John Kaminsky

Mathematics

B.A. Math/History, State University of New York, Cortland; PhD Mathematics, M.A. Mathematics, University of California, Santa Barbara

Hello.  Welcome to my PDP portfolio.  For a bit of context, I am writing this in my sixth year here at EPS.  During that time, I have taught five classes a year and my schedule has never remained static.  I have consistently taught Advanced Topics in Mathematics for the past five years, but the rest of my schedule has rotated between Pre-Calculus, Calculus, and Advanced Calculus.  I have never advised at EPS, although that is changing next year.  I have also served as the Upper School Math Team coach for the past four years, although I believe we are going to be sunsetting the team next year.

If I had to give a theme to this portfolio, it would be growth.  I came to EPS with no background in teaching high school.  My teaching experience prior to EPS was seven years being a teaching assistant and lecturer at the college level as I got my Ph.D.  As a result, I felt a real need to prove myself.  If there is one thing I have learned being through all levels of academia, it is that more knowledge about a subject does not equate to being a better teacher.  I came in knowing I had a lot to learn about the art of teaching high school and I hope this portfolio details how I have grown into this role.

One thing that makes me relatively unique at EPS, especially at the Upper School level, is how often I am the solo teacher of record for a course.  I have been the solo teacher for a course every year I have been here at EPS and have multiple years where I was the solo teacher for two different courses.  This means I have had fewer chances to collaborate with my colleagues than one might expect from an EPS teacher.  As a result, you may see a smaller body of people quoted in this portfolio than a usual one.

I feel the need to comment on the writing I generated for this portfolio.  I believe myself to be a terrible writer and have been told I am tone deaf by numerous literature teachers in the past.  I mention this because it has been pointed out that my portfolio feels disjointed from a tone perspective.  In particular, the professional practice piece feels separate from the rest of the portfolio.  I think this makes sense, as it is the portion I wrote first, and I do not have the energy to rewrite it fully.

Finally, it has been mentioned to me that at various points, I come across as defensive in this portfolio.  Earlier I mentioned that I felt a real need to prove myself, a feeling that persists to this day.  I still find myself wondering whether my thoughts and opinions are valid and worth sharing.  I have been getting better on this front as I get more comfortable in my role here at EPS.  However, if I want this portfolio to be an honest representation of my time here at EPS, then I think it needs to reflect this doubt.  I do not want this portfolio to come across as combative but again, I am completely tone deaf in my writing and think it important that the document presents an honest version of myself.