and a growing customer base.
• Trained four customer service representatives and worked as a customer service team to meet the growing demands of the company.

Retail Manager

The Chelsea Teddy Bear Store, Asheville, NC. October 2005 - January 2007

• Trained five employees to operate store parties and cash register.

Presentations

Speziale, N. (2004, March). The relationship between initial urinary cortisol levels and PTSD symptoms six weeks following a motor vehicle accident. Poster presented at the 62^nd annual conference of the American Psychosomatic Society, Orlando, FL.

Activities and Honors

Byers Scholarship, 2008 - 2009

Distinguished Senior Leadership Award, April 2004

Magna Cum Laude, Kent State University, May 2004

PSI CHI Historian, 2002 - 2003

References

Dr. Nancy Ruppert

University of North Carolina at Asheville.

ZH 118, CPO# 1950, One University Heights, Asheville, NC 28804

828-232-5025

nruppert@unca.edu

Jolie Kaiser

Enka Middle School

390 Asbury Road, Candler, NC 28715

School: 828-670-5010

Cell: 828-335-0535

Jolie.kaiser@bcsemail.org

Sharolyn Lawson

Enka Middle School

390 Asbury Road, Candler, NC 28715

School: 828-670-5010

Cell: 828-280-7934

Sharolyn.lawson@bcsemail.org

Debra Cheap

Enka Middle School

390 Asbury Road, Candler, NC 28715

School: 828-670-5010

Cell: 828-432-5652

Debra.Cheap@bcsemail.org

Contents

Curriculum Vitae

Educational Philosophy

Classroom Management Plan

Science Lesson Plans:

• Introduction and Reflections
• 5E Model, Chemical Risks Field Trip
• 5E Model, Water Quality Remediation
• SIOP Model, Twizzler Mitosis

Mathematics Lesson Plans:

• Introduction and Reflections
• Hunter Model, Taste Test
• CMP Model, Exploring Equality

Teacher Generated Worksheets and Assessments:

• Chemical Cloze Guide
• Chemical Concept Map
• Mathematics Assessment*

Student Work Samples:

• Student generated Oceanography Foldable Organizers and Presentation

*Not yet available online

Observations From Educators

Other teachers from the middle school where I student taught observed my teaching an eighth grade mathematics class. Click on the images to enlarge their comments.

My University Supervisor's observations during a cooperative learning activity in an eighth grade science class.

Statement of Educational Philosophy

Education is a Right

I view learning as the lifelong process of acquiring knowledge through instruction, study, observation, and hands-on experience. Education is not a privilege, but a right. Every child has the right to be taught relevant, current, and applicable information in a positive classroom environment that reaches all students. I believe that education is an equalizer that can traverse disparities in socioeconomic status, race, and gender. Individuals with a solid education can succeed. I can think of nothing more satisfying than contributing to the future of our society by helping prepare students as they learn and grow as individuals.

The Teacher is a Guide

I view the teacher as a guide to a student’s educational journey and I look forward to sharing my love of science, mathematics, and learning with my students. I believe students learn best when they are able to work cooperatively and construct their own knowledge through hands-on experiences. Mastery of scientific and mathematical concepts depends on a combination of direct instruction and inquiry-based student centered learning. Furthermore, allowing students to explore concepts in cooperative learning groups so they may share their background knowledge and ideas is imperative to successful learning. In addition, keeping content relevant to current events and student interests keeps students engaged. By utilizing technology, current events, hands on activities, and manipulatives I will make science or mathematics interesting and relevant to students’ lives.

Each Student is an Individual

I believe that it is important to reach all students in the classroom regardless of ability level, learning style, or background. I will create a positive classroom environment with consistent rules and procedures where all students feel safe and free to participate in their own learning. Furthermore, I will get to know the educational needs of my students on an individual level so that I may tailor my teaching to reach them. I believe it is important to provide differentiated instruction to students that need it. Furthermore, it is imperative that student progress is continually assessed through both formative and summative means and that teaching is adjusted based upon these assessments. Remediation or enrichment should be provided to students as needed. I am a very reflective teacher and I will utilize information I attain from formative and summative assessments to better reach my students.

Learning is a Lifelong Process

I look forward to a career where I can continue my own learning and professional development. It is important to remain current in my knowledge of scientific content in order to share the most up to date information with students. In addition, continuing to develop as a professional educator will allow me to tailor my teaching to consistently improve and provide my students with the quality of education that they so deserve.

Classroom Management Plan

Rules and Consequences

Rules and consequences will be presented to students and discussed the first day of class. I hope to have team wide rules and consequences to maintain consistency across classes.

Rules 1. Be in your seat and ready to work when the bell rings. 2. Be prepared for class. 3. Follow directions the first time they are given. 4. Respect the people, items, and furnishing of the school. 5. Listen and stay seated when someone is talking.

Consequences 1. First offense – warning, name on board 2. Second offence – check by name 3. Third offense – call home, lunch detention or detention 4. Serious offense – student sent immediately to office 5. Missed detention – office referral

Procedures and Routines

Beginning of the Class Period: Upon entering the room, students will hand in the previous night’s homework into a homework tray. Students are expected to be in their seats and ready to work when the bell rings. Tardy students will receive their names on the board for a first offense and a check by their name for the second and third offense. At the third offense, the student will receive detention and their name will be erased from the board. Students will write the day’s objectives into their notebooks. Afterwards, students will complete warm up problems. During the warm-up activity, I will take attendance.

During Instruction: Unless otherwise instructed, students will raise their hands to answer and ask questions. Students will have to raise their hands and ask permission to leave their seats during direct instruction. Pencils must be sharpened before class begins! Students will not be permitted to return to their lockers to retrieve materials. Leaving the class to use the restroom will be permitted only in emergency cases.

End of Class: Students will be given sufficient time to clean their workspace and pack their belongings up before the bell rings. The teacher dismisses the students, not the bell. All students must have cleaned up their work spaces and be seated before dismissal.

Absent Students: Students that are absent will retrieve missed handouts from an absentee folder. Similarly, graded work that was handed back on the day they were absent will be retrieved from a graded work tray. Before class begins, students will be responsible for retrieving the previous day’s objectives from other students to write in their notebooks. Assignments will be due the day after they would typically be due depending on how many days the student missed. For instance, if a student misses one day they can turn the assignment in one day later than the rest of the class.

Homework Policies

Students will copy each weeks anticipated homework assignments in their agendas each Monday. Homework assignments will also be posted online for students and parents to review. Late homework will receive a 10% grade deduction and will only be accepted before we go over the assignment in class.

Classroom Policies

Grading: Student grades will consist of homework/classwork (34% of grade), quizzes/notebook (33%), and projects (33%). Students will be provided a syllabus at the beginning of the semester describing classroom rules, policies, and the grading system. Rubrics will be provided to students for their notebooks and for each major project.

Classroom Notebook: Students will keep organized notebooks that contain each day’s objectives, warm-up problems, lectures notes, handouts, and homework. They will be provided with specific instruction on how to organize their notebook, including how to take notes during lectures. Notebooks will include a table of contents. They will be graded at the middle and end of each unit.

Group Work: Group work will occur frequently during class. Students will be made aware that the same rules and procedures apply to group work as to direct instruction. There will be a focus on individual accountability. During labs each student will have a group role (reader, materials handler, etc). Groups and roles will change frequently during the semester. Students will fill out peer evaluations after major group projects.

Parental Involvement: At the beginning of the year, I will send out a letter to parents introducing myself and the class. Parents will be required to sign the classroom syllabus, student’s notebook at the end of each unit, and student tests.

Safety: Students will apply safety procedures in the laboratory and in field studies. They will be taught to recognize potential hazards, properly and safely manipulate materials and equipment, and conduct procedures appropriately. Labs involving hazardous materials will be presented as whole class demonstration.

Science Lesson Plans: Introduction and Reflections

Introduction to Selected Lessons:

I have selected three science lesson plans to represent my experience with science instruction.

Lesson Plan I: Chemical Risks Field Trip

This lesson, a 5E plan for a chemical risks field trip, was given to an eighth grade science class in the fall of 2008. Working in cooperative learning groups, students applied their recently learned knowledge of chemical exposure and risk to a scenario involving a sick student on a class field trip.

Lesson Plan II: Water Quality Remediation

I created this plan after reviewing student lab summaries from a water quality lab. It was clear from student responses that more time needed to be spent on water quality. This lesson utilized direct instruction, class discussion, and cooperative learning groups to remediate water quality information. This lesson then allowed students to further apply this knowledge to new data collected during a field trip.

Lesson Plan III: Twizzler Mitosis

The majority of my student teaching experiences were with the 5E lesson plan model. However, in the summer of 2008, I took Education 314: Reading and Writing in the Content Area where I spent time working with ELL students in the summer school program. I found this class to be extremely helpful in working with both ELLs and traditional students as science vocabulary can be challenging and can act as a barrier to student success. During my student teaching, my team had the inclusion students and another team had the ELLs. Still, I felt this SIOP model lesson plan was important to include. The lesson plan itself was condensed and taught as a mini lesson to college students. I would love to do this lesson with eighth grade students but realize that a healthier less sugary alternative to twizzlers should be utilized.

Reflection:

The following reflection was written after the students completed a water quality lab. It was this reflection that led me to write the water quality remediation lesson plan. The reflection follows a format provided by my university supervisor.

Student Teacher’s Reflection Record, September 27, 2009:

1. Describe: First, students took a CPS (remote clicker) quiz on watershed terminology. Then, as a class, we briefly reviewed water quality characteristics, how each is tested for, and acceptable levels of each characteristic for healthy water. After this review, water quality lab sheets were handed out, and I gave a short demonstration to determine dissolved oxygen levels and temperature of the three different waters students would be testing in the lab. Students recorded the information on their lab sheets. After I assigned new lab group roles, student groups began the water quality assessment lab. Following completion of the lab, groups worked to write conclusions (whereupon they had to determine which sample had the best quality of water and explain why).

2. Analyze: The CPS quiz was a good assessment of their understanding of watershed terminology. After each question, I addressed any misconceptions that students had that led them to choose the incorrect answer. There were aspects of the lab that worked quite well. Students were very engaged on on-task. They worked well in their groups, were able to follow the modeling I had done on testing the water quality characteristics, and were successfully able to complete the lab.

3. Appraise: Two major problems occurred during the lab. First, during the D.O. demonstration, I was supposed to manipulate the data to have high levels in one sample, intermediate levels in another sample, and low levels in another sample. I was more concerned with working the equipment and showing what I was doing on the overhead projector to the students than I was with falsifying the data. SO, the data that was measured by the D.O. probe, that I gave the students is the exact opposite of what it should be. This caused much confusion when students were trying to determine the best water sample. Secondly, even though there were written instructions provided to the students on what was expected in their conclusion paragraphs, I did not verbally explain in explicit detail what was needed from them. Furthermore, students had to finish their conclusions for homework and turn them into homeroom (because of the fieldtrip) if they did not finish, so many were rushing to complete them. I took the lab data/conclusions home on Thursday night and they were a mess! Some students had written a sentence and only looked at a few characteristics, not all of them. I determined from the write-ups that the flipped data had led to much confusion. I did not feel comfortable grading them as I felt responsible for the low grades that students would receive. Needless to say, I will be remediating Monday - students will be given their lab sheets back and will be told to correct the D.O. and what I expect in their conclusion paragraphs.

4. Transform: I learned that labs are great tools to keep students engaged and on-task, but students this age still require a lot of structure (modeling and explicit verbal instruction). Furthermore, I would prefer not to manipulate data in the future. I would rather give the students the values they need to use and model the equipment on another sample.

Science Lesson Plan I: Chemical Risks Field Trip

Teacher:	Nicolette Speziale
Subject:	Eighth Grade Science
Unit:	Chemical Benefit and Risks
Topic:	Chemical Risks Field Trip**
Time:	70 Minutes

Related Standards:

NCSCOS (http://www.ncpublicschools.org/curriculum/science/scos/2004/21grade8):

In Grade 8, Competency Goal 4 states, “The learner will conduct investigations and utilize technology and information systems to build an understanding of chemistry”.

Objective 4.09 Describe factors that determine the effects a chemical has on a living organism including:

· Exposure.

· Potency.

· Dose and the resultant concentration of chemical in the organism.

· Individual susceptibility.

· Possible means to eliminate or reduce effects.

Goals and objectives:

· Given a scenario of sickness from chemical exposure, students will use their knowledge of exposure, potency, dose, and individual susceptibility to identify the chemical responsible for the sickness.

· Given a scenario of chemical exposure, students will identify possible means to eliminate the exposure from reoccurring.

Special Considerations:

For students with Learning Disability/ADHD/Aspergers:

• Cooperative learning will allow students peer interaction.

Prerequisite Knowledge:

I expect students to know dose, exposure, and potency well enough to apply them to the activity.

Materials:

Field trip journal, Heads or tails worksheet, Choice cards, Pennies, Chemical Fact Sheet, Worksheet

Engage:

I will go over the answers of the double bubble sheet from lesson one on an overhead (students will be asked for the answers and I will fill them in).

I will review with the class the previous days lesson asking the following questions:

· I will give the students the type of medication and ask them for the definition or an example for the following:

o Analgesic (relieves pain, Tylenol - acetaminophen)

o Antihistamine (relives allergies, Benadryl - Diphenylamine)

o Antacid (neutralizes stomach acid to relive heartburn, Aluminum hydroxide – Mylanta, calcium carbonate - Tums)

o Antibiotic (Kills bacteria to stop infections)

o Hormone (Regulates some bodily functions)

o Vaccine (Prevent infections in people exposed to a disease, flu vaccine / chickenpox vaccine)

· What is potency? (The ability of a medication or chemical to produce a desired effect)

· What is dose? (how much and how often a medicine is taken)

· Why do adults take larger doses than children? (dose effects the concentration of the medication in your body and adults need more medication to have the same effect)

· What is a side effect? (an unintended effect of a drug)

· What is the goal of food preservatives? (To increase shelf life of food)

· What are three ways that food preservatives work? (prevent growth of bacteria or mold, prevent chemical reactions that break down food, prevent foods from going stale)

· What two types of chemicals do farmers use to increase crop yield? (fertilizers and pesticides)

· What is the difference between fertilizers and pesticides? (pesticides protect existing crops from getting eaten or destroyed, fertilizers provide nutrients to help crops grow)

· What is the goal of using chemicals in sanitation? (to prevent the spread of disease and infection)

The field trip activity will be explained to students and I will read aloud the first paragraph of the field trip journal to the class. Student volunteers will read the rest of the journal aloud. Then, as a class, students will flip coins to determine their actions on the field trip and complete the Heads or Tails worksheet. Students will also be given a choice card if they want to overrule one of the coin flipping decisions. After the students have completed the coin flipping activity, I will mark student’s paper as sick or not sick depending on the results of the coin toss (students that were on the back of the yellow bus will be marked as sick). Students will be told that after the field trip several students went to the emergency room with nausea and headaches. I will ask the students the following questions and put their responses on an overhead.

· Why did some of the students on the field trip get sick? (chemical exposure)

· Describe some of the chemicals that the students could have been exposed to. (Gasoline, caffeine, etc.)

· Why didn’t all the students get sick? (some of the students were not exposed)

Exploration:

In groups, students will work together to determine what actions and chemicals could have caused some of the students to get sick. They will compare their answers from the coin toss and read a chemical fact sheet about the chemicals that they may have been exposed to during the trip. They will complete a worksheet to help them identify the route of exposure and possible dose.

Explanation:

Students will be asked what chemical they have determined that has caused the students to become sick. They will explain how they decided upon this chemical.

• What chemical do you think was responsible for the sick students on the field trip? (carbon monoxide)
• How did you determine what made some students sick while others stayed healthy? (through the process of elimination (comparing who was exposed to what) or by reading the chemical fact sheet).

Expansion:

We will discuss how choices that students made during the field trip could have increased or decreased their exposure to chemicals. They will also discuss how these are similar to choices they make in their own lives. Students will discuss the faulty exhaust system on the bus and be asked what they could have done to prevent it. They will be asked what they could do to prevent it on a community level. I will explain to the students that in October, 27 students and 5 teachers at a Polk County school were sent to the hospital with carbon monoxide poisoning.

• The students in the field trip got sick because of a situation that was out of their control. What would you do to make sure that this does not happen to other students on future field trips? (students may offer suggestions such as, write letters to the superintendent, go to the school board, etc.)

Evaluation:

Students will be evaluated on their understanding of the previous day’s lessons by the question and answer session at the beginning of class. The field trip task in itself serves as an evaluative activity. Students will have to apply their newly learned concepts of exposure, dose, concentration, and chemical risk to the chemicals in the field trip. During the brainstorming session at the beginning of the lesson, I will assess their initial understanding of how to apply the concepts. The worksheet that they complete while assessing the possible chemicals will be collected and reviewed. The student’s answers at the end of the lesson will also serve as an assessment of their understanding.

Questions (including bloom’s level):

1. What is a chemical? (knowledge) Any substance that is made of molecules.

2. What is exposure? (knowledge) Contact with a chemical

3. Why did some of the students on the field trip get sick? (comprehension) Chemical exposure

4. Describe some of the chemicals that the students could have been exposed to. (comprehension) Gasoline, caffeine, etc.

5. Why didn’t all the students get sick? (Comprehension) Not all were exposed.

6. How can you figure out what made some students sick while others stayed healthy? (application) POE, chemical fact sheet

7. What activities do the students that got sick and the healthy students share? (analysis) vary depending on student group

8. What activities do the students that got sick have that the healthy students do not? (analysis) vary by group

9. What chemical do you think is responsible for the sick students on the field trip? What evidence made you choose this chemical? (synthesis) Carbon monoxide

10. The students in the field trip got sick because of a situation that was out of their control. What would you do to make sure that this does not happen to other students on future field trips? (evaluation) Students may offer suggestions such as, write letters to the superintendent, go to the school board, etc.

** This lesson was adapted from a lesson Environmental Hazards, part of the Chemicals, The Environment, and You module developed by the NIH-NIEHS,

recommended for use by the NCSCS Middle Grade Support documents, available online at www.niehs.nih.gov.