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PROFILE
∙ Elevating struggling students into confident, mathematical thinkers through targeted instruction, a
positive learning environment, and deep mathematical understanding ∙ Bringing math to life and
creating meaningful opportunities to experience the content ∙ Believer in the power of “Not yet…”,
937.478.4900 and that growth comes from a sense of belonging, value, and accomplishment ∙ Setting high,
attainable goals through increasing rigor and challenge as readiness skills are mastered ∙ Believing
that all students crave success and challenge ∙ Collaborating with colleagues on instruction, student
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progress, and student well-being ∙ Letting assessment and student needs guide instruction.
christy.harrison@centerville.k12.oh.us
MIDDLE CHILDHOOD
VAN BUREN MIDDLE SCHOOL ∙ KETTERING CITY SCHOOLS
MATH (4-9)
Math Teacher – Taught on interdisciplinary teams
Supplemental License
∙Honors Algebra I [Grade 8] ∙Co-taught Math [Grades 6 and 8] as General Education Teacher
All Coursework and Assessments
Completed for Professional License CENTERVILLE HIGH SCHOOL ∙ CENTERVILLE CITY SCHOOLS
High School Math Summer Intervention Instructor
ELEMENTARY (1-8)
5-Year Professional License
MATH SUPPORT - STRATEGIES & EVIDENCE
INTERVENTION SPECIALIST Students thrived in an environment built on community, accountability, and the belief that they could
(K-12) Mild/Moderate succeed. Growth mindset and brain research were key to unlocking motivation and increasing growth.
5-Year Professional License
o Developed a three-part approach to maximize growth in struggling students:
1) Supported current grade-level content.
2) Increased student readiness-levels across the standards (filling in gaps).
EDUCATION
3) Previewed grade-level content to support better comprehension in class.
MASTER of SCIENCE in EVIDENCE: Reduced the Least Restrictive Environment (LRE) of two students from resource
EDUCATION room to general education through math support three-part approach.
EDUCATIONAL LEADERSHIP
o Collaborated with math support students’ math class teachers to develop individualized
University of Dayton
instruction and support.
- Exit Study in Curriculum
o Created student accountability program to promote high expectations for learning and behavior
BACHELOR of SCIENCE in through positive reinforcement and self-assessment.
ELEMENTARY EDUCATION
MATHEMATICS 1-8
o Created active, hands-on math experiences to increase engagement and deep mathematical
understanding for struggling math thinkers.
Wright State University
o Utilized diagnostic tools and targeted instruction to assess and increase student levels.
TEACHING - STRATEGIES & EVIDENCE
C|H
Students excelled as members of a supportive, enthusiastic learning community where mistakes are
embraced, success is celebrated, and challenge is sought. Student-centered classroom encouraged
self-advocacy and independence.
o Developed effective Unit Plans through the use of backwards planning based on Ohio
Learning Standards that include elements of Universal Design for Learning (UDL) and
MIDDLE SCHOOL elements of Visible Learning (VL) with high effect size, including teacher clarity, formative
MATH assessment, class discussions,
EVIDENCE: Exceeded averages of both school and district scaled scores and
performance levels on the Ohio State Test – Grade 8, 2019 (Gen Ed)
o Created and curated lessons and learning activities for multiple ability-levels that engage all
SCHOOL students in rigor, including problem-based and inquiry-based learning, Open Middle Math,
LEADERSHIP vertical learning groups, in-class flipped learning, and peer coaching activities.
Mentor Teacher for UD & Miami o Engaged families in the learning process via daily Remind announcements, Google
District Mentor Teacher for KCS Classroom, and “Teach the Test” activities before assessments.
Technology Curriculum Committee EVIDENCE: Family Feedback on Teach the Test forms
Conflict Mgt. Grant-Writing Team o Utilized formative assessment to guide instruction during each unit, including fist-to-five,
Junior Optimist Advisor entrance tickets, student check-ins, and emoji polls.
Student Council Advisor EVIDENCE: Remind Emoji Poll – formative self-assessment using the Remind app.
Student-Led Recycling Program
o Organized whole-grade differentiation lessons based on pre-assessment with the Math Team.
Character Education Team
o Incorporated technology that increases access to the curriculum and promotes engagement,
reflection, and excitement - Kahoot, Blind Kahoot, Padlet, Team Quizlet, Remind, Google
Classroom, classroom website
HONORS EVIDENCE: Classroom Website for Scientific Notation with links and resources for content
units to support all types of learners, students who are absent, and families.
FOUNDERS’ AWARD for TEACHING
Kettering City Schools
PROFESSIONAL DEVELOPMENT
PROGRAM INITIATION GRANT Continually seeking opportunities to connect with educators and discover new information and
Middle School Conflict Management innovative strategies. Some recent professional development and continuing education includes:
Kettering City Schools
MATHEMATICS, PEDAGOGY, AND INTERVENTION
∙ MAP Test Training ∙ Visible Learning in the Mathematics Classroom
TWO BLUE RIBBON REPORT FEATURES
∙ 10 Mindframes of Visible Learning ∙ Flipping for Differentiation
Kettering City Schools
∙ Singapore Math Strategies: 1-6, Grades 6-9 ∙ Teaching Students with Autism & ADHD
∙ Secondary Teaching Methods ∙ Developing and Improving Attitudes and Character
∙ Consultation & Collaboration ∙ Google Classroom, Google Forms, Google Keep
∙ Trends and Issues in Measurement (RTI) ∙ Individuals w/ Exceptionalities