Julia Martin 1354 Bristol Road Moscow, Idaho, 83843 208-610-9920 mart8434@gmail.

com February 4, 2013 Dear PK, I am writing to inquire about the junior high mathematics position opening up at Clark Fork Junior/Senior High School for the 2013 2014 school year. I have been a part of Clark Forks community since the age of two. I know the dynamics of a small town, more specifically a small school, as well as what it takes to be a part of an educational community such as the one at your school. Having graduated at Clark Fork as the Salutatorian in 2009 I believe I left a positive mark in the schools history. For example, as a student of yours I strived for more diverse classes by pushing for A.P. classes as well as being a part of the creation of Student Court with KC McDonald, History. This, is in addition to creating a thriving homework program with Larry Smith, Mathematics, a program that held students accountable for their learning and pushed them to extend their education outside the regulated school hours. Four years ago as a student I strove to help Clark Fork become a school filled with self-motivated students, I would love to have the opportunity to deepen my contribution to your school with the knowledge I have acquired at the University of Idaho. I will be graduating the University of Idaho in Moscow, Idaho this spring with a Bachelors of Science for Secondary Education with an emphasis in mathematics and an English teaching minor. I am eager to begin my teaching career and implement the many new teaching techniques I have gained at the University of Idaho. While at the University of Idaho I have had many experiences that have deepened my desire to plunge into the teaching field. Most recently I have been working with a 7th grade mathematics class at Moscow Middle School under the direction of Mary Bower. Mrs. Bowers classroom employs a hands-on, student led classroom. In this type of classroom students shed the act of being a sponge and become mathematicians; they are asked to discover the mathematical procedures that will help them to complete the tasks they are asked to do. This approach gives students both procedural and conceptual knowledge of mathematics, a combination that has been lacking in our countrys math classrooms. This is the type of education I will bring to the table, an education that allows me to not only deepen students knowledge of math but allow them the freedom of enjoying math! To best understand how students respond to this approach I want to share a lesson I taught in Mrs. Bowers 7th grade remedial math class. I was teaching proportions and scale factors with a lesson I call, Into the Rabbit Hole. I asked the students to take the role of Lewis Carrolls Alice when she jumps down the rabbit hole and is presented with a vial that says, drink me and a cake labeled, eat me. The students would choose one of the two, drink or eat. If a student drank then they shrunk, if they ate then they grew. Each student would then choose a scale factor and then continue on to measure main body parts to scale. This activity got the students away from the traditional textbook lesson, allowing them to actively discover the mathematics behind scaling objects. Having not only a mathematics background but English as well has equipped me with a broader set of tools to work with while teaching mathematics. My goal is to get my students to become

mathematicians by using guided instructions paired with student discovery based learning. I am a firm believer that students who take a hands on approach to learning understand the concepts more deeply. Not only do they have a better chance at grasping the material, they get to see the fun, though tough, side of mathematics. I have worked with students of this age and recognize the importance of the transition from elementary to junior high, ultimately to high school. This is the time when many students lose their interest in mathematics; I want to make sure I send all my students forward with more knowledge, perseverance, and curiosity in their own education. By employing more student discussion and discovery I believe I can bring in a new, contemporary style of teaching that recognizes the classroom is to be focused on the students not the teacher. I want my students to be able to do more than just absorb procedural information. They will be able to get their hands dirty with the material they are given and really pull out those mathematical ideas and use them to their benefit. From to 2002 to 2009 I was a part of Clark Fork Junior/Senior High School, I have seen many ups and downs and have been a part of many additions to the school. The past four years have only strengthened my desire to teach, and when I picture teaching it is in one of Clark Forks classrooms with Clark Fork students and Clark Fork spirit. I believe I would be beneficial to your school, staff, and students. I am a dedicated learner which I think is one of the most important aspects of being a great teacher. A dedicated learner will continuously learn from her students, finding ways to further their knowledge of the subject at hand, finding better ways to helping them understand that subject. In closing, I would like to thank you for taking the time to review this letter and the attached Curriculum Vitae. Please do not hesitate to contact me by email at [email protected] or by phone at (208) 610 - 9920 Sincerely, Julia Martin