Join Our Team
San José Unified is home to more than 3,000 full-time employees who make the extraordinary ordinary every day. From teachers and counselors to bus drivers and nutrition specialists to nurses and custodians, we come together to prepare today’s students to be the thinkers, leaders, and creators of tomorrow.
We pride ourselves on being a forward-thinking employer, providing continuing education, supportive policies, and a collaborative spirit that helps nurture and engage a motivated and successful workforce. We know the lessons we learn from each other are just as important as the lessons we teach.
The next generation depends on the success of this one. If you want to have an impact on our future, you’ve come to the right place.Top
Why San José Unified?
We elevate opportunities
San José Unified employees are passionate professionals who believe all students deserve the opportunity to discover their own greatness. The school district’s strategic plan guides the work of teachers, administrators, and support staff in preparing today’s students to be the thinkers, leaders, and creators of tomorrow.
We embrace curiosity
San José Unified understands that high-quality employees are the key to elevating opportunities for students. We foster a culture in which every employee is challenged and supported to pursue excellence. Our employees thrive in an environment of continuous growth and improvement that values constant feedback, analysis, and refinement of their work. Through collaboration with colleagues, administrators, and community members, our employees are empowered to educate, inspire, and change the lives of San José children.
We go beyond the status quo
San José Unified offers a competitive and comprehensive benefits package to meet the needs of its employees and their families. In addition to health, dental, vision, and life insurance, the district offers voluntary benefits such as tax sheltered annuities, flexible spending accounts, and short and long-term disability insurance. Employees also enjoy a generous vacation package, paid family leave, an 11-month payroll schedule for teachers, the use of pre-tax dollars to offset commuter expenses, an employee wellness program, and much more.Top
We are always looking for qualified substitutes in a variety of roles. Click below to apply through EdJoin:
Certificated | Clerical | Instructional Associate
We encourage current substitutes to update their current availability — especially after being released from long-term assignments.
- Certificated Information
Certificated substitutes need to provide:
- Current valid California Teaching Credential or Substitute Permit issued by the Santa Clara County Office of Education;
- Original CBEST card and results;
- Current TB clearance (within the past 60 days);
- Updated résumé;
- Photo ID; and
- Original Social Security card.
- Clerical and Instructional Aide Information
Clerical and Instructional Aide substitutes need to provide:
- Photo ID;
- Original Social Security card; and
- Current TB clearance (within the past 60 days)
- District test (*Clerical only)
San José Unified is proud to offer a fully funded, commission-approved, Clear Credential Program for new teachers holding a Multiple Subject Preliminary, Single Subject Preliminary, or Education Specialist Preliminary credential.
This two-year embedded program is designed to create a supportive learning environment for teachers to learn from and with experienced educators; to feel safe to apply newly-acquired knowledge and skills in their classroom; and to reflect on their craft. Trained facilitators serve as a coach and mentor in the reflective process of formative assessment.
Teachers will have multiple opportunities to learn and demonstrate knowledge and understanding necessary to meet the Induction Program Standards and CSTPs (California Standards for the Teaching Profession) in order to be recommended for a Professional Clear Credential.
We welcome volunteers who help our teachers and staff elevate opportunities for students. Please review the following processes and complete this online application.
- New Volunteers
If this is your first time volunteering for San José Unified:
- Complete an online application.
- Get a TB test. (See FAQ below to find out where you can go.)
- Click here or call (408) 535-6139 ext. 15013 to make an appointment for fingerprinting.
- On the day of your appointment, please bring: your TB test results (must be within 60 days of your appointment); a valid picture ID (driver’s license, passport, etc.); AND $10 cash or check (no credit cards).
Once your fingerprints have been cleared by the Department of Justice and FBI, you will receive an email confirmation letting you know that you have been cleared to volunteer.
Please note: If you plan to drive students in your volunteer role, you must also complete a Volunteer Driver Packet.
- Returning Volunteers
All volunteers must complete this process every year:
- Complete an online application.
- You will receive an email confirmation once you are cleared to volunteer. Human Resources will contact you if updated TB results or additional steps are needed to process your application.
- Frequently Asked Questions (FAQ)
Where can I find a volunteer packet and guidelines?
Click here or ask your school office staff.
What types of ID’s are accepted?
Any form of valid photo ID is accepted (e.g. U.S. State ID or Driver’s License, ID from country of origin, passport, student ID, ACR card, etc.)
How do I know my fingerprints have cleared? An approval e-mail is sent.
How long does it take to receive fingerprinting clearance?
Clearance may take up to a maximum of 30 days. If you don’t receive an e-mail within 30 days, please call us at (408) 535-6139 ext. 15013
Course, Grading, & SuppliesCourse Activities and Grading
- daily warm-up: due weekly; 10 points per week (2 points per day; an entry needs to be made EVERY DAY); must copy question(s), show correct and complete work, and answer all parts correctly
- center activities: 5 (out of 10 choices) activities due by the end of every 6 week grading period; 10 points per activity, 50 points per grading period (extra credit of 5 points per extra center is possible); these are REQUIRED!; can be done in class or for homework
- tests and quizzes: throughout the year; about 20 points per quiz and about 50 points per test; at least 2 quizzes and 1 test per unit; 1st semester and end of year finals are 100 points each; no retakes on quizzes, tests, or finals; quizzes are allowed to be taken home to use to study, but tests and finals are not allowed to leave the classroom (make an appointment to go over them)
- projects: one per semester; a professional looking and complete product is expected; 50 points per project
- homework: mostly on a daily basis; can be from a textbook or a worksheet; usually checked for completeness including work (stamped, worth 2 to 4 points each), but can be graded for points (about 10 to 20 points)
- planner check: your planner will be checked at the beginning of the period daily; if filled out completely you will receive a stamp and 1 point per day which will be tallied at the end of the week (up to 5 points per week)
Recommended Course Supplies
RED correcting pens or pencils
No. 2 pencils with erasers (ALL work must be done in pencil unless otherwise noted)
2 dry erase markers
notebook paper/graph paper
a section in a binder or folder for math handouts and worksheets
2 separate spiral notebooks (label one “Warm Ups” and label the other “Notes and Homework”)
scientific calculator (recommended, but provided in class)
agenda or homework assignment notebook
100% A+ 99-93% A 92-90% A-
89-87% B+ 86-83% B 82-80%B-
79-77% C+ 76-73% C 72-70%C-
69-67% D+ 66-63% D 62-60%D-
On the Portal, an “X” means excused (used for extra credit and does not count against the grade), a blank scores means that I have not entered a score yet, and an “M” means the assignment is missing (counts as a zero until it is made up).
Absences and Late Work
Students who are absent are responsible for obtaining and making up work they have missed. Homework assignments can be obtained from a study buddy or my school web site homework calendar. The student will have the number of days he/she was absent, plus one extra day, to make up his/her work. After this time, the student will receive a zero for the assignment(s) and it will be considered late (deduction of one grade). It is the student’s responsibility to turn in this work when absent (this includes getting homework and planner stamped when returning). Students need to write “absent” in their warm up for any day(s) they miss. All late work is due by the end of each grading period (6 weeks).
1. Be in assigned seat or place with materials ready when the bell rings.
2. Gum, food, and drinks are not allowed in class. Water is allowed.
3. Follow directions and listen to person in charge.
4. Respect others and their property be keeping your hands and feet to yourself.
5. Do your own work and believe in yourself.
Breaking these rules and/or disruptive behavior will result in signing of the student’s conduct card. After signing three times, the card goes home to a parent/ guardian to be signed . After signing five times, the student will receive a referral. Referrals may also be an immediate consequence for inappropriate behavior. Good behavior will result in obtaining asset coupons, treats out of the treat jar, or Good Job Jar tickets for the weekly drawing for various prizes.Extra Help
Phone/voicemail: (408) 535-6270, extension 50228
Prep period: 4
Best way to contact me is through email. I should respond within a few days, so if you do not get a response, please send me a note or call.
Math: 6th Grade Accelerated
I have been teaching at Bret Harte since 1995. I have taught 6th, 7th, and 8th grade math, US history, and art. I graduated from Louisiana State University in 1995 with a Bachelor’s degree in Elementary Education. I also earned my Master’s degree in Administration from Santa Clara University. In my personal life, I enjoy traveling, reading, doing puzzles, and taking care of my animals. I have a little girl, Lilliana, who will be 8 years old in October. I have 2 dogs, Taco and Rosie, and 5 chickens, Elsa, Belle, Maleficent, and Amber. In addition, I have several fish tanks including a 50 gallon one for freshwater fish. I am also a HUGE Sharks fan!
Greek and Latins Roots
GREEK AND LATIN ROOTS: ROOTS WORD LISTS and HOMEWORK
In this section, you’ll find 5 Greek and Latin Roots Lists and the homework associated with each Roots List. Below are instructions for doing the assigned Roots homework.
1. First, just click on the Roots List that you’ll use for the assigned homework and then print it out to use in completing the homework.
2. Then, click on the assigned homework and print out the assignment so you can complete it to hand in on the due date found in the Assignment Calendar on this website.
ROOTS VOCABULARY WORD LISTS
Use these Roots Lists to do the assigned homework:
Vocabulary Roots List 1 (MS Word):Vocabulary_List_One.docx
Vocabulary Roots List 1 (pdf):Vocabulary_List_One.pdf
Vocabulary Roots List 2 (MS Word):Vocabulary_List_Two.docx
Vocabulary Roots List 2 (pdf): Vocabulary_List_Two.pdf
Vocabulary Roots List 3 (MS Word): Vocabulary_List_Three.docx
Vocabulary Roots List 3 (pdf): Vocabulary_List_Three.pdf
Vocabulary Roots List 4 (MS Word): Vocabulary_List_Four.docx
Vocabulary Roots List 4 (pdf): Vocabulary_List_Four.pdf
Vocabulary Roots List 5 (MS Word): Vocabulary_List_Five.docx
Vocabulary Roots List 5 (pdf): Vocabulary_List_Five.pdf
Vocabulary Roots Master List (MS Word) (contains all the roots in Lists 1-5):
Vocabulary Roots Master List (pdf) (contains all the roots in Lists 1-5): Vocabulary_Master_List.pdf
VOCABULARY ROOTS HOMEWORK
Vocabulary Roots List 1 Bubble Map Homework: Use the roots found in Vocabulary Roots List 1 to do this bubble map homework. Write your name and class period at the top of each homework page.
Note: When you print this homework, it will be 11 pages long. If you do not want to print it, look at graphic organizer diagram used for each roots word and draw it on a sheet of paper and fill in the answers.
For this homework, click on this link below:
Vocabulary Roots List 1 Bubble Map Homework (MS Word):Word_List_One_Homework_-1.docx
Vocabulary Roots List 1 Bubble Map Homework (pdf): Word_List_One_Homework_-1.pdf
Vocabulary Roots List 1 Crossword Puzzle Homework: Use the roots found in Vocabulary Roots List 1 to do this crossword puzzle. To print out this crossword puzzle homework, click on the link below:
Vocabulary Roots List 1 Crossword Puzzle Homework (MS Word): Roots_List_1_Crossword_Puzzle-1.docx
Vocabulary Roots List 1 Crossword Puzzle Homework (PDF): Roots_List_1_Crossword_Puzzle-1.pdf
Vocabulary Roots List 2 Practice Sheet Homework: Use the roots found in Vocabulary Roots List 2 to do this practice sheet. To print, click on the link below:
Vocabulary Roots List 2 Practice Sheet Homework (MS Word): Vocabulary_List_Two_Homework_.docx
Vocabulary Roots List 2 Practice Sheet Homework (pdf): Vocabulary_List_Two_Homework_.pdf
Vocabulary Roots List 2 Crossword Puzzle Homework: Use the roots found in Vocabulary Roots List 2 to do this crossword puzzle. To print out this crossword puzzle homework, click on the link below:
Vocabulary Roots List 2 Crossword Puzzle Homework (MS Word): List_2_Greek_and_Latin_Crossword_Homework_1.docx
Vocabulary Roots List 2 Crossword Puzzle Homework (pdf): List_2_Greek_and_Latin_Crossword_Homework_1.pdf
Vocabulary Roots List 3 Crossword Puzzle Homework: Use the roots found in Vocabulary Roots List 3 to do this crossword puzzle. To print out this crossword puzzle homework, click on the link below:
Vocabulary Roots List 3 Crossword Puzzle Homework (MS Word): List_3_Greek_and_Latin_Crossword_Homework-1.docx
Vocabulary Roots List 3 Crossword Puzzle Homework (pdf): List_3_Greek_and_Latin_Crossword_Homework-1.pdf
Vocabulary Roots List 4 Crossword Puzzle Homework: Use the roots found in Vocabulary Roots List 4 to do this crossword puzzle. To print out this crossword puzzle homework, click on the link below:
Vocabulary Roots List 4 Crossword Puzzle Homework (MS Word): List_4_Greek_and_Latin_Crossword_Homework-1.docx
Vocabulary Roots List 4 Crossword Puzzle Homework (pdf): List_4_Greek_and_Latin_Crossword_Homework-1.pdf
Vocabulary Roots List 5 Crossword Puzzle Homework: Use the roots found in Vocabulary Roots List 5 to do this crossword puzzle. To print out this crossword puzzle homework, click on the link below:
Vocabulary Roots List 5 Crossword Puzzle Homework(MS Word): LIst_5_Greek_and_Latin_Crossword_Homework-1.docx
Vocabulary Roots List 5 Crossword Puzzle Homework (pdf): LIst_5_Greek_and_Latin_Crossword_Homework-1.pdf
HOMEWORK FOR VOCABULARY ROOTS LISTS 1-5:To do the following two homework assignments, you will use the roots from the Vocabulary Roots Master List. This list contains all of the roots from the 5 Vocabulary Roots Lists.
Vocabulary Roots Categories Homework: Use the roots from the Vocabulary Roots Master List to do this homework. To print out this home work, click on the link below:
Vocabulary Roots Categories Homework (MS Word): List_1-5_Categories_Homework-1-1.docx
Vocabulary Roots Master List Crossword Clues Homework: Use the roots found in the Vocabulary Roots Master List to do this crossword clues homework. To print out this crossword clues homework, click on the link below:
Vocabulary Roots Master List Crossword Clues Homework (MS Word): Greek_and_Latin_Crossword_Clues_Homework-1.docx
Vocabulary Roots Master List Crossword Clues Homework (pdf): Greek_and_Latin_Crossword_Clues_Homework-1.pdf
Math 6 Accelerated
Math 6 Accelerated Homework
Pizza Parlor Project
Pizza Parlor Project
The Pizza Parlor project is due on December 11th. Late projects will lose a significant amount of points so please check on your child’s progress every once in a while, I will also remind them in class.
I did not specify any schedule or due dates for any parts of the project except for when the entire project is to be turned in. I expect my students to be able to set their own pace and allocate enough time to complete this project by the due date. Here are some highlights of the project:
1) Students should start working on their calculations for the various required rooms and areas first to get an idea of how big things will be and how much room they will have to fit everything in.
2) Then they should come up with a design for the pizza parlor and submit a rough draft of the layout of the parlor to me (I’m the building inspector) for approval. It should contain all the required components and drawn accurately to a scale factor of ½ of the final drawing. NOTE that the rough draft is part of the grade so even though it is called a “rough draft”, it should be done neatly and be as complete as possible, not just some scribbles. Students should NOT expect to get approval of their rough draft immediately so they should not wait until the last minute to submit it.
3) After getting approval of their rough draft, students should complete their calculations for the various required objects, then adjust the dimensions of those objects as necessary. They should make sure that their calculations are correct before they start their final drawing. I will return their rough draft and provide them with one official Final Drawing Drafting paper to use for their final drawing. I would suggest using pencil initially on their final drawing, then after all the objects have been drawn, check it for accuracy and completeness before tracing over with ink.
4) I showed my students a sample (drawn on a computer, but students are to hand draw) in class, and I will also post that on my teacher’s web page at a later time so it does not influence the creative design of your child. The entire project handout will also posted on my teacher’s web page.
Here are the details of the project.
You are about to enter into the high stakes cheese-eatin’ world of a pizza parlor owner. You’ve got some dough and an anchovy or two and you think you’re ready to get down to business. Well, first things first…you need a restaurant! So let’s get busy designing a pizza parlor you can call your very own.
Objective: Design a pizza parlor meeting the following requirements.
Background: Your pizza parlor is in an existing building, which means you cannot change the exterior walls. The space you are renting is 40’ by 60’ (40 squares by 60 squares in the final drawing). These are the exterior walls. You do, however, have to completely design and layout the interior space. To do so, you must obey the following rules (you may submit a proposal to the building inspector for an exception to any rule, but don’t count on it).
Room size in the Parlor: There are 7 required rooms in the pizza parlor, and each must occupy the percent space specified.
1. Dining area (50%, ½ of the total area)
2. Kitchen area (25%, ¼ of the total area)
3. Arcade area (3%, 3/100 of the total area)
4. Manager’s office (5%, 1/20 of the total area)
5. Cooler for supply storage (7%, 7/100 of the total area)
6. Women’s restroom (6%, 3/50 of the total area)
7. Men’s restroom (4%, 1/25 of the total area)
Room location in the parlor: Use the following requirements when layout out the interior of your pizza parlor.
1. The dining room, the cooler, and the manager’s office must all be next to the kitchen (they don’t need to be next to each other, just next to the kitchen). Include a door from each of these into the kitchen.
2. The men’s and women’s restrooms must be next to each other.
3. In order to get to the restrooms from the dining area, customers must walk through the arcade.
4. The restrooms cannot be next to the kitchen. This is a health code violation.
5. Customers cannot enter or walk through the kitchen, cooler, or manager’s office.
Interior furnishing: Draw and outline and label each of the following objects in Dining and Kitchen areas
1. Dining Area
(NOTE: the oven cannot be next to the cooler, as it would be too expensive to keep the cooler refrigerated. Also, the counter(s), pizza dough machine, dish washer and oven should be rectangular or square. After all, how many ovens have you seen shaped like a peanut?)
Doors and Windows: Indicate all doors and windows on both the rough draft and final plan drawings. Doors should show which direction they open (can draw it on the side door opens). All doors should be at least 3 feet wide. Windows should be drawn on the outside of the restaurant.
1. There must be a front/main entrance for your customers that enters into the dining room.
2. There must be a back door out of the kitchen (preferably near the cooler door, allowing deliveries of perishables to quickly be loaded in the cooler).
3. The should be enough windows to allow in outside light and air. Remember, you’re not designing a Pizza Dungeon.
4. The restrooms must be designed to allow for at least 2 customers to use it at the same time and offer some privacy for the customers. Draw partitions, sinks, etc., in your restrooms.
Project Requirements (what must be turned in)
1. Object Calculations (7 points): Includes all the hand-written or typed calculations for the floor areas of everything in the restaurant. They are to be neatly written in blue or black non-erasable pen, with no mistakes. All work must be shown, all answers must be labeled with correct units and boxed, and all answers must be rounded off to the nearest square foot (and try to use binder paper that doesn’t look too much like you pulled it from the trash. Remember, every aspect of this project is part of your presentation. A careless job on any part reflects badly on the whole). Staple the “Area Value” page to the front of your calculations with all the correct answers written neatly and labeled correctly.
2. Rough Draft Drawing (5 points): This is your initial attempt at pizza parlor design. It must be approved and stamped by the building inspector (Mr. Wong) before you can go on to the Final Draft. Use the provided piece of graph paper with your design drawn to a scale factor of ½ of the final drawing. All rooms and objects should be labeled (but area does not need to be written on the rough draft), and different rooms should be colored differently. Don’t forget to write your scale. Note that getting approval from the building inspector may take a couple of days so don’t wait until the day before the project is due before turn in your rough draft.
3. Final Draft Drawing (15 points): This is the perfectly rendered plan of your perfectly designed pizza parlor. It will be done on official graph paper only (given to you by the building inspector once the rough draft has been approved), and will be graded on neatness, clarity, and overall presentation. Make sure to color your drawing, write your scale, label (in ink) each room and all of the furnishings, and write their areas in square feet. This is the big enchilada, and therefore has the highest point value.
4. Write-Up (5 points): This should be between one and two pages long (hand written in ink or double spaced and typed). The write-up is your opportunity to explain why your restaurant design is exceptional (we already know that the pizza will taste great). It should include the word “because” as often as possible, as in “My kitchen layout is good because…” Again, this is your chance to argue for your DESIGN (not how good your pizza will taste), and an opportunity for me to read an explanation for why you think putting the salad bar in the bathroom is such a good idea.
Your project will also be graded on the following two items:
5. Overall Impression (8 points): You will be graded on your restaurant design and interior plan. It will be based on how well you were able to follow the rules, the creativity of your design (such as not using just rectangles for every room and object), and the overall usefulness of your layout (such as spacing for customers and workers, size of bathroom stalls, etc. – try to imagine yourself walking through the restaurant). So if you do put the salad bar in the bathroom without a good reason, it’s here where you will lose points. It also includes naming your pizza parlor (be creative).
6. Peer Evaluation: For this part of the project, each person who turns in a Final Draft will carefully evaluate another person’s project. You will be given a project to grade based on the requirements. Your grade for that person’s project will not be read until after that person’s project has already been graded. Your grade on this portion of the project will be based on how accurate is the grade you gave to the actual grade that project got.
Staff Appreciation Lunches for the coming school year:
Friday, November 4th
Friday, February 17th
Friday, May 12th
Admin and StaffBret Harte's staff members are dedicated to providing an optimal learning experience for our students. We adhere to high standards and provide exceptional support and resources, so all students succeed.
|Suzanne Fedor||7:30 - 3:00|
|Claudia Veprinsky||11:50 - 3:15|
|Tony Guajardo||7:30 - 1:30|
|Todd Orlando||Mon/Wed 6:30 - 3:00|
|Fri 10:30 - 3:00|
Mr. Murray’s Homework Calendar
Best of Core
This where you will find the names and highlights of students who have been nominated by me or the class for:
Student of the Month
Monthly Character Award
These are really great awards so look for your name here soon!
Late work is accepted in most cases. For example, an entire Social Studies Notebook (10 or more assignments in some cases) can be turned in late, but individual assignments from the notebook cannot be turned in late). In some cases, Benchmark reviews in advance of a Benchmark test will not be accepted late. My policy for late assignments: The BEST grade a late assignment can receive will be equal to the LOWEST grade given to an on-time assignment. That is to say, if the the lowest on-time grade was a 60% D-, then the highest grade a late assignment can receive is a 60% D-. Also, extra requirements may be necessary for late work that is graded in class or peer-graded.
Grades and Categories: ” How many points is that worth?” Well, the better question is “Which grading category does this go into?” I use grading categories, which I think gives better feedback to students, parents, and myself, about areas for improvement and seeking out why a student is struggling.
Prep Period: 1
Mr. Murray’s favorite links:
Quick Grammar Help!
Support Victory Junction Camp
See you at Pat’s Run
Boy does he like concrete
6th Grade Social Studies 8th Grade Publications (school newspaper)
This will be my 21st full year at Bret Harte! This year I am teaching 6th Grade Social Studies, and the 8th grade Elective Publications where we produce The Bret Gazette, Bret Harte’s totally-student-produced newspaper, along with this year’s yearbook! I have taught 6th Grade Core for my whole career at Bret Harte. In the past I have also taught Mock Trial, Reading, Speech & Debate, Leadership, SOAR, and Reading Interventions. Each year I also coordinate the Bret Harte Spelling Bee. Each summer I usually teach summer school in San Jose or other districts. I can also be found coaching or helping coach my son’s sports teams.
I live in Ben Lomond in the Santa Cruz Mountains; however, I don’t mind the commute, because Bret Harte is such a great place to work. My wife of nearly nineteen years is also a teacher in Ben Lomond, and we have two kids, a daughter London age 18 and a son Tanner age 15. At home I can usually be found taking on huge home improvement projects. My family has a history in building and hardware, so I’ve developed a bit of an addiction to wood, concrete, bricks, pipes, and wires.
I was raised in Lakeside, California, where my parents owned a local hardware store. Later I went to UC Santa Cruz and received a degree in History, and I continued at San Diego State University where I earned my teaching credentials. I currently hold credentials in English, Social Science, and a Multiple Subject credential.
Room Number: C-4
Phone: (408) 535-6270 Ex. 224
Prep Period: 3
The best way to contact me is via e-mail. I will get back to you within the next 48 business hours.
6th and 8th grade Spanish Teacher
My name is Elizabeth Navarro. I have been a middle-school teacher for 13 years. All 6th graders get an opportunity to be in the Introduction to Spanish class for 12 weeks. The 8th grade Spanish class is a year long course where students are able to receive 10 high school credits. It is a rigorous course. I enjoy working with each and every student.
Mrs. Oldfield’s Homework Calendar
Language Arts and Social Studies Homework Calendar
Dear Bret Harte Students and Families,
I am very happy to be teaching 7th grade Core this year. We will have a lot of history to cover and wonderful literature to read, discuss and digest.
As for history, here’s a little about me. I was born and raised in Oregon, though my parents are both from Canada. I enjoy an active lifestyle, and am happy to say that I just finished an especially challenging run in the Santa Cruz Mountains.
I have two high school age daughters, and we enjoy our annual vacations to the Oregon Coast, and occasionally, to somewhere more exotic!
The world really is a small place. This year I hope we will all learn about what binds us together as a global nation.
Required daily materials for the course:
1. Glencoe : Focus on Physical Science textbook & workbooks (provided)
2. paper & pencil with eraser (NO PENS PLEASE!)
3. 1-2” Science 3-ring binder (required daily by second week of school)
4. 2011-2012 Student planner
5. Calculator (a simple calculator that will add, subtract, multiply & divide is sufficient)
Everyone in the class is expected to follow class rules for your safety as well as the safety of others.
Be in assigned learning place with appropriate classroom materials daily.
Gum chewing and food are not allowed in class (except on designated lab days).
Listen to the teacher and/or person in charge and follow directions.
Show respect for each other, all staff members and school property.
Participate in creating a pleasant and supportive learning environment
by being courteous and polite.
Upon entering the classroom:
You are to be sitting in your assigned seat when the bell begins to ring.
If you are not in your seat, you will be sent to the office to receive an unexcused tardy pass.
You must have a note from another teacher or the attendance office to be admitted to class after the bell rings. Hand your note to Mrs. Rusnak upon arrival.
1st & 2nd tardy – warning
Subsequent tardies will result in administrative referral.
Saturday school will be assigned for the 5th or more tardy.
Dismissal of the class:
Clean up will begin 5-10 minutes before the end of each period, depending on the degree of clean up needed.
Dismissal will occur when all materials are accounted for and when everyone is in their assigned seats and final announcements are made. Mrs. Rusnak will dismiss the class, not the bell!
Disciplinary action will be used on those individuals in violation of any rule or for any inappropriate behavior in the classroom/laboratory according to the degree of the offense. BULLYING is considered a major offense and will NOT be tolerated.
Homework is given on a regular basis. It is wise to keep up and not get behind. Late homework will not be accepted for full credit. In the event of an absence, homework is due upon return to class promptly.
Class grades are based on the following percentage total:
This means to earn an A, you must complete all assignments and receive at least 90% on those assignments.
California State Science Content Standards are found in Glencoe: Focus on Physical Science. California State Standards, applicable to each chapter, are listed on the bottom of the title page(s) of each chapter. The SJUSD address for K-12 standards aligned with the California State Standards is http://es.sjusd.k12.ca.us/Standards.
San Jose Unified School District Lifelong Learning Standards can be found in Appendix IV, page 63 of the SJUSD Student and Parent Handbook.
San Jose Unified Science Content Standards, Course: Science 8, Catalog Number: 5674-6575
S1 The student understands and applies the concepts of Physical Science.
S1 (6-8) B1-17
S3 The student understands and applies the concepts of Earth and Space Science.
S3 (6-8) B9-12
S4 The student thinks scientifically.
S4 (6-8) B1-10
S5 The student conducts scientific investigations.
S5 (6-8) B1-7
S6 The student understands and uses scientific information and processes.
S6 (6-8) B1-6
S7 The student communicates and understands scientific information and processes.
S7 (6-8) B1-6
S8 The student understands how developments in science and technology affect society and the environment.
S8 (6-8) B1-7
A complete listing of content standards/benchmarks/knowledge and skills is available from the SJUSD Division of Educational Services, Middle School Course Description. (COEDS Code: 2611)
Phone: (408) 535-6270
Prep Period: 4
or by phone.
Ms. W. Rusnak
8th Grade Physical Science
Welcome to my 8th grade Physical Science class! I do hope you will spend this year working hard and learning abundantly. This course is a year long course covering the following topics: Laboratory safety & equipment, matter, chemistry & chemical reactions, our solar system, motion & forces and electricity & magnetism. The textbook we will be using will be Glencoe: Focus on Physical Science (California Edition) however supplemental materials will be used to enhance concepts.
In this Physical Science course you can expect to conduct scientific experiments, investigate and research topics, create elaborate projects and of course, complete homework on a regular basis, be assessed with unit tests and a semester final examination both Fall and Spring semester. You will also be expected to participate in the 8th Grade Builders Olympics toward the end of the school year which my students truly enjoy. My goal as your teacher is to provide a well-rounded introduction to the physical world that surrounds you and to provide you with a scientific understanding based on scientific concepts.
6th Grade Earth Science
Welcome to my 6th grade Earth Science class! We have many things to learn about our Earth which includes both inside and outside of the Earth. So let’s get started!!!
The textbook we will be using will be Glencoe: Focus on Earth Science (California Edition) however supplemental materials will be used to enhance concepts.
In this Earth Science course you can expect to conduct scientific experiments, investigate and research topics, create models and of course, complete homework on a regular basis, be assessed with unit tests and a semester final examination both Fall and Spring semester. My goal as your teacher is to provide a well-rounded introduction to the Earth and provide you with an elightening scientific experience.
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Skavdahl Homework Calendar
The best way to contact me is by email.
7th Grade Core
All About Me
Hi everyone! I am very happy to be teaching at Bret Harte Middle School. I have been a 7th and 8th Core teacher since 1996. 7th grade Core is my favorite andI especially enjoy teaching the writing process, short story analysis, The Fall of Rome, the Aztec’s, and the Renaissance.
I graduated from Santa Clara University and received my Masters degree from San Jose State University. I received my Bachel or Arts degree in Theater Arts and Political Science. Working at Bret Harte enables me to indulge in my passion of performing in front of a crowd and sharing my love of history and literature.
For out of school fun, I enjoy reading, theater, snow skiing, riding horses, yoga, cooking, traveling (especially during our breaks!), shopping and trying new spas. I am married and have three children, Sofia (14), Shane (11) and Shelby (4). Our family also includes our German Sheperd and two lop rabbits. They enjoy hearing the stories you inspire me to tell over dinner, holiday get-togethers, and vacations. (Yes…even the animals).
In my perfect world, I will be able to tell about all the places we study in 7th grade Core because of my travels to them. Nothing is more powerful than stories and observations from the ancient sites. Next stop: Medieval Spain!
Instructions for doing Warm Ups and Notes in your math notebook
You earn points for having a complete notebook that consist of your daily work. Please keep your notebook organized and in order so I can find your work easily. If I cannot find something, you do not get points for it. Please make sure your name (and my name) is on your notebook cover in case you leave it in one of your classes or somewhere at school so it can be returned to you.
* Date and Title (“Warm Up”) heading
* Copy the entire question and draw the pictures unless the warm up tells you not to copy it
* Do all work in your math notebook, box or circle your answers
* Check your answers afterwards, if you did the problem wrong, do NOT erase how you did it – instead cross it out and write the correct way to do the problem and the correct answer.
* Date and Title (“Notes” and the topic written on the board) heading, even if you dated your warm up on the same page
* If notes are written on the board or on transparency, copy all the notes and pictures.
* If notes are projected from the computer, look for the colored paragraphs and copy those notes (you may also copy the rest of the notes if you want to, or write additional notes to make things clearer to yourself)
* If you see Do this or Try this, copy the question and do the problem in your notebook, show your work and box or circle your answers
* If you are absent, you are allowed to hand copy the warm ups, notes, and class work from a classmate into your notebook to get full credit (do this before I do a notebook check).
* You may also write “absent” in your notebook on the days you are absent but you will only get half credit for those missed days.
Pre-Algrebra Homework Calendar
Algebra Homework Calendar
Phone: (408) 535-6270
Prep Period: 6th period
The best way to contact me is through email. I usually check email during my prep period, after school, as well as most evenings. I will usually return your emails within 1 school day. Please sign up to be on my class email list if you want to be updated on upcoming major assignments, tests, and other important announcements.
Please visit the Parent Portal for your child’s latest grades. I usually update the grades every weekend. Entries in the grades portal shown with a ‘Missing’ mark means that the assignment is missing and counts the same as a zero (if your child is absent, he or she is responsible for turning in missed assignments). Entries shown with an ‘Incomplete’ means either part of the assignment was missing, or that the work was not shown. Entries that are blank means that I have not entered the grade for that assignment yet.
Please visit Mr. Wong’s new teacher’s website
Phone: (408) 535-6270 x50311
(6 week grades will be entered during the last week of each 6 week grading period. Feel free to email me anytime in regards to your students grade by clicking, “Email Me” on my Homepage)
Prep Period: 6th (1pm-1:45pm)
The best way to contact me is through Email. I will attempt to get back to you within a day or two.
Physical Education Teacher
My classes will participate in a number of different activities. Instruction will include, but not be limited to the following:
* basic fundamentals
* rules and strategies of each activity
In accordance with the San Jose Unified School District Physical Education district standards, you student will be encouraged to:
* demonstrate competency in movement forms
* use movement concepts and principles in the development of motor skills
* exhibit a physically active lifestyle
* achieve and maintain a health enhancing level of physical fitness
* demonstrate responsible, personal and social behavior in physical activity settings
* demonstrate understanding and respect for differences among people in physical activity settings
* understand that physical activity provides opportunities for enjoyment, challenge,self-expression and social interaction
Within my instruction, there may be written work and/or tests. Test questions will mostly be formulated from class discussions and/or activities. Your student’s grade will be based on my professional judgment of the four areas below:
• Athletic Skills= 25% of grade
• Written Work= 25% of grade
• Sportsmanship= 25% of grade
• Participation= 25% of grade
• 89%-80% = B
• 79%-70% = C
• 69%-60% = D
• 59%- 0% = F
Discipline: My students will know that the purpose of my class is “Building Healthy Relationships”. If they are taking away from this purpose, I will attempt to take care of the situation in class. If necessary, I will include the administration.
I look forward to “Building Healthy Relationships” through P.E. with your student.
Mr. Mittleman’s Blogspot Blog
Welcome to Mr. Mittleman’s class! This is my 5th year at Bret Harte Middle School and I am extremely excited to be here. Prior to Bret Harte, I taught middle school Pre-Algebra and Algebra 1 in Morgan Hill Unified. I have also taught fifth and sixth grade in the Franklin Mckinley School District. It is an honor to be working in the Almaden Valley and be surrounded by strong students who have high expectations and standards for academics.
My educational background consists of a BA degree in Child Development from San Jose State University, a multiple subjects teaching credential and a supplemental credential in Mathematics. I also hold a MA degree in Instructional Technology from San Jose State. For the past 11 summers, I have taught Geometry and Pre-Algebra at Archbishop Mitty High School.
In my spare time, I enjoy being with my family. I have been married for 9 years and have two awesome daughters. I am very excited as my oldest will be starting 1st grade. I also love going to the beach, exercising and taking relaxing vacations with my family.
room # - GYM
phone # - 535-6270 ext.50275
I will return all e-mails promptly
Physical Education Teacher
I have been teaching P.E. at Bret Harte for the last 18 years. I have taught both 7th and 8th grade P.E. I have coached the Bret Harte Cross Country and Track teams.I also run the Weight Lifting Club
Pre-Algebra Assignment Calendar
Information for Pre-Algebra.pdf