Contact Information
Kevin M. Deck
Vita
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Contact Information |
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Kevin M. Deck 121 Pebble Creek Road, Franklin, Tennessee 37064 615-791-3466 (home) 678-458-8817 (mobile) |
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Mission Statement |
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The goal of education is to prepare an individual for his or her future, whether toward a higher education or professional career. Such a goal cannot be reached solely through exposure to relative information and the honing of specific skills, but also the development of critical thinking capabilities and problem solving proficiency in unpredictable situations.
Students learn best when situated in a safe and encouraging atmosphere facilitated by a competent educator who expects each individual to meet their potential. My role as a classroom teacher is to ensure students are provided with such an environment so they may be educated.
To determine individual success, formative assessment must be used to measure academic progress as well as identify and remedy misconceptions or deficiencies. Student evaluation should be used not only as a method for analyzing which standards each individual have mastered, but also as another learning opportunity.
As a professional educator, it is my responsibility to model life-long learning through professional development courses, content-specific workshops, and educational seminars. As an academic leader, it is also my responsibility to mentor those new to the profession as well as model effective collaboration with other teachers for the benefit of all students. |
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Education |
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Masters in Adolescence Education - Mathematics Kennesaw State University, Kennesaw, Georgia Graduated in the Fall of 2005 with a GPA of 4.0
Bachelor of Science in Secondary Education - Mathematics Tennessee Technological University, Cookeville, Tennessee Graduated in the Spring of 1998 with a GPA of 3.5 |
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Work Experience |
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2008 - Present Mathematics Teacher Ravenwood High School, Brentwood, Tennessee
2005 - 2008 Mathematic Department Chairperson Kennesaw Mountain High School, Kennesaw, Georgia
2000 - 2008 Mathematics Teacher Kennesaw Mountain High School, Kennesaw, Georgia
2001 - 2008 Mathematics Teacher and Course Developer eHigh School, Cobb County School District
1998 - 2001 Mathematics Teacher and Course Developer Virtual High School, Global Consortium
1998 - 2000 Mathematics Teacher South Cobb High School, Austell, Georgia |
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Instructional Experience |
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Advanced Placement AP Calculus AB, AP Calculus BC
Honors/Magnet Algebra 2, Analysis (precalculus), Multivariable Calculus
College Preparatory Advanced Algebra and Trigonometry, Algebra 1, Algebra 2, Algebra 3, Math You Can Use In College (integrated content)
Remedial/Vocational Pre-Algebra, Quantitative Literacy (statistics) |
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Curriculum and Program Experience |
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With an increasing number of juniors completing AP Calculus and not interested in AP Statistics, the school district decided a typical third-semester calculus course would be appropriate. Through collaboration with several universities and the use of available instructional resources, I became lead developer for the curriculum standards. Student feedback has shown this course to be equivalent (and frequently better) than its collegiate counterpart.
The Advanced Science, Mathematics, and Technology Academy Having been involved since its inaugural year at Kennesaw Mountain High School, I have been instrumental in the program's details regarding the advanced mathematics courses.
From the opening of Kennesaw Mountain High School, I have worked to see the program grow in the Mathematics Department from two students to over 130. This is in addition to the students taking post-AP Multivariable Calculus and non-AP Calculus and Statistics. Under my supervision, nearly 100% of all students taking a mathematics AP exam have passed, most scoring either a 4 or 5. I have also worked closely with our local AP coordinator in an effort to extend some of my department's successes to the rest of the school.
Online Education Through Virtual High School and eHigh School, I have developed five courses in secondary mathematics. Although I am no longer part of the VHS program, my original course, Math You Can Use In College, is still taught every semester. Courses developed for eHS are more traditional in a curricular sense, but still incorporate the research-based qualities of a successful online course. |
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Responsibilities Outside the Classroom |
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Mathematics Department Chairperson As a liaison among a department of 20-plus teachers, the administration, the school district, and the active community, I have been effective in creating a collaborative and productive environment. My primary responsibilities include mentoring teachers, developing schedules for the department, and working to maintain consistencies while at the same time allowing individuality in instruction. Budget planning, purchasing decisions, and interviewing potential new hires are also important in this position.
Data Team Through published research, conference seminars, and experience, I have contributed heavily to my school's data team. Tasks have included collecting, organizing, and interpreting student data to find trends useful in school improvement. While AYP-related data has dominated resources as of late, I have also worked with groups whose goals have been increasing overall SAT scores, greater student participation in AP courses, and encouraging diversity in honors-level courses.
Instructional Technology Team My primary responsibility in this group was allocating resources for instructional technology. It was through this team that I developed a "calculator rental and refresh program" that organized an inventory of graphing calculators to be rented to students for home use. Students and parents appreciated not having to purchase a calculator and the school could use the proceeds to purchase or repair more calculators.
Other Groups At various points in my career, I have actively participated in the following committees and teams - school improvement team, Advanced Placement committee, accreditation committee, textbook adoption committee, freshmen lead teacher team, charter committee, and math team. |
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Presentations and Professional Contributions |
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I have had several opportunities to share my professional interests and expertise with colleagues within my local school. Some of my most recent sessions involved best practices in classroom assessment, standards-based instruction, and understanding standardized testing.
Annual Conference on Standards and Assessment A colleague and I had the pleasure of presenting at this national conference in Las Vegas, Nevada. It was called "From Research to Practice: A Classroom Perspective" and illustrated how some of the latest academic research could be practically applied in the typical classroom.
International Conference of the SINO-American Education Consortium At the request of one of my graduate studies professors, I revised a course project into a presentation for this conference. In it I reviewed some of the more popular forms of professional evaluation and made a proposal on a system that would be effective for classroom teachers. |
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Work Samples |
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One assessment type I use is the student portfolio. The example given here was created by a former Multivariable Calculus student, and it illustrates my focus on communicating individual understanding of the content through writing.
For those familiar with the "rigor and relevance" work by the International Center for Leadership in Education, this is an activity I developed to fit this model. Not only does it make connections among mathematics, environmental science, and chemistry, it also illustrates the unpredictability and practicality of real-world situations.
In my opinion, mathematics without application conceals its importance. For that reason, I always include a sampling of various labs, projects, and other enriching activities in my classes that apply the content in ways more interesting than the infamous "story problems". This is one activity I have created for this purpose.
Variation in classroom assessment is effective, but no one can dispute the importance of paper-and-pencil examinations. This is an example of a teacher-constructed test that illustrates my attention to computation and application. There is a balance of conceptual content to those of a more algorithmic nature. Notice also a focus on algebraic, graphical, and numerical function representations.
My particular teaching style is to have a basic idea of the topics to be addressed, but then let the classroom discussion lead the path through the material. While this is highly effective when it works as planned, there are days when discussion fades and a more traditional instructional plan is needed. This is an example of such a contingency plan used in AP Calculus BC.
This is a link to my "Parent Update" page. This shows how I maintain communication with my students' parents other than email and the telephone.
This is an example of how I try to create practical resources for students and teachers regarding the use of technology in the classroom. This particular one illustrates the basics of the graphing calculator as it is used in any algebra course.
Like many teachers, I am a proponent of graphic organizers. Students undoubtedly benefit from the concise information they can provide. This is a simple one that I use with Algebra 1 for instruction and again in Algebra 2 for review. |
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References |
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Administration Susan Gunderman - Principal (retired), Kennesaw Mountain High School
Becky Nunnally - Supervisor, eHigh School
Maria Travitz - Mathematics Teacher, Kennesaw Mountain High School (and formerly South Cobb High School)
Dr. Marian Fox - Mathematics Professor, Kennesaw State University |
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Evaluations |
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This is my latest annual evaluation that includes classroom teaching and department chairperson responsibilities. If interested, here is a copy of my last unannounced observation visit as well.
This evaluation includes classroom teaching and department chairperson responsibilities.
This evaluation includes classroom teaching responsibilities.
Note: While my performance for the 2005 - 2006 academic school year (my first as department chairperson) was evaluated, I did not receive a copy of the final evaluation form from my evaluator. |
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Miscellaneous |
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This document contains just a few notes I have received from various students over the last several years. To me, these are more valuable than the evaluation feedback from administrators for the simple fact that the students work with me every day. My intent is to illustrate how the students perceive my teaching style as fun, yet rigorous. I think these also demonstrate how my appreciation for mathematics and enthusiasm for learning can be contagious! |