HUNTERDON CENTRAL REGIONAL HIGH SCHOOL DISTRICT

een so wonderful to hear so many students suggesting books to each other, planning their next reading, and not
being able to put the book down with SSR time is over.”
Lori Freeman
“I believe I do the best job at creating a classroom environment that focuses on respect for all individuals and a
great rapport with students. Since I have been teaching, my rapport with my students has consistently been
excellent. I do not allow any hurtful remarks and I quickly extinguish potential problems through mutual
respect between the student and me. I establish a culture of learning because I show my students that I, too, am
learning with them. I always try to use Gardner’s Seven Intelligences in my planning, so it becomes natural to
students who have a particular strength, and I can engage students in learning through their inquiry.”
Brian Glennon
“I am confident about my knowledge of the content areas I teach and the methods to deliver the content. I try
very hard to help the students to make connections between the subject matter and their lives and the world
around them, and this goal informs my lesson planning and designing. I focus on the student assessments and
the educational outcomes I want to achieve and recognize the value that different kinds of assessments can
have. I do enjoy creating more authentic assessments, such as the writing of a Declaration of Independence for
a character in one of our texts, and I look forward to making more of these assignments come to fruition next
year. In addition, I feel more comfortable with incorporating the six traits of writing in my instruction, so future
products and assessments will include the traits as part of my assessment of work and as part of the students’
self-assessments.”
Brien Gorham
“One of my strengths has always been creating an environment wherein students feel comfortable and
respected. More and more this year, I have attempted to instill an atmosphere of inquiry and I have found it has
added greatly to the achievement level of my Honors British Literature students. Pushing students into an
independent inquiry during our study of Chaucer created an environment where students were subsequently
much more comfortable questioning and challenging basic assumptions about Hamlet. Students have begun to
generate topics for discussion with far more depth than I anticipated.”
Christine Heuner
“I’ve also been very attentive to providing students with models as a benchmark for their own writing both in
Creative Writing and in A.P. Literature. Throughout the year, I’ve cited models from student work and my own
work to demonstrate before assignments what I’m looking for. I provide further samples after grading an
assignment to illustrate how particular students succeeded in areas where other students had trouble. I want to
take this a step further by asking the students to comment on these writings; however, in this case, I will use
more than benchmark writings.”
Christine Kania
“This year I included students in planning lessons and designing assessments more so than past years. Students
were asked to identify skills and habits of mind needed for writing assignments and projects and then explain
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