Kimberly Hacker
Tyner Elementary
Jackson County
Teaching 16 years
Typically sees about 40 students per week

What made you decide to become an educator?
I knew from a young age that I wanted to be a teacher. I’ve always had a desire to help others, and children have always been very near and dear to my heart. I think a servant’s heart is a family trait that was instilled in me from an early age. As I was growing up, my grandparents were foster parents, providing a loving home to over 200 children throughout the years. When I got older my parents also fostered children in their home. These experiences opened my eyes and heart to the need that children have for caring and supporting adults in their lives.

What excites you most about being an MAF Mathematics Intervention Teacher?
I love being an MAF Mathematics Intervention Teacher! I've always loved teaching math, but in my role as a MIT, I truly feel that I get to work with/help those students who need me the most. It's a wonderful experience to see kids fill in their math holes, build their math confidence, catch up to peers, and often even become leaders in their math classrooms.

What differences have you seen in your students since they began receiving intervention assistance?
I've seen many positive differences in my intervention students. These students not only improve their test scores and classroom performance, but also their level of engagement in their regular math classrooms. Additionally, self-esteem improves as does their willingness to tackle challenges and tasks they once deemed too difficult.

What is one, favorite story or “a-ha!” moment you’ve had with one (or more) of your intervention students? Why is this your favorite?
This past school year I began working with a very sweet little girl who was absolutely terrified of math, to the point she would actually cry when it was time for math in the regular classroom. I began providing intervention services to her, in a very small group setting. She soon found interventions to be, as she called it, "fun math". Her math skills and her confidence blossomed with hands-on, concrete models, and the use of math games. I'll never forget the day she placed on my desk, a hand-drawn picture of a heart with the words "I LOVE Math" written inside. I knew we had met her biggest goal.

What does the MAF and the Kentucky Center for Mathematics mean to you?
The one thing I wish all people knew about the MAF is how positively impacting it truly is. The level of resources, support, and professional learning [the MAF] provides to mathematics intervention teachers is astounding. But the greatest impact is the one provided to students. MIT’s are provided the means, experiences, and knowledge to meet these students’ needs. Furthermore, not only does MAF reach those students who are struggling, but through collaboration efforts with regular mathematics teachers, all students benefit from MAF.

KCM provides a high level of support to MAF Intervention Teachers. KCM has professionals that are always just a phone call, email, or question away. Every individual that I have met or spoken with has been both courteous and knowledgeable, they are truly there to help. In addition, the quality of professional learnings are superb.

What advice would you give to a colleague or other educator if they had never attended a KCM professional learning experience before?
Go, and go with an open-mind! The level of quality professional learning provided is outstanding. I’ve had so many "a-ha" moments: "Why didn’t I think of that?” and “That makes so much sense!"

What activities, organizations, hobbies, etc. do you enjoy doing outside of work?
Reading, decorating cakes, and coaching our school archery team!

What is your favorite pizza topping?
Banana peppers.

What was your favorite childhood television show?
Full House

Got any good or favorite math jokes?
Why did the boy eat his math homework? Because the teacher told him it was a piece of cake.