Andrea J.A. Hall, M.ED

E-mail: ahall@thestudyhalledu.com

EDUCATION

Master of Science in Education, April 2011

Specialization in Curriculum, Instruction and Assessment

Walden University, Minneapolis, Minnesota

Cumulative GPA 4.0

Bachelor of Science in Math Education, May 2004

Oakwood University Huntsville, Alabama

Cumulative GPA 3.89

HONORS

Riley Scholar, Teacher of the Year 2006-2007 at Rockdale County High School, Teacher of the Month 2005 at Rockdale County High School, CAPE Award from the NCTM, National Dean’s List, Dean’s List, Math Award for Excellence, United Way Giving Scholarship, Worthy Student Assistance Scholarship, Premier Scholarship

SKILLS

Effective Online Teaching Certificate (with Georgia Virtual School),AP Calculus AB Institute Certificate, Proficient in Power Point, Microsoft Word, Excel, Word Perfect, Windows, Internet, Elluminate, eCollege, Blackboard, D2L Platform and Online Services, IBM and IMAC; Website designer.

CERTIFICATE

Clear Renewable, Mathematics Grades 6-12 , Certificate ID 688002, Expires 06/30/2020

EDUCATION CONSULTING EXPERIENCE

The Study Hall Education Consulting Company, LLC

August 2003 – Present 

Teaching on Outschool.com as an independent contractor (2017 – Present)

Education Consultant and Private Tutor

Subject Matter Expert for Oaks Christian Academy for Algebra 1

Curriculum Writer for the Algebra 2A & Algebra 2B Curriculum for the California PASS Program

Online tutoring as well as face-to-face tutoring.

Responsible for providing home school instruction to 3 fifth grade students (2008-2009)

Responsible for providing supplemental instruction in Algebra I and Algebra II (2003- 2008)

TEACHING EXPERIENCE

Georgia Virtual School, Atlanta, GA

July 2013- Present

Accelerated Math II, CCGPS Analytic Geometry, Math I, Math I Support, Math IIAB and Math IIAB Support

Provide appropriate online instruction, Promote a positive online learning environment, Maintain communication with students and parents/guardians.

Odysseyware Academy

August 2016- July 2019

All Mathematics Grades 6 – 12

Provide appropriate online instruction, Promote a positive online learning environment, Maintain communication with students and parents/guardians.

Georgia Cyber Academy, Atlanta, GA

July 2010- July 2013

Math I, Math I Support, GPS Algebra, GPS Geometry, Accelerated GPS Geometry/Advanced Algebra , Honors GPS Geometry, Honors Algebra II

Provide appropriate online instruction, Promote a positive online learning environment, Maintain communication with students and parents/guardians, Mentor teacher for 5 new teachers, Technology Committee Chair,  Study Island Coordinator, At-Risk Intervention Math Teacher, Created Math 1 Curriculum using existing K12.com curriculum components, taught live Elluminate sessions at least four times a week.

Rockdale County High School, Conyers, GA

December 2011- March 2012

Academic Intervention Specialist in Mathematics

Temporary Part-time position in which I created intervention plans to help failing students get back on track.  Implemented the Peer Tutoring Program.

Osborne High School, Marietta, GA 

July 2009- July 2010

July 2007- July 2008

9th Grade, Math I; 10th -12th Grade, Algebra II

Provide appropriate instruction, Promote a positive learning environment, Follow professional ethics in all work related activities, Maintain communication with parents/guardians, Be available for tutoring at least once a week and Secretary for Algebra II Data Team

Rockdale County High School, Conyers, GA

July 2005- June 2007

Algebra I, Honors Algebra II, Mathematical Money Management, and Applied Problem Solving

Provide appropriate instruction, Promote a positive learning environment, Follow professional ethics in all work related activities, Maintain communication with parents/guardians, Algebra I Peer Tutoring Program Coordinator.

Berean Christian Junior Academy, Atlanta, GA

July 2004- February 2005

6th-8th Grade, Mathematics and Science Teacher

Provide appropriate instruction, Promote a positive learning environment, Follow professional ethics in all work related activities, Maintain communication with parents/guardians

ACTIVITIES

EPIC Homeschool Network, Inc., Founder, President & Executive Director;  South Cobb Homeschoolers, Founder and President; International Association for K12 Online Learning; National Council of Teachers of Mathematics (NCTM); Former GCAFG Sponsor; Former Web Warriors Students Sponsor; Former Mu Alpha Theta: Osborne Chapter Sponsor;  Former Collaborating Teacher for Student Teacher from Kennesaw State University.

Jigsaw 104: Internship

 

For Jigsaw 104 I decided to do a lesson on how to write an equation for an ellipse.  First I created a Jigsaw Storyboard which can be found here Jigsaw Storyboard-2gtj5vc.  I then created a quick overview recording of an instructional lesson that uses all four panes that can be found here https://stream.jigsawme.com/u/GRpBoL.

The use of the panes really allow for increased student engagement.  It allows you to grab the student’s attention by the use of audios and videos that stream very well and then allows you to assess student learning by using surveys or activities on the whiteboard.  I see that the possibilities here are endless.

 

Jigsaw 103: Making the Grade

 

Pane 3 – Survey

Pane 4 – Whiteboard

In this lesson I chose to use surveys in Pane 3 and a whiteboard in Pane 4.

I love the use of surveys as a warm up or exit ticket to assess student learning.  In this survey I ask the students two simple questions to assess their understanding of ellipses:  What is an ellipse and what does (h,k) represent in an ellipse.  This quick assessment allows me to decide what I need to emphasize in the session.

I like the whiteboard to increase student engagement.  In this session, after teaching the lesson using Pane 2 I would then allow the students to create equations using the properties that I have given them in Pane 4.  I would give privileges to particular students to enable them to write their answer on the whiteboard.

The use of Panes 3 and 4 really help to increase student interaction and engagement in the lesson.  It allows me as the teacher to really get a hands-on view of what my students are learning.

 

 

 

Jigsaw 102: Going to Class

In this screenshot I demonstrate the use of a video in Pane 1 and a document in Pane 2.  This method is extremely helpful for students to have a graphic organizer to follow along with while watching the video explanation of how to work a particular problem out.  I did not know the two panes were possible instead of four.  I am happy that this is a feature because it really helps during instruction to help the students focus on what I need them too.  I also see myself using the two panes as a note-taking guide while I am teaching so that students can follow along and not be lost.

Jigsaw 101: Setting Up for Success

Welcome to Jigsaw University 101!  Above you will find a picture of the 5 diversified assets that have been added to my asset library as well as the unique tags  for each asset. To demonstrate that I have used one of these assets in a session I have created this quick clip https://stream.jigsawme.com/u/0qGbF4.

It is definitely a best practice to create and add assets prior to your synchronous sessions because it helps the flow of the class to be better and minimizes connectivity glitches.  For example, if you upload the audios to the assets prior to class, the audio will play clearly as opposed to forgetting to add the audio, trying to play it from your computer and hoping your microphone will pick up the sound so the students can hear it.

Evaluate Reflection

Evaluate 3 – Self-Reflection

Self reflection is very important to professional growth.  It helps to identify strengths and weaknesses as an educator.  Here is a link to my ePortfolio which includes my own reflections through out my career as an online educator:  Andrea Hall’s Professional Development ePortfolio.

Below are some screenshots with explanations of my own reflections based on course surveys and student feedback:

The Spring 2015 Student Survey reports were very informative.  This semester I added questions to help me develop better weekly chat sessions/open office hours.  I learned that having the weekly chats on Mondays were good for the majority of students and having them occur at 7pm in the evening was perfect for them.  I was hesitant that it might be too late but I had the most turn out this semester than in times past with this later time.

Some students made the comment of wanting more time in the chats to ask questions and to get more details.  Upon reflection, have a 90 minute weekly chat/office hour might be something I might want to consider in the future.  Another student mentioned wanting a weekly check up phone call to keep them on track.  While this might not always be feasible, I think setting up a weekly appointment time for students who are falling behind from the beginning to call me (besides the monthly failure calls) might be something I would want to consider.

Overall, it was a great semester.  The student appreciated my feedback and my availability as a teacher.

There are several data analysis tools available for teachers to utilize when evaluating their course and their performance.  In addition to the Analytics Portal in Brightspace, there are evaluations from EvaluationKit which house the results from student and parent surveys.

I learned from this survey that students appreciated the feedback and that 100% found it very helpful.

I especially enjoyed the comment left by the student “I enjoyed my teacher, Mrs. Hall, a whole lot. She was very supportive and helped me understand a lot of things. She is a great instructor, and it’s a blessing to have a teacher that has so much care for and dedication to her students. Thank you Mrs. Hall. Also, the discussions and tasks were a lot of fun, especially since I was able to interact with my instructor and get help in areas where I’m tough around the edges.”

I plan to keep on giving instructive feedback and improve my grading turn around.

Evaluate 3 – Personalized Teaching and Learning

When teaching Algebra IB this school year I decided to do a heatmap to see how students were performing on the assignments.  Below is a sample of a heatmap that I did on my students in my course.

When I did this heatmap I decided to target the two lowest quizzes and the two lowest tests and created a remediation plan to not only give students an opportunity to bring up their grades but to also practice the concepts they struggled with.  Below is an example of the class action remediation plan that I came up with to help students

By doing this remediation plan many students were able to bring up their grades.

Another way that I can create a personalized learning path to help students struggling in other lessons besides the four that I identified for the class is to create customized and conditional news announcements that would only show to students who made certain scores on assessments that I identified.  This way if a student failed a quiz, they would automatically see a news announcement the next time they logged in offering extra help.

Using all this data can help me differentiate learning for my students in a more productive manner.  Instead of taking a stab in the dark, I know exactly what I need to be targeting.

Evaluate 2 – Competencies

Above is a screenshot of the competency structure I created for a Geometry course.  I used the following Georgia Standards of Excellence for Geometry to help me create this structure:

  • MGSE9-12.G.C. Circles Understand and apply theorems about circles
    • MGSE9-12.G.C.1 Understand that all circles are similar.
    • MGSE9-12.G.C.2 Identify and describe relationships among inscribed angles, radii, chords, tangents, and secants. Include the relationship between central, inscribed, and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.

I used MGSE9-12.G.C. as the code so that it directly correlates to the standard so that as students are preparing for the EOC Milestone Exam they know which standards they need to work on based on the results from their associated assessments.

Students will demonstrate this competency by completing dropbox assignments as well as quizzes associated.  Here is a screenshot of a dropbox assignment

 

Evaluate 2 – Data Driven Instruction & Analysis

                                                  Picture by Roofwalker

Data Instruction and Analysis is very important to online teachers and it starts from the beginning.

My online school uses an student information system called TheSIS to track when students enroll.  I can monitor their attendance, and communication logs.  In the following example I am able to see the student names (blocked due to FERPA), the student type (if they have an IEP or 504 Plan), whether or not they have completed an orientation module (there is an orientation date after their registration date), if they have dropped, and whether or not each student plans to take a state standardized test with the course (EOC). Specific student names, parent contact info, and other data are available and can even be downloaded into an excel sheet.

The following is an example of the communication in TheSiS which keeps track of what information has already been shared with students and parents.  This is a new course so only the welcome email has been shared thus far.

Students have sources of data to choose from as well.  For example, they can view feedback on quizzes and tests as well as monitor their own progress.  Here is a video that shows students how to do that http://youtu.be/IJ8QbTBpris

A teacher might adjust the course in the future based on the previous activities of students in several ways.

First, by using the analytics tools such as the heatmap the teacher can see which topics or concepts students seems to struggle with the most. The teacher can then proactively prepare a special presentation to counteract the common misconceptions or mistakes.

Second, a teacher can determine if certain assessments need to be revised because they do not directly correlate to the standards or other tests.

Using data for online instruction makes the online learning environment more targeted. Teachers can tell if students are working steadily in the course or waiting till the last minute and speak to that student.

Teachers can provide targeted remediation when they notice that the majority of student are not passing an assessment.

Teachers who utilize data have a great advantage over those who do not.  In the virtual classroom while you may not “see” the student in class and tell when they are dozing off, teachers who use data can.  They can suggest ways students can improve or assist parents in understanding why their student is struggling with a particular aspect of the curriculum.