Egas' ePortfolio: 2016-2017

Personal and Professional Profiles

Jennifer Egas: Personal Profile

*Wife

*Mother to four grown daughters and two grown stepsons

*Years with Georgia Virtual School: January 2016 to the present

*Teacher: 6th Grade Social Studies

11th Grade U. S. History

AP U.S. History-B

World Geography

* Proud "History Nerd" (according to my daughters!)

* "Beach Bum" in my leisure time (but not without a history book in my hands!)

Online Teaching Philosophy and Goals

Successful online learning requires a great deal of work on the instructor's part. Teacher-student interaction in an asynchronous environment can be very beneficial for the student and rewarding for the instructor.



Individualized connections and feedback make the difference in a mediocre learning experience and an outstanding learning experience for the student. As an instructor I have to reach out to the students at the beginning of the course, making sure to respond to each student's concerns in a timely manner. I have to learn the background of students through an introductory activity at the outset. I must to "know" my students in order to guide them throughout the semester. Individual emails, responses to posts, teacher input in group work is all possible online and is absolutely necessary to provide students with an exceptional learning experience.



Discussion in academic courses is paramount to learning particularly in online courses whether it be group discussion or simply teacher-student discussion individually. Skpye/FaceTime in small group and individual settings is useful in teaching online courses as well. "Touching base" face-to-face periodically provides the student with reassurance that the instructor is "a real person" and is available to discuss content, course requirements and to get feedback. Phone conversations are acceptable as well; but with Skype/FaceTime available, I prefer face-to-face communication.



I enrolled in an online facilitation course via Georgia TeacherLine in the spring of 2013 and learned a great deal about online facilitation. As a veteran of online coursework in totally online and many hybrid courses, I have seen the various forms of online teaching-from only teacher-student interaction to the courses with copious amounts of student-student and “teacher-many students” interaction. The difference in the good courses and the excellent courses was teacher feedback and communication.



I have taken many online courses in many formats including D2L, WebCT, Moodle, Angel and Blackboard. My experience with many formats and many types of teacher interaction has taught me that a high level of teacher-student and student-student interaction is the most important factor in how much a student learns in a course.



Moreover, I have used D2L, Angel and Blackboard as an instructor, having completed all training modules.



Additionally, I have completed the Georgia Virtual School TOOL certification through the Georgia Department of Education in Fall 2015. Five modules in this training program include 58 separate quests that users must complete in order to be certified. This year I was fortunate enough to be hired to serve as a verifier on the ITS team with Joyce Bearden and other GaVS teachers. I have learned so much about GaVS as a school as well as about many resources and innovative teaching strategies from serving in this capacity, so it has been a mutually beneficial process. I was thrilled to be a part of the transition to Thrivist in the winter as well!


I am so excited to be a part of the Development Team to rewrite/update the 6th Grade Social Studies course in the 2017-2018 school year, and I will be attending an AP Summer Teacher Institute in Comparative Government this summer. So my professional development "plate" is pretty full and challenging. These opportunities allow me to continue to learn more about online learning and how to teach online more effectively, efficiently and creatively!


Teacher interaction with individual and groups of students online is one essential ingredient for a successful learning experience. The other essential ingredient for student success is student-student interaction. This interaction enhances the student's learning experience and broadens his/her perspective and adds a broader dimension and depth of learning to the experience.

Professional Profile: Certifications, Licensures, Honors and Awards

*Professional Organizations:

PAGE, American Historical Association, National Council of Social Studies Teachers, Kappa Delta Pi, NCHE (National Council for History Education), SEASECS (Southeastern American Society for Eighteenth Century Studies), Georgia Council of Social Studies

*GaPSC Teaching Certificates: Early Childhood Education, Middle School Social Science, Media-K12, Secondary Education-History, Secondary Political Science, Secondary Geography

*Alabama Teaching Certificates: Same as Georgia certificates plus Language Arts, Grades 4-8.

*Florida Teaching Certificate: History

*Teacher of the Year-Thomas Crossroads Elementary School (2004)

* Coweta County Media Specialist of the Year (2005)

* District 6 Media Specialist of the Year (2005)

*Confraternidad de la Bolivariana (History Fraternity), Quito, Ecuador; Inducted Summer 2016

GaVS Courses Taught

Spring 2016:

6th Grade Social Studies-B:

Course Description: LATIN AMERICA, the CARIBBEAN and CANADA, EUROPE, and AUSTRALIA Sixth grade is the first year of a two year World Area Studies course. Sixth grade students study Latin America, Canada, Europe, and Australia. The goal of this two year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas so as to help students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics; however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses on major events in each region during the 20th and 21st centuries.


Summer 2016:

6th Grade Social Studies-A:

Course Description: Course Description: LATIN AMERICA, the CARIBBEAN and CANADA, EUROPE, and AUSTRALIA Sixth grade is the first year of a two year World Area Studies course. Sixth grade students study Latin America, Canada, Europe, and Australia. The goal of this two year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas so as to help students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics; however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses on major events in each region during the 20th and 21st centuries.


U.S. History-B/U.S. History-AB:

Course Description: The high school United States history course provides students with a comprehensive, intensive study of major events and themes in United States history. Beginning with early European colonization, the course examines major events an d themes throughout United States history. The course concludes with significant developments in the early 21st century.


Fall 2017:

6th Grade Social Studies-A:

Course Description: Course Description: LATIN AMERICA, the CARIBBEAN and CANADA, EUROPE, and AUSTRALIA Sixth grade is the first year of a two year World Area Studies course. Sixth grade students study Latin America, Canada, Europe, and Australia. The goal of this two year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas so as to help students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics; however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses on major events in each region during the 20th and 21st centuries.


World Geography A:

Course Description: This the first semester of a year-long course. World Geography will provide students with the content knowledge and skills necessary to understand the roles, responsibilities, and relationships of people and places throughout the world. Although the primary focus of the course will be in the geographic content areas, there will be numerous opportunities provided to develop and refine other life skills such as: reading, writing, studying, and map study.


Summer 2017:

6th Grade Social Studies-AB:

Course Description: Course Description: LATIN AMERICA, the CARIBBEAN and CANADA, EUROPE, and AUSTRALIA Sixth grade is the first year of a two year World Area Studies course. Sixth grade students study Latin America, Canada, Europe, and Australia. The goal of this two year course is to acquaint middle school students with the world in which they live. The geography domain includes both physical and human geography. The intent of the geography domain is for students to begin to grasp the importance geography plays in their everyday lives. The government/civics domain focuses on selected types of government found in the various areas so as to help students begin to understand the variety of governments in the world. The economics domain builds on the K-5 economics; however, the focus shifts from the United States to how other countries answer the basic questions of economics. The history domain focuses on major events in each region during the 20th and 21st centuries.

Professional Development 2016-2017

*AP Teacher Institute (U.S. History), June 2016, Marist School, Atlanta, GA

*George Washington Teacher Institute, Mount Vernon, Virginia, August 2016

*Presenter:

*eCore Faculty Meeting, August 2016: Online Resources to Engage Your Students (Southeastern American Society for Eighteenth Century Studies) George Washington: Entrepreneur and Agricultural Innovator, March 2, 2017, Montgomery, Alabama

*NCHE (National Council for History Education) April 1, 2017, Atlanta, GA

1. Exploration in the "Age of Discovery"

2. Spanish Influence in the Colonization of the Americas

*UWG Online Training, March 2017: Three Sessions (6 hours total)

*AP Teacher Institute (Comparative Government), July 2017, Woodward Academy, Atlanta,GA