K-12 News Post

When Standards of Learning were first introduced, many of my friends and family who are or were teachers forcasted that several students would not graduate due to failing their SOLs. Some of them even retired prematurely or reigned and found another profession. Some who had intended to become a educator changed majors due to the impending SOLs.

Most feared change others felt it was unwise to "teach to a test" and some felt their creativity would be stiffled such as Jennifer Stottlor, a James Madison University student, "With No Child Left Behind, states are forced to create strict standards, leaving the teacher no leeway to be imaginative." (Free Lance Star, 3/7/2007)

However, not all is gloom and doom as reported by Rosalind S. Helderman, a staff writer for the Washington Post in the August 3, 2004 edition. According to Helderman fewer than 1% of the over 22,000 students enrolled in Northern Virginia schools actually did not receive a diploma or graduate due to failing their SOLs.

The reason for the high and perhaps to some even surprising success rate according to Keith Gaylor, a researcher with the Washington-based Center on Education Policy, is that Virginia is one of the few states that has put together a well-publicized package of statewide tutorials and seminars to help struggling students.

Regardless of you opinion on SOLs, it appears they are hear to stay and have thus far proven themselves as a much needed assessment tool.

Letter of Interest (in progress)

I am seeking a social studies teaching position with a middle school in the Henrico County School District.

Resume in progress

Kumer, Martin
4927 Castle Point Court
Glen Allen, Virginia 23060
(804) 346-9158

Education

Bachelor of Arts in History
Virginia Commonwealth University, Richmond, Virginia January, 2001 - December, 2003
Associate of Science in General Studies
Piedmont Virginia Community College, Charlottesville, Virginia January 1999 – August, 2003
Associate in Applied Science in Criminal Justice
Piedmont Virginia Community College, Charlottesville, Virginia August 1997 – August, 2000
Certificate of Police Science
Piedmont Virginia Community College, Charlottesville, Virginia August 1997 – August, 1999

Certification
VCIN/NCIC re-certified in May 2006
Certified Basic Jail Officer since June 1997
Experience
Classification Supervisor
Albemarle Charlottesville Regional Jail, Charlottesville, Virginia December 2004 –Currently
Supervise the Classification and Case Management teams
Ensure compliance with the Virginia Department of Corrections minimum standards and facility standard operating procedures


Case Manager
Albemarle Charlottesville Regional Jail, Charlottesville, Virginia September 1999 -December 2004
· Assist offenders by helping them navigate the criminal justice system.
· Help inmates maintain a viable relationship with family and friends throughout their
incarceration.
· Work with various agencies to help transition inmates back into society.
· Evaluate individuals to insure proper treatment is planned and implemented in order to restore the offender to a productive member of society.

Work Release Coordinator
Albemarle Charlottesville Regional Jail, Charlottesville, Virginia January 1997 – September 1999
· Assisted incarcerated individuals with obtaining and maintaining employment.
· Developed and implemented alternative forms of incarceration for offenders.
· Managed a quarter million dollar inmate account which was used to defray the
costs of incarceration to the local jurisdictions and repay court costs and
restitution.
· Supervised a work force of 50 inmates as well as an alternative incarceration
program of 40-50 offenders.
Managed the Home Electronic Incarceration program.

Military Service

United States Marine Corps
Marine Corps Base, Camp Lejeune, North Carolina August 1992 – August 1996
· Supervised a squad of 12 Marines who were responsible for the orderly operation of a
Military Correctional Unit that housed 250 – 300 pre-trial and convicted military personnel.

Educational Philosophy

As a teacher I will create a safe, respectful and conducive learning atmosphere. I will not tolerate harassment of other students. I will address such issues as soon as practical. I will have clear expectations of how my students will behave and conduct themselves in my classroom. I will lead my students by example. I will treat them with respect at all times and I will not accept anything less from them towards me or any other student. The physical environment of my classroom will encourage learning through the use of thought evoking books, articles and tangible things. I will encourage them to read by supplying a vast array of books that are visible in the classroom and enticing. I will not lecture to my students. I will engage them directly and require individual and group communication that is reciprocal and productive. I will never stop evolving as an educator. I will continue to further my education. I will continue to adapt to new and better teaching strategies. I will strive to overcome any obstacle that may come between me and educating my students.

The journey of a student in a teacher licensure program

My first semester