Kevin Hearn

• Technical and Testing Lead on Canvas Implementation Project; moving from 30% Moodle usage to 92% Canvas adoption.
• Managed multiple projects simultaneously while maintaining high-quality deliverables under tight deadlines.
• Supported Trinity's return from Covid by supporting individual faculty as-needed and collaborating with AA to plan for medium-length faculty absences.
• Assisted in selecting appropriate tools and technologies like Gradescope and Respondus for effective course development and delivery.
• Conducted comprehensive needs analysis to identify areas for improvement and targeted training solutions.
• Facilitated team collaboration during design meetings, providing constructive feedback on proposed ideas and concepts.
• Collaborated with subject matter experts to create accurate, relevant, and effective learning content.
• Developed custom training programs for faculty, staff, and students centered around Trinity ITS-supported technology.
• Planned and monitored implementation of technology-based learning programs.
• Worked with vendors to customize courseware to accommodate business needs.
• Built and maintained professional relationships with schools, deans, and individual departments
• Identified gaps in existing curriculum by conducting thorough reviews of current course offerings

• Worked with Student Accessibility Services to design and implement technological accommodations for students in need.
• Contribute individual and group faculty, staff, and student support administratoring: Canvas LMS, Kaltura MediaSpace, and Zoom web-conferencing platforms.
• Provide in-class trainings for students and faculty members that focus on St. Mary's technological offerings and how to use them for specific or general purposes.
• Assisted using Zoom for University admissions offerings/tours/ and gatherings during the Covid pandemic.
• Redesigned and rebranded St. Mary's Freshman Zaragoza Orientation from in-person to completely asynchronous offering.
• Support faculty who are undergoing St. Mary's Online Teaching Certification Program.
• Assist faculty with utilizing new and existing technological resources to deliver subject content.
• Support in the design and teaching of campus-wide training courses dealing with contemporary software offerings.
• Trained and supported faculty transition with 14 live workshops from in-person teaching to remote teaching during 2020 Covid Pandemic.
  

Working as a team, we five members:

• Design thought-provoking and contemporary discussion questions for monthly QM IDA Chat via Twitter.
• Moderate the QM IDA Chat monthly by providing relevant content and advertising the event on campus to interested faculty members
  

• Utilized QM Course Rubric to evaluate, re-design, and improve 26 Masters of Jurisprudence courses with a particular emphasis on universal design and objective alignment.
  
• Designed, researched, assembled, and programmed the St. Mary's University Lightboard project.
• Tracked faculty records for QM training and course revitalization.
• Assisted in collecting tracking data for students in redesigned courses to report to the Department of Education for yearly and final grant reporting in October of 2019.
  

• Designed curriculum for over 2000 new students at a brand-new campus; integrated traditional and flipped classrooms together to maximize instructional time.
• Facilitated district initiatives into blended, flipped, and off-site instruction.
  
• Organized re-alignment from traditional goal setting to backwards design.
• Trained six new P-AP and AP teachers on increasing classroom rigor, instructional technology, setting and achieving high student expectations.
  
• Analyzed, maintained, and integrated data with instructional time for maximum efficacy for over 500 students weekly.
  
• Strategically implemented procedures using advanced data analysis to remove or limit obstacles to stakeholder success.
  
• Organized 15 staff and over 80 students for the inaugural Southwest Legacy UIL Academics Program.
  

• Cross-referenced statistical question analysis with prior student success to narrow focus for individual students and assess the most effective objectives for instructional time.
• Instituted high rigor lessons for college-bound AP students that utilized 21st century technological skills.
• Increased AP exam success rate by 21% compared to the prior two years.
  
• Facilitated the integration of the following apps into my classroom as well as trained other teachers to use these apps in their classrooms:
  • GAFE (Google Apps for Education)
  • Symbaloo
  • Socrative
  • Adobe Captivate, Storyline
    
  • Edmodo

• Revamped programs for AP English III and IV, achieving a 50% pass rate the first year, a 46% increase from the previous year.
  
• Created an AP pathway in Honors English I and II that emphasized skills shown on the AP exam while also maintaining high rigor and success.
• Facilitated a group of eight teachers in an instructional design and planning period daily for 51 minutes. This included:
  • Planning, creating, and delivering specific PD and activities for teachers
  • Communicating stakeholder feedback to administration and administration's priorities to stakeholders
  • Organized a project-based learning assignment for the entire sophomore class that involved all core areas and every sophomore teacher over 10 weeks.
    

• Utilized data analysis to strategically fill deficiencies in student reading and writing skills.
  
• Implemented statistical targeting methodology to track student progress by lesson, unit, and semester for both short and long-term data mapping.
  

• Built custom curriculum for adult learners with varied educational backgrounds and experiences in 5 different programs.
• Built, implemented, and evaluated trainings on best pedagogical practices focused on SME faculty with no teaching experience.
• Evaluated and revamped educational curriculum for day and night students.
  

• Taught reading and writing to EL bubble students who were not prepared for on grade level academic classes but were too advanced for traditional ESOL classes.
• Researched and implemented specific strategies and overcame challenges as a non foreign speaker teaching students who spoke primarily other languages.
• Developed specific strategies for low time/high impact TAKS and STAAR lessons.