Elisa Farris, Principal
Deb Hubble, Assistant Principal
March 19, 2013
To Whom It May Concern,
It is with great pleasure that I recommend for your consideration as Katy ISD Teacher of the Year, Mrs. Katherine Sand. Katherine is a founding member of Morton Ranch Elementary, and in the past five years has taught fifth grade, fourth grade, and second grade. She has been willing to go wherever we
have needed her on campus, and in every level, she has excelled and been a tremendous resource to her teams.
Katherine is the epitome of an "excellent teacher." Although she is accomplished in SO many ways, I
would argue that her ability to establish a warm, positive socio-emotional environment in her classroom
is her single best strength. Katherine speaks to each and every student with dignity and respect, and
always in a calm, loving manner. Outsiders are amazed at her ability to lovingly communicate with "big,
tough fifth grade students." She begins every instructional day with a Morning Meeting, during which
she personally greets each child, gives opportunities for sharing, and provides some kind of "life lesson."
Katherine knows that the time she spends building relationships with her students is certainly worth every minute; the payoff is a classroom in which children respect one another, think before speaking, stand up for each other, and ultimately, experience higher academic achievement thanks to increased
self-esteems. As I watch Katherine teach, I always get the feeling I'm watching a grandparent with a
grandchild; she truly makes each child feel THAT special.
One more very notable thing about Katherine Sand is that she is a lifelong learner. With over thirty
years of teaching experience, she is one of only a few "veterans" on our young campus - yet she is
always first in line to sign up for professional development, lead a book study, or express interest in
visiting others' classrooms. She is willing to share her ideas, her curriculum, and her strategies, but never does she act like she "has arrived." I am convinced that she will be learning up until her very last day of teaching.., and what better example could one want for students?
Katherine Sand would represent Katy ISD fantastically at the Regional level. It will be your privilege to meet and interact with her should Katherine be selected to move forward in this Teacher of the Year
process. She has my utmost vote of confidence and admiration.
Very sincerely,
Deb Hubble
Principal, Morton Ranch Elementary
... a school wol'thy o/'yo ur chilch'elÿ !
II. ESSAY QUESTIONS
A. What is your source of inspiration in the classroom?
Knowledge is what makes us who we are! I am inspired by the opportunity to guide students in the acquisition of knowledge. Learning occurs in every walk of life, but young children thrive on it! Conversations with students, observations of students working independently, and listening to students solving problems together all provide my source of inspiration. I am a vital part of their knowledge acquisition. It is my joy to make that learning fun, challenging, and attainable. My goal is that each student falls in love with lifelong learning as I have!
B. What makes teaching rewarding for you?
There are so many aspects of teaching that I love and enjoy! It is rewarding to see children suddenly understand a new algorithm in
mathematics, share a writing sample that has been drafted, revised, and published, or fall in love with a new book that we've read together! It is rewarding to write a new unit of curriculum to share with my team and my
students. It is rewarding because I know I am in my "sweet spot" and I am
allowed to share my gift with my students and other colleagues. I am a teacher and I love it!
C. What would you consider your most significant teaching accomplishment? I believe significant teaching accomplishments happen every day. When a student walks away from our reading table with a big grin, a new reading level, and a pride in his accomplishment, that is significant! When an entire class grows into a family that works together and grows together, that
is significant! My greatest accomplishment might be the ability to know that
every year I've taught I can honestly say that my students and I were happy learners together. There has been joy and success in every year of my
career! That is an accomplishment for which I can be proud.
III. EDUCATIONAL HISTORY AND PROFESSIONAL DEVELOPMENT
A. University of West Florida, Pensacola, FL: Educational Specialist
Degree, Curriculum and Instruction, 1994 - 1996.
Minot State University, Minot, ND: Master's Degree, Elementary Education, Mathematics Emphasis, 1986 - 1989.
University of South Alabama, Mobile, AL: Bachelor's Degree, Elementary Education, 1979 - 1982.
B. Katy ISD, Morton Ranch Elementary: 2008 - present
4m grade, 5th grade, 2nd grade
Okaloosa County Schools, Crestview, FL: 1990 - 2008
5th grade, 4th grade, 3rd grade
McKenzie County School District 1, Watford City, ND: 1984-1990
3rd/4th Combination
Mobile County Schools, Mobile, AL: 1982-1984
3rd grade, Chapter I Reading
31 years total teaching experience
C. National Council of Teachers of Mathematics (NCTM)
Association for Supervision and Curriculum Development (ASCD)
International Reading Association (IRA)
D. Katy ISD: I have assisted with staff development training of teachers
with Six Traits of Writing and Holistic Scoring of Writing at the district
the campus level. I attended Reading and Writing Project at Teacher's College in New York City, 2010. I served as Campus Lead Teacher for Language Arts 2008-2010. I am team leader of 2nd grade.
Okaloosa County Schools: I taught Six Traits of Writing, Problem
Solving, Curriculum/Instruction/Assessment Alignment, CRISS
Training, Holistic Scoring, Integration of Technology, Computer Usage in the Classroom, and Reading Workshop at the district level. I served
as team leader in 5th grade and 4th grade.
North Dakota Schools: I taught Problem Solving Strategies for
Elementary School at the state level.
E. 2000-2005, I was selected by McMillan Publishing to set benchmarks, edit, and give feedback for each publication of the Terra Nova Reading Tests for Elementary Schools.
1997, Okaloosa County Technology in Education (TOOLS) Award
1996, Teacher of the Year at Walker Elementary School, Crestview, FL 1992-98, School Advisory Chairperson, Managed the School
Improvement Plan for Blueprint 2000
1992-93, served on a team to write and assign benchmarks to
Sunshine State Standards in FL
1986, Received scholarship to MSU for Master's Degree Program in Elementary Mathematics.
IV. PROFESSIONAL BIOGRAPHY
Teaching... my life! There has never been anything else I'd rather do.
From the earliest memories of my own elementary school years, I knew that I wanted to spend my life teaching children to grow as readers, question as
scientists, and solve problems as mathematicians. I owe a great debt to my
second grade teacher, Mrs. Windsor, as an example I have always followed.
Her love of each student individually and her ability to make each of us feel
successful every day radically affected my own goals as a teacher all those years later. My sixth grade teacher, Mr. Dunn, displayed another quality that I have worked to perfect in my teaching. He had the ability to foster self-teaching and learning. Somehow, he knew what each of us needed to inspire us and move us forward and he provided it. Differentiation way before its time! I have utilized that methodology in my own classroom.
Although I have always known I would be a teacher, I did have a life changing event that cemented my desire to provide students with the best pathway to learn and grow. When I was 19 years old, I was hit by a drunk driver while riding a bike. After months of surgeries, rehab, and healing
time, I had to relearn how to eat, walk, talk, and read. Through many
answered prayers and the devotion of an amazing mother and father, I not only learned these things, but returned to college to graduate with honors. It only made me more aware of the need to have gifted teachers in the
learning to read and calculate mentally. I had a chance to relive those
childhood memories as a young college student. Because of this event in my life, I have a strong commitment to help even the most struggling child
understand and experience success as a reader, a writer, and a learner! I
can relate to the struggle and empathize with her on the journey. Then, I can celebrate with her accomplishments because I remember how they
make you feel.
Accomplishments and contributions in education may not be measured in the same way as they are in other professions. T believe that my major accomplishments have been the success of my students on a daily basis, on state tests, on writing assessments, and in their knowledge and learning.
You don't receive recognition or monetary awards for these successes, but
they are viable and important. The contributions that I am most proud of are those which involve curriculum I have written. I love to create aligned
learning using multiple intelligences and student based inquiry. It is exciting to return to Florida and see units of instruction which I authored being used successfully in schools throughout the district.
I have taught 31 years in 4 different states. I am a teacher. It's what I do, and it's who T am. I am so thankful that I am allowed to use my
teaching gift every day for so many years. I can think of no job more
inviting and challenging. It is my life!
V. COMMUNITY INVOLVEMENT
My husband and I are active members of Kingsland Baptist Church in
Katy. As a part of our faith, we believe that we have to give to the
community of our time and resources. Before moving to Katy in 2008, we have been a part of other churches where we lived.
Sunday school every year since I was 18 years old.
Word of God through this avenue. I have also written curriculum for and directed Vacation Bible Schools, Children's Summer Camps, and Mission
Camps.
Along with our church work, I have had the unique opportunity to use my teaching gifts in other countries. In Belize, I worked with a boys'
orphanage teaching English during the summer. In Uzbekistan, I worked with a teacher's college for 2 summers. We taught Uzbek teachers different methods of presenting math problem solving using manipulatives and
inquiry. In Thailand, I wrote and directed a weeklong camp for children of
missionaries serving in Asia.
I have also had the opportunity to work with foster care in two cities.
We had 2 foster children who lived with us from middle school through
graduation. After our two foster children were grown, I continued to work with the foster care agency by organizing Christmas parties, back to school donations, and emergency home supplies for new foster children.
Giving back to the community I am a part of is an honor.
I have taught children's
VI. PHILOSOPHY OF TEACHING
The world is full of teachers. Each of us shares knowledge,
demonstrates skills, provides guidance in some way. A great teacher sets herself apart from the mass of other instructors by adhering to her
philosophy of teaching and learning.
As a lifelong learner and teacher for over 30 years, I have revised and refined my philosophy to include the best research-based methods of
classroom instruction that have stood the test of time. I believe that a great elementary school teacher recognizes and implements five essential
principles in the classroom: creating a community of belonging, teaching language arts with a balanced literacy approach, providing manipulatives for
hands-on learning in math and science, integrating content across the
curriculum in a self-contained classroom, and using varied,
curriculum-aligned assessment with immediate feedback. I have watched students grow and blossom as learners using these principles to guide the day to day
instruction and atmosphere in my classroom.
The most important ingredient in a successful, learning environment is
a sense of community! My classroom is a place where everyone belongs.
Each day begins with a morning meeting where everyone is greeted, listened to, and welcomed. Each student knows that he is loved, regardless of
behavior or achievement. We look at cultural diversity and celebrate it. We enjoy our time together and it makes a difference in learning.
I never get tired of writing new units of instruction in language arts and guiding students to grow as readers and writers. I believe that a
balanced literacy classroom is a safe place to take risks in reading, writing, speaking, and listening. Students feel like readers and authors and their work shows it. Using a literature filled curriculum creates a love of language
and reading that lasts a lifetime!
Two other essential factors in a successful classroom are hands-on
learning and integration. Math and science are explored and experienced with manipulatives, questioning, and literature. Students in my classroom are able to see math and science as a part of the whole world, not a subject worked on after lunch each day. I absolutely believe that all students can use their natural curiosity along with the guidance of a great teacher to be successful mathematicians and scientists. I love being part of that learning!
Finally, the most exciting unit planned will not insure learning without
an aligned and varied assessment. In my classroom, students are assessed
with diverse methods including conferencing, portfolios, presentations, group projects, and traditional tests. The key to successful assessment is that it is planned along with the unit of study.
Following these principles has helped me grow in my love for teaching and learning. My mission is to make each child feel successful and
encouraged every day as they grow as learners. That is why I teach.
VII. EDUCATIONAL ISSUES AND TRENDS
Public education, common core standards, high stakes testing initiatives, and teacher performance are all buzz words in today's news media. All eyes are on school performance as judged by the percentage of students' achievement on each state's method of high stakes testing. Is a state initiated rigorous test with pass/fail consequences an appropriate way to increase student achievement and promote critical thinking?
In a society where accountability is essential, state legislatures looked
for a viable, effective, cost-efficient way to assess school districts' success in
educating children to a world-class level. Many states began to develop standardized testing to meet state standards. Supporters of these state assessments wanted a statistical method to assess and compare growth across a district and state. Proponents of testing believed that the student, teacher and school needed to be accountable for test results. Opponents of standardized testing claimed that a single assessment would reduce the quality and levels of learning. They said that students would be trained to take a test because teachers would be forced to "teach the test." A 2003 study conducted by professors at the University of Virginia found evidence to support this negative consequence of high stakes assessment.
The Texas Education Agency website explains that the STAAR
assessment program is helping to ensure that Texas students are
competitive with other students both nationally and internationally. The
testing served the purpose of creating benchmarks of success and accountability. Perhaps with the initiation of a common assessment,
legislators across the states hoped to unify teaching and performance. With
the No Child Left Behind initiative designating national achievement
standards, states were forced to create a tool for assessing each child's
achievement of those qualifiers.
Although I recognize the importance of measuring success and accountability in the classroom, I believe that there are multiple negative
consequences of a one-size-fits-all test. Students come to school with
different levels of background and learn at different rates. As recorded in the summary notes from the study conducted by Moon, Callahan, and Tomlinson (2003, University of Virginia), the use of tests as an
accountability mechanism appears to define the curriculum, often with substantial attention given to the form and format of the questions on the test. Time spent on test taking strategies and practice questions is time away from quality instruction and critical thinking opportunities. The tests have limited students' opportunities to explore deeper learning and creative
risk-taking research.
I do not have an effective resolution to this great issue facing
educators today, but I do believe there are viable alternatives to a single
high stakes assessment given once a year. Let's look together as educators
for an alternative method of assessing students in Texas!
VIII. THE TEACHING PROFESSION
As a proud member of the teaching profession, I am always honored and excited to be given the opportunity to strengthen and improve the performance of myself and fellow teachers. From the time that I received my Master's Degree in 1989, I have enjoyed leading staff development sessions in math, reading, and writing. Sharing my knowledge and research based methodologies with other teachers is a way to improve learning for students outside my classroom. It is also rewarding to know that I have been a part of building confidence and excellence in other teachers as they developed new teaching strategies through our staff development trainings.
Another part of my efforts to strengthen the teaching profession in my school and on my team is to write effective, easy to follow lessons for
reading and writing. I believe we never stop learning and researching for best practices and methods of teaching. The time I spend reading and preparing units of study is beneficial to my team members who are able to successfully implement my lessons into their classrooms.
Finally, I have served as a mentor for new teachers and hosted
student teachers in Katy ISD as well as in Florida and North Dakota. I realize the importance of modeling the principles I believe in for others to emulate. Working with new teachers allows me to share the values of what I know
teaching should be!
Accountability in the teaching profession has improved greatly in the
years I have been in the classroom. I remember my first year of teaching in 1982 with all my grand ideologies and foundations fresh in my mind. I was
greeted by many teachers who laughed at my ideals and told me that this
job was for short days and summers off! How glad I am that I don't meet teachers with those low expectations anymore.
I do have strong opinions of what makes successful accountability and critique of job performance in the classroom! Lesson plans should be read and evaluated for content and alignment with standards and assessment. Lessons can be improved greatly with quality planning. Newer teachers should be observed and evaluated by principals and co-teachers with
positive, truthful feedback and conversations about what was good and what could be better. I am proud to be a part of a district that provides
observations and feedback in a timely manner.
A final basis of accountability is openness between teachers on a team and across grade levels. Teachers should plan together and hold each other accountable for student success. Collegiate conversations about what is taught and how it is taught hold each of us to a standard of excellence which
benefits the students we serve.
I love what I do. It is my greatest desire to be remembered by my colleagues as a model of a teacher, accountable for giving my best every day to my students and to my co-workers!
