Jaime Krause

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JaimeL. Krause

Jaime L. Krause

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Biography

Union County College - Mathematics

Mathematics Teacher at Hunterdon Central Regional High School
Primary/Secondary
Jaime
Krause
Belle Mead, New Jersey
- Open to all forms of professional development to enhance teaching skills and student learning.

- Differentiate instruction to reach all students.

- Incorporate various ideas and methods to involve all students. This includes allowing for more student choice and student-led discussions/lessons..

- Require students in all courses to complete alternate assessments (projects, papers, presentations) related to the current material.

- Implement project-based assessments (PBAs) both as the aforementioned alternate assessments as well as full project/problem-based units.

- Developed curriculum for College-Prep Discrete Mathematics course, which tripled its enrollment in the first three years. This curriculum is geared towards students of any academic level and incorporates both traditional (election theory, graph modeling, etc.) and non-traditional (cryptology, PBAs, etc.) aspects of "Discrete Mathematics."

Experience

  • Dunellen High School

    Teacher

    I adapted a student-centered approach to implement learning styles for the following classes:

    Basic Skills Mathematics:
    Algebra I
    Algebra II
    Geometry
    Mathematics Applications

    Junior and Senior HSPA prep mathematics


    I coordinated plans with Resource Room teachers to assess the needs of individual students.

  • Hunterdon Central Regional High School

    Mathematics Teacher

    I have taught the following subjects:

    Calculus (CP, Honors, AP: AB)
    Discrete Mathematics CP
    Geometry
    Algebra I (Regular, CP, and STEM)
    Pre-Algebra
    HSPA Prep (senior level)

    In the 2013-2014 school year, I collaborated with multiple colleagues in other departments to develop a school-wide student survey. The committee was headed by the superintendent as part of a pilot in order to gather information about the value of a standard survey for the purpose of improving teacher practice. Parents and students were included in the development process so that the questions were balanced and relevant to the community of students and faculty.

    In summer 2014, I was on the Algebra 1 curriculum development team. Both mathematics and ELA standards were incorporated into every unit. The curricula for each level also include notes and resources to help differentiate instruction and to aid in the development of 21st Century Skills.

    I retained a role in the Algebra 1 curriculum development team in the summers of 2015 and 2016. Additionally, in the summer of 2016, I developed the curriculum for a new course - Discrete Mathematics at the College Prep level. This course allows me to implement more varied project-based assessments that are steeped in standards throughout high school curricula, including the arts and media literacy.

    Since 2016, I have taught Discrete Mathematics, a course that tripled its enrollment in the 2018-2019 school year. This has allowed me to collaborate with another teacher who was brought on to teach the course.
    In the 2018-2019 school year, I taught AP Calculus AB. One of my assignments in the summer prior to the start of that year was to work on the curriculum for that course. My role was to update the curricular guide to better align with updates the College Board had made to the AP Calculus AB course.

  • Reading Cinemas

    Floor Supervisor

    - Trained staff and aided in developing a new training regimen

    - Supervised and helped in all general positions

    - Worked directly with customers

  • Marylawn of the Oranges Academy

    Teacher

    I taught the following subjects:

    Algebra I
    Geometry
    Algebra II
    Senior Math (Algebra II/Trig emphasis)
    Trigonometry/Pre-Calculus
    Calculus

    Physical Science

    I incorporate alternative assessments (relevant real-life applications, research papers, data application, graph analysis, article analysis, scavenger hunt, origami) in every class. This, along with traditional testing methods, gives students a broader understanding of mathematical applications and has allowed a 100% passing rate. Through the alternative assessments, I have collaborated with the media specialist, technology consultant, science department, and art teacher.

    I have increased home communication via phone calls and emails at varying times each marking period. Students and their families have come to understand that I will inform them of positive progress, as well as concerns regarding behavior or understanding of the material.


    I was a co-adviser of the book club for the 2011-2012 school year.

    I was a teacher-coach for Moody's Mega Math Challenge in 2012 and 2013. In both years, the Marylawn team submitted a viable solution.

    In the 2013 yearbook, I was a co-dedicatee (see projects below)

Education

  • Kean University

    Master of Arts (M.A.)

    Curriculum and Instruction
    Mathematics education

  • Kean University

    Bachelor of Science (B.S.)

    Science and Technology - Mathematics Background
    I took required and elective courses in mathematics to prepare me for the education classes I would take in my Master's year.

Publications

  • The 'S' Word : (and Other "Curses" of Teaching)

    Self-Publihed through Kindle Direct Publishing

    Snow, an entire month of standardized testing, pep rallies…and yet another round of emergency drills. What is a teacher to do? How many “curses” can one person take? Evidently, ten months worth of different forms of insanity. Krause analyzes a “curse” for each month of the traditional New Jersey school year and provides some insight on what most teachers will likely have to face.

MAT 015

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