1983------1993------2003------2009
The year was 1983. Hairstyles were fluffy, makeup was thick, and I was the senior class Salutatorian graduating from OrcasIslandHigh School. Don’t get too excited, there were only 22 in my graduating class and my G.P.A.was a meager 3.71. For the greater part of the next five years, with a year break as a nanny, I attended WesternWashingtonUniversity in Bellingham. This was quite an initial shock for this small town girl. There were more kids in my freshman dorm hall than the entire K-12 school on Orcas. I started out in the Pre-Nursing program but was afraid to transfer to another college to complete the certification. In my last quarter at Western, I got my first taste of teaching. I taught the lab section of an introductory Biology course. I thoroughly enjoyed the experience. In retrospect, my fear of change, my fear of the unknown, and my yet to be discovered self-esteem kept me from pursuing a career in education at that time. In December 1988, I graduated with a B.A. in Biology, a minor in Psychology and a background in Early Childhood Education. However, lab jobs in my field paid poorly so I worked as a part time nanny until I landed my first job in the Technology field (“IT”) at Millstone Coffee, Inc., in Everett, WA (1990-ish). After a few years there, I left and taught pre-school at “Little Orca Learning Center;” my class was the youngest students, the “Sea Ponies.” I loved working with those kids; hated the politics, but loved the kids.
After a few years, I left Little Orca, I enrolled in the MBA program in Managerial Leadership program at City University in Bellevue, WA. I worked part time and earned half of an MBA before my husband was transferred to Portland, Oregon. I was able to get a job at a software company in Portland where a college friend also worked (1997-ish). A year latermy husband and I split up. Four years laterthe software company went under. In 2001, I landed a job at yet another software company. While I enjoyed the work of testing educational software, it was during this time (probably around pay raise time) that I truly acknowledged that I was going nowhere very slowly, very painfully, and very consistently. I realized that I hadn’t been following my heart, and the only one holding me back was me. In May of 2004, I (joyously) quit the software company and began the Masters in Teaching program at Washington State University-Vancouver.
I had wanted to get my teaching certificate before graduating with my Bachelor’s Degreein 1988 . . . but chickened out. Five IT jobs and seventeen years later, I earned my MiT, and every single day I look forward to going to school. I don’t go to work, I go to school. I get to learn, I get to teach, and I get paid for both. How cool is that?
During the MiT program, I student taught in second and third grades. After graduation, I taught as a substitute teacher for the 2005-2006 school year in Evergreen, Camas, Washougal and Skamania School Districts, finding that I very much enjoyed middle school. In 2006 I began teaching 6th, 7th and 8th grade Technology as a long term substitute at Skyridge Middle School in the Camas School District, Camas, Washington. In 2007, I was hired on a continuing contract by Camas; I also accepted the ASB Advisor position.
In addition to teaching:
I played full contact women’s football for the Portland Shockwave for seven years.
I coached middle school football in Washougal for five years.
I became a dog foster mom through Multnomah County Animal Services and have
fostered over 40 dogs in four years. I fostered my first pit bull through this program
and he was a couch potato cuddle bug!
I initiated a recycling program at my school. The school has reduced its daily waste from
65 bags a day to less than 15. We continue to seek new ways to reduce, reuse and recycle.
I live in a log cabin on four acres in the woods, with a spectacular view of the Columbia
River Gorge. The cabin isn’t finished and I continue to work on it as I can. The peace
and serenity brings me great solace.
I am extremely grateful to have loving and supportive parents with whom I am very close.
Why I Teach/Philosophy of Education
Why I became a teacher
Just before I started kindergarten, my parents got me a cat. I named him Whitsey La Pue.
He was a great hunter of mice, birds and to my dismay, bunnies. For years, I did everything I could to save the little bunnies he left on the front porch. Barely breathing, exposed entrails and broken bones, I was determined to save the bunnies. I’m not sure that I really nursed any back to life, but it made me happy to try. And so, coupled with a variety of family factors, I began my journey to save the proverbial bunnies. Over the years, bunnies came in many forms. Some thirty years later, two ex husbands and several therapists later, I’ve made peace with the bunnies of the world. I can’t save them all and I can’t fix the world. What I can do is work to create a classroom environment that is caring, safe and fosters enthusiasm for life and learning. According to Palmer, (2005), “Whoever our students may be, whatever subject we teach, ultimately we teach who we are.” This quote gives me goose-bumps!It is this authenticity factor that draws me to teaching. It’s a nice place to be when I can “just be me” every day!
Looking back at my K-12 education, there are multipleexperiences that have always stood out as especially significant in my education and subsequent desire to teach, two of which I will share here.
Seventh Grade: In an exercise in Ms. Stone’s Home Economics class, we had to sit across the table from a classmate and hold hands with them. We then took turns telling them something that we did and didn’t like about ourselves. I don’t remember what I said. I will always remember how uncomfortable and yet intensely sorry I felt for my partner, Gordon L. His hair was always greasy, clothes dirty, crooked and unbrushed teeth, dirt under his fingernails, and he hobbled when he walked - like one leg was shorter than the other. He struggled academically and hung out with the smokers across the street at lunch. And here he was, looking me in the eye, sharing his self with me, perhaps praying inside that I would accept him. His eyes begged, “Just let me be.” He admitted that he shouldn’t smoke. He couldn’t think of anything he was good at. I helped him. He was strong as an ox.
High School: In 10th grade, I met Mr. MacSlarrow. He let us call him by his first name. Jack was the most genuine caring, passionate and real person I had ever met. Better yet, he was my teacher and I got to be in an environment where I felt valued every single day. He was passionate about his teaching and counseled me on a variety of typical teen issues. He proudly wore his paper-thin goodwill shirt, even after the class teased him about it. I respected him for taking a jab and staying true to what he believed in. He radiated a kind of humanity and authenticity that I had been craving and desperately needed. Merwin (2005) reflects on a middle school teacher that made a significant impact, “He believed in me, trusted me, enjoyed me, and gave me opportunity – he changed my life. To me, that is what teaching is all about.” I couldn’t agree more. I became a teacher to bring to my students the heart and passion that my teachers gave me, not to save the bunnies, but to give them the best opportunity possible to be safe, cared for, and experience academic, social and emotional growth.
The way I was taught has a great deal to do with how I teach, in addition to the era in which I was raised. This is good in terms of empathy, kindness, and understanding. I am thankful for the education of the heart that Ms. Stone and Jack bestowed upon me. However, on the flip side, I grew up in an era that did not include disrespect and refusal to work. There was no “I don’t want to.” I did my work because the teacher told me to. The concept of “no” wasn’t a concept at all. Therefore, students “these days” who profess to hate school, who refuse to work, who are disruptive or disrespectful -- are not a part of my educational memory. However, it is those very students who I am most interested in. What motivates them? Do they really mean “No”? Or do they really mean, “No, not under these circumstances”? What makes those little bunnies tick? Indeed, my moral compass guides me to have a heart of love and caring, to create a safe and welcoming environment. The question isn’t “Why?” It’s “Why not?”
What do I want to achieve in my teaching:
I want to achieve the realness that Mr. MacSlarrow gave to me. I want students to feel that I am a safe person to talk to and that our class is a safe place to take risks and learn. I want to have the ability to teach in a way that students gain the most benefit possible. I want to greater understanding and day-to-day application of motivation and learning. I want to create the best learning environment possible where expectations are clear and student centered procedures minimize confusion and maximize learning. I want to guide students to be self-learners.
Strategies and tools:
Since I teach Technology, I use an overhead projector to model and demonstrate nearly every day. Students’ hands are on the computer nearly every day of class. I also relate classroom activities to real life examples as much as possible. Working in the technology industry for fifteen years prior to teaching has come in handy for that! However, I also get an education from the students because most of them are overly engrossed in technology outside of school. Dispelling internet myths is a common topic!
Students as learners:
I’m still in awe of the “No” students, that not all students have the drive and lust for education. Merwin states that “Part of what makes me a good teacher is that I am a passionate, intrinsically motivated learner.” I agree and I am an intrinsically motivated learner as well. However, I think that’s why it is difficult for me to understand where the unmotivated learner is coming from. I get a knot in my stomach when students want to be rewarded just for doing their work. (Isn’t the reward of a job well done reward enough?)
Works Cited
Merwin, Michelle M. (Dec 2005). On Being Respected or Liked: Principle-Centered Teaching.
College Student Journal, 39, 798-805.
Parker, Palmer, J. (1998 December/1999 January). Evoking the spirit in public education.
Education Leadership, 56, 6-11.
Ann M. Hofmann
Education
/ 2009: Professional Certification: Washington State University, Vancouver, WA2005: Masters in Teaching: Washington State University, Vancouver, WA
1994-96: Graduate Courses in Managerial Leadership: City University, Bellevue, WA
1988: B.A. Biology, Minor Psychology: Western Washington University, Bellingham, WA
Awards
/ 2005: AnnualEducation Student Award forExemplary Community Service andContributions to Social Justice (Washington State University-Vancouver)
Employment and
Relevant Experience / 2006--current: Teacher and ASB Advisor: Skyridge Middle School, Camas, WA
- Teach 6th, 7th and 8th Grade Technology and ASB Advisor.
- Create and deliver lesson plans in line with district and state Technology standards
- Effectively communicate with fellow teachers and parents
- Corroborate with peers to develop Technology goals and curriculum
- Create dances and assemblies with ASB students
Substitute teaching grades K-8.
2005: Adjunct Faculty: Washington State University (BA in Teaching Program)Vancouver/Longview, WA
Prepare and deliver lessons to undergraduate education department Diversity class
2005: Washington State University:Masters in Teaching program, Vancouver, WA- Design and conduct Master’s Sustained Inquiry Research Project (in progress)
- “Teacher authenticity and zero tolerance: oil and water?”
Vancouver WA
2004-2005: Program Assistant:Washington State University At-Home-At-School Program, Vancouver, WA2001-2004: Software Tester: Renaissance Corporate Services, Vancouver, WA
1996-2001: Software Trainer and Customer Support Representative: Medipay, Inc., Portland, OR
1991-1993: Program Supervisor and Instructor: Little Orca Learning Center, Mukilteo, WA
Volunteer / Interests / 2007-current: Foster Parent for Dogs: Multnomah County Animal Services, Troutdale, OR
- Care for shelter dogs, report on behavior issues, communicate effectively with foster coordinator
- Fulfill seasons’ contractual obligations as professional full contact football player
- All-StarTeam (2001)/ Line Captain (2001, 2002) / Most Valuable Offensive Lineman (2002, 2003, 2008)
- Co-Coach group of seventy-five 4th – 6th grade players in a 3-day weekend football camp
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