Standard Biographical Data Sheet for Submission with Promotion and Tenure Review


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Megan E. Burton, updated March 2013


AUBURN UNIVERSITY
Standard Biographical Data Sheet for Submission with Promotion and Tenure Review
Name: Megan E. Burton, Ph.D.
Department: Curriculum and Teaching College: Education
Present Rank: Assistant Professor Year in Present Rank: 6
Year in Faculty Service at AU: .5 Year in Faculty Service Elsewhere: 5.5
Type of Current Appointment: Tenure-track, 9 month
Pay Basis: 9 month Graduate Faculty Status: Level 1

Date Awarded: January 13, 2012
Education:

Institution Degree Major Date Awarded
The University of Alabama Ph.D. Elementary Education August 2006

Kennesaw State University M.Ed. Early Childhood Education December 1998
Auburn University B.S. Elementary Education March 1994
Professional Experience:

Institution Rank Period of Appointment
Auburn University Assistant Professor January 2012-present
The University of South Carolina Assistant Professor August 2006-December 2011

The University of Alabama Teacher in Residence August 2004-May 2006

Shelby County Schools Teacher (grades 2 & 4) August 1998-May 2004
Gwinnett County Schools Teacher (grade 2) August 1997-May 1998
Cherokee County Schools Teacher (grades 1 & 3) August 1994-May 1997
I have reviewed (except letters) the contents submitted in the attached dossier:


Signature: Date:

Percentage Allocation of Time to:
Instruction Research Outreach Service

Year 1 60% 25% 10% 5%
HONORS AND AWARDS
2011 National Association for Professional Development Schools Award for Exemplary Professional Development School Achievement. This award was given to the local elementary school, Rice Creek Elementary School, where I served as faculty liaison, taught my mathematics methods courses, supervised interns, and worked with teachers on action research projects.
2009 South Carolina Educators for the Practical Use of Research Distinguished Paper Award. For Vogler, K. & Burton, M. Mathematics teachers’ instructional practices in an era of high stakes testing.

2005-2006 Outstanding Research for a Graduate Student in Elementary Education at

the University of Alabama.
2004-2005 Outstanding Teaching for a Graduate Student in Elementary Education at

the University of Alabama.
2003-2004 Outstanding Service for a Graduate Student in Elementary Education at

the University of Alabama.
SCHOLARLY CONTRIBUTIONS BY THE CANDIDATE
Relationship of teaching, research, service, and outreach

“Megan, I wanted to let you know every one of my students made gains in their Spring MAP scores. My students went up an avg. of 12 points! I know it was because of the strategies I learned from you! Having your students work with my elementary students and having you as a resource in the halls has made me realize that teaching math isn’t telling, but instead is about making sense as a community. Before math was just something I had to teach. Thanks for making it fun and make sense.”

I received this informal email from a teacher at the professional development school where I served as university liaison at my previous institution. This teacher was successful in graduate courses that I taught, my pre-service teachers regularly completed field experiences in her classroom, we co-presented at multiple conferences together, and we wrote two articles together. I believe this relationship demonstrates how my teaching (60%), research (25%), outreach (10%), and service (5%) are intertwined, with the common themes being supporting teacher development to improve student achievement. My research focus is on teacher perceptions and change. My classroom provides a laboratory to explore this topic. I am able to examine perceptions and teacher change through my undergraduate and graduate coursework. The relationships I form through my teaching and lab experiences create open communication where teachers invite me into their classrooms for experiences of outreach. Through this research and outreach, my teaching is informed and improved. In addition, a majority of my service is informed from information received through these experiences and the passion I find in understanding and empowering teachers to achieve maximum success.
Part A: TEACHING
1. Actual courses taught:



TERM

Department

and course

number


Course Title


Credit HOUrs


Lect

-ure


Lab


EnrolL

-ment

Spring 2013

CTEE 4040

Curriculum: Mathematics

3

2

1

23




CTEE 3100

Introduction to Elementary Education

3

3




24

Fall 2012

CTEE 4040

Curriculum: Mathematics

3

2

1

24




CTEE 7440

Curriculum & Teaching: Mathematics K-6- EdS/ PhD

3

3

0

12

Summer 2012

CTEE 4040

Curriculum: Mathematics

3

2

1

25




CTEE 7446/7440

Curriculum & Teaching: Mathematics K-6-M.Ed.

3

3

0

13

Spring 2012

CTEE 4190

Classroom Management

3

2

1

23




CTEE 4040

Curriculum: Mathematics

3

2

1

23

Fall 2011

EDTE 771

Teaching Mathematics/ Elementary Education

3

3

0

20




EDTE 899

Doctoral Research Dissertation Preparation

1

0

1

1

Summer 2011

EDUC R632E

PD: Reasoning and Sense Making in Elementary Math

3

3

0

16




EDTE 899

Doctoral Research Dissertation Preparation

1

0

1

1

Spring 2011

EDTE 590A

Internship/ Curriculum and Assessment

3

0

3

6




EDTE 590B

Internship in Teaching

3

0

3

6




EDTE 590C

Internship in Professional Roles

3

0

3

6





TERM

Department

and course

number


Course Title


Credit HOUrs


Lect

-ure


Lab


EnrolL-ment

Fall 2010

EDEL 570

Internship/ Environment for Teaching and Learning



3

0

3

6




EDEL 571

Internship/ Planning and Motivation

3

0

3

6




EDTE 771

Teaching Mathematics/ Elementary Education

3

3

0

21




SMED R769N

PD: Teaching Data Analysis

1

1

0

7

Summer 2010

EDEL J717

Curriculum Problems in the Elementary School

3

3

0

10




SETE Q680F

PD: Teaching to the Standards

3

3

0

28




SMED R769L

PD: Teaching Data Analysis

3

3

0

9

Spring 2010

EDEL 440

Curriculum Mathematics

3

3

0

24




EDEL 507

Integrated Curriculum

3

3

0

21


2. Graduate students who have completed their degree:

Ph.D.= 1 member; Ed.D.= 1 member; M.Ed.= 5 member; M.A.T.= 30 chair, 117 member

Student Name

Degree

Awarded

Year

Awarded

Present Position

Role

Meredith McMillian

M.Ed.

2012

Media Specialist

Committee Member

Cindy Stigelmeyer

Ph.D.- at USC

2012

Math Specialist

Committee Member

Regina McFarlan

Ed.D.- at USC

2012

Curriculum Coach

Committee Member

Mary Brown

M.Ed. - at USC

2011

Teacher

Committee Member

Toni Griffin

M.Ed. - at USC

2011

Teacher

Committee Member

Alex Steedley

M.Ed. - at USC

2010

Teacher

Committee Member

Sabrina Horton

M.Ed.- at USC

2009

Teacher

Committee Member

Cohort of 21 students

M.A.T. at USC

2011

--

Committee Member, Major professor for 4

Cohort of 16 students

M.A.T. at USC

2010

--

Committee Member, Major professor for 4

Cohort of 21 students

M.A.T. at USC

2009

--

Committee Member, Major professor for 4

Cohort of 22 students

M.A.T. at USC

2009

--

Committee Member, Major professor for 4

Student Name

Degree

Awarded

Year

Awarded

Present Position

Role

Cohort of 23 students

M.A.T. at USC

2008

--

Committee Member, Major professor for 5

Cohort of 19 students

M.A.T. at USC

2008

--

Committee Member, Major professor for 4

Cohort of 25 students

M.A.T. at USC

2007

--

Committee Member, Major professor for 5


3. Graduate students on whose committee the candidate is presently serving:

Ph.D.= 1 co-chair, 4 member; Ed.S.= 12 chair, 3 member; M.Ed.= 4 chair, 13 member

Student Name

Degree Seeking

Status

Role

Heidi Tucker

Ph.D.

Admitted

Co-Chair

Amy Stenson

Ph.D.

Dissertation

Committee Member

Carrie Skaggs

PhD

Dissertation

Committee Member

Evelyn Stockdale

Ph.D.- at USC

Dissertation

Committee Member, Advisor

Elizabeth Johnson

Ph.D.- at USC

Dissertation

Committee Member, Advisor

Lisa Ethridge

Ed.S.

Comprehensive Exam

Committee Member

Sabrina Wade

Ed.S.

Comprehensive Exam

Committee Member

Rae Norton

Ed.S.

Comprehensive Exam

Committee Member

Kelli Curtis

Ed.S

Admitted

Chair

Merri Gregory

Ed.S

Admitted

Chair

Natasha Davis

Ed.S

Admitted

Chair

Rebecca Horn

Ed.S

Admitted

Chair

Kimberly Henderson

Ed.S

Admitted

Chair

Georgene Morris

Ed.S

Admitted

Chair

Kandi Patterson

Ed.S

Admitted

Chair

Michelle Russell

Ed.S

Admitted

Chair

Erin Smith

Ed.S

Admitted

Chair

Lori Shaw

Ed.S

Admitted

Chair

Sheila Varner

Ed.S

Admitted

Chair

Joanne Wells

Ed.S

Admitted

Chair

Mollie Nichols

M.Ed.

Comprehensive Exam

Chair

Rachel Miller

M.Ed.

Comprehensive Exam

Chair

Emily Crane

M.Ed.

Comprehensive Exam

Committee Member

Victoria Barron

M.Ed.

Comprehensive Exam

Committee Member

Kasey Norton

M.Ed.

Admitted

Chair

Katie Whitfield

M.Ed.

Admitted

Chair

Allyson Houlton

M.Ed.

Admitted

Committee Member

Natalie Jones

M.Ed.

Admitted

Committee Member

Meagan Campbell

M.Ed.

Admitted

Committee Member

Katherine Jordan

M.Ed.

Admitted

Committee Member

Haley Thomas

M.Ed.

Admitted

Committee Member

Mary Wheeler

M.Ed.

Admitted

Committee Member

Brittany Smith

M.Ed.

Admitted

Committee Member

Julia Waldrum

M.Ed.

Admitted

Committee Member

Holly Van Hooser

M.Ed.

Admitted

Committee Member

Katherine Backer

M.Ed.

Admitted

Committee Member

Katie Kilgore

M.Ed.

Admitted

Committee Member

4. Courses and curricula developed or revised:
CTEE 4040 (Curriculum: Mathematics)
I have integrated Alabama Mathematics, Science, and Technology Initiative (AMSTI) into the Curriculum: Mathematics course. Previously it had been taught during the semester, but as isolated training. I partnered with the AMSTI-AU specialists to create a cohesive course that also certified preservice teachers for fifth grade mathematics AMSTI sites. Students now teach AMSTI lessons to their peers after researching the theories about teaching and learning that surround their topic. In addition, as they complete various activities, they examine the learning trajectories that build and extend from this activity.
I have also required students to join the National Council of Teachers of Mathematics, which allows them to see the larger community of elementary teachers that follow research based approaches. In addition, the Common Core State Standards have become a central part of the course, so that students are prepared for the standards that they will be using in the future. Throughout the course they utilize the lesson and theory resources provided form this site.
CTEE 7440/7446 (Curriculum and Teaching in Mathematics K-6)

During the summer of 2012, I adapted this course to meet the needs of distance learning students. Previously an adjunct faculty member taught the distance course and there wasn’t any documentation for the course. I interviewed former distance students about their experiences with the course. Based on feedback, many assignments were changed. Classroom video vignettes, discussion groups, and problem posing were added. In addition, students read many articles from the practitioner journal, Teaching Children Mathematics. Students were assigned the task of researching a topic of personal interest and writing an article that could be submitted to the Alabama Journal of Mathematics or Teaching Children Mathematics. In addition, with the Common Corse Standards implementation approaching, this became a central part of the course. Students explored and discussed all course content in relation to the content standards and the Standards for Mathematical Practice.
CTEE 7440/7446 Ed.S/ Ph.D (Curriculum and Teaching in in Mathematics K-6)
For Fall 2012, this course was offered specifically to Ed.S and Ph.D students. This was due to the large number of Ed.S. students that entered the program through a grant focused on creating elementary mathematics leaders. Because these students already had earned their M.Ed., the rigor of this course was intensified. Students were challenged to read, analyze, and synthesize research-intensive articles from journals such as the Journal of Research in Mathematics Education and relate this to their current classroom practice, the Common Core Standards, and curriculum. Students created an action research project, authored a manuscript submission for an elementary mathematics practitioner journal, and taught a lesson to the class.
At the University of South Carolina:
EDEL J717 Curriculum Problems in the Elementary School
I designed this web-based course to explore contemporary issues in education such a culturally relevant pedagogy, inclusion, single gender classrooms, standards, and testing.
SMEDR 769 PD: Math- Teaching Probability & Data Analysis in Sixth Grade
I designed and taught the sixth grade math portion of a larger grant professional development opportunity for teachers around the state. This course involved two weeks in the summer and four Saturday classes during the school year to explore using inquiry based instruction to teach probability and data analysis to sixth grade students. In addition to content and pedagogy sessions, teachers were able to work with sixth grade students, see modeling of inquiry instruction, and teach in groups to receive support as they develop this practice.
SETEQ 680F PD: Teaching to the Standards

This course was taught the summer and fall of 2010. It was designed for a grant that involved two school districts that combined in the fall 2010 Teachers met for two weeks in the summer, four times during the fall, and were given feedback from instructors who visited their classrooms twice during the fall. As lead instructor I developed the curriculum that was co-taught with a methods instructor and two content instructors. Participants explored content and pedagogy through hands on experiences, discussions, and research based readings. Students created an action research project based on ideas gained from the summer sessions. They were given support during the fall and then presented and submitted a summary of their findings from the project.
EDUCR 632N Differentiation of Instruction in the Elementary Classroom
This course was designed and taught by myself, based on requests made by teachers in the Diverse Pathways Grant Program. The goal of this course was to critically analyze curriculum and effective modes of differentiation in the process of teaching and learning for the elementary and early childhood grades. The course was taught to current teachers over the summer of 2008. One teacher presented her final project at the state social studies conference.
EDUCR 63XX Inquiry into Science and Mathematics

I co-taught this course with two colleagues from the University of South Carolina. The goal of the course was to critically analyze curriculum and the process of teaching and learning science and mathematics in the elementary and early childhood grades. The course was taught to current teachers over the summer of 2007 and extended into the fall to include videotaped lessons, learning groups, implementation of an integrated inquiry unit, reflections, and presentations to school faculty.


EDUCR 632E PD: Reasoning and Sense Making in Elementary Mathematics
This course was developed to meet the needs of a system that negotiated a specialized M.Ed. program for participants within their district. This course was designed for early childhood and elementary teachers. Teachers examined mathematics standards from the viewpoint of reasoning and sense making. Teachers read practitioner pieces, explored research-based practices, problem-solved, and analyzed classroom examples. As a culminating assignment, teachers designed an action research project to implement one strategy that they explored during the summer.
5. Grants related to teaching:

NOTE: Since teaching is the main focus of my research program, all grant activity is listed under “B. Research/Creative Work.”
6. Publications pertaining to teaching:

NOTE: Since teaching is the main focus of my research program, all publications are listed under “B. Research/Creative Work.”
7. Other contributions related to teaching:
Advising:

Before joining the Auburn faculty, I only advised M.Ed. and Ph.D. students. However, my role as an advisor to elementary education students is an important portion of teaching responsibilities within my program at Auburn. Currently, I am the academic advisor to sixty-six undergraduate students. I served as advisor to 2 PhD students and 34 graduate students at my previous institution. I also served on a Ph.D. and Ed.D. committee. At Auburn, I am co-advising 1 doctoral student and was the chair for one M.Ed. student that graduated in December. I am the chair for 12 Ed.S., and 4 M.Ed. students. I service on4 Ph.D., 3 Ed.S., and 13 M.Ed. committees.

Undergraduate Laboratory Program:
CTEE 4040: Curriculum: Mathematics is a course that is taught each semester to a cohort of students who are also enrolled in CTEE 4030: Curriculum in Science. Along with my science colleague, I organize and monitor with field-based experiences in elementary classrooms for 25 elementary teacher candidates. Elementary teacher candidates work closely with a mentor teacher for approximately 15-20 hours per week per semester. Prior to their field placement, lab students attend an orientation that I lead with my science colleague to explain and discuss guidelines, expectations, and evaluations. The students are provided with a manual that my colleagues and I create which contains the information that was covered during the orientation. Additionally, I meet with mentor teachers to discuss student expectations and the role of the cooperating teacher. The mentor teachers are provided with a copy of the students’ lab manual. Throughout their field placement, the lab students are required to plan, prepare, and implement a minimum of two mathematics lessons, as well as assist with various classroom responsibilities. I review the lesson plans and provide feedback to the lab students. As their methods professor, I visit students approximately once a week to observe and support the lab experience. In addition, I observe at least one videotaped lesson for each student and observe lessons in the field as needed.
At the University of South Carolina I established a laboratory experience at two different elementary schools in two different districts. This meant that my undergraduate course was taught at one of these schools. My students were able to work with elementary students for 30 minutes a week during our methods course, I was able to videotape these experiences and use them as discussion/ learning points for the remainder of the class time. I also supervised interns at one of these schools and served as a professional development school liaison. The relationship I fostered with teachers and administrators allowed me to research, and provide meaningful outreach as well as meaningfully enhance the teaching experiences for my students. Creating this laboratory experience meant spending time at school faculty meetings, working in classrooms, attending various grade level meetings, and providing professional support throughout the school.
8. Statement of teaching philosophy and self-evaluation
Good teachers join self, subject and students in the fabric of life because they teach from an integral and undivided self’”

  • Parker J. Palmer



My philosophy of teaching in the context of teacher education revolves around helping my students, whether teacher candidates or practicing teachers, understand themselves, their subject, and their students and how these combine to create effective instruction. I am a socio-constructivist, which means I believe that learning is an active social process. Through interactions with content, the environment, and others, meaning is developed (Gredler, 1997). Vygotsky (1978) notes the importance of creating learning situations that create cognitive dissonance and scaffold learning through exploration and discussion.
Teaching elementary mathematics methods courses, many of my students have very negative mathematical experiences. In fact, elementary preservice teachers have the highest mathematics anxiety of any other major on college campuses (Rech, Hartzell, and Stephens, 1993). My teaching involves having students write mathematics biographies and explore the learning experience they bring with them to the classroom. Creating an atmosphere of reflection, metacognition, and learning from the past experiences is important. Swars, Daane, and Giesen (2006) found that mathematics teacher efficacy, belief in one’s ability to impact students, is closely tied to mathematics anxiety. By reducing mathematics anxiety, I hope to increase my students’ mathematics teacher efficacy.
The content knowledge that is necessary to effectively teach mathematics is a specialized knowledge that has been found to have the same impact on student achievement as socio-economic status (Hill, Rowen, and Ball, 2005). This involves understanding and connecting the learning trajectories, common errors, and various representations of content. My role is to provide experiences that challenge students to critically examine various strategies, content, and understandings. This occurs through exploring elementary mathematics lessons, problem solving, discussing case studies, group discussions, cooperative learning, and reflection. Students are challenged to evaluate why. Why do students struggle with place value? Why do they need to learn the connection between fractions and percent? Why do we invert and multiply? Why do students do well with certain representations and struggle with others? Why do we choose to use or not use technology?
Teaching is about relationships. Teachers must begin where students are and create situations that challenge them to analyze, clarify, and deepen their beliefs about content, teaching, and learning. Therefore, I am a facilitator among active participants, rather than a lecturer for passive recipients. I model how to create inquiry opportunities, question for understanding, promote communication from and between students, develop relationships with and among students that foster an intellectual community of learners. In addition, I want my students to understand the importance of classrooms that are “mirrors and windows” for their students. It is important that students see themselves in their classroom, but also appreciate this diverse world and all that it has to offer.
Teaching is the heart of teacher education. It involves connecting the research I conduct, the research in my field, my own experiences, with my students’ needs in order to support their professional growth. As a socio-constructivist, I believe that learning is an active process that occurs within a community context. It is critical that students see the interweaving of themselves, subject and myself in our class.


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