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Demeka D Simmons » Home

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Welcome to the Huntsville High School website.

I am Demeka Simmons, Assistant Principal at Huntsville High School. Hence, I would like to take this opportunity to note I am responsible for academic achievement and discipline for 9th- 12th grade students to include the last name of M through R.

Please note, if there are any questions or concerns I may be reached through my administrative assistant, Elaine Kane at 936 435 6206 or by email at ddsimmons@huntsville-isd.org.


EDUCATION AND CREDENTIALS

August 2012 to Present Ph.D.

Major in Administration of Justice/ Minor in Educational
Leadership
Texas Southern University, Houston, Texas
Anticipated Dissertation Title:

August 2010 Masters in Educational Leadership
Principal Certification, Educational Leadership
Lamar University, Beaumont, Texas

August 2008 Masters in Criminal Justice Administration
Major in Administration of Justice


ENDORSEMENTS
STATE OF TEXAS

Principal Certification Classroom Teacher/ Trade and Industrial Teacher
State Board for Educator Certification State Board for Educator Certification
Texas Education Agency Texas Education Agency
Expiration: August 31, 2018 Expiration: August 31, 2018

CERTIFICATIONS

Instructional Leadership Development Aldine ISD
Education Service Center Region 5 Certified Mentor

Certified Emergency Dispatch Instructor

EXPERIENCE- K-12
2006- Present Career Technical Education Teacher/ EDUC 1300 Dual Credit
Teacher
MacArthur High School

Provide direct instruction to tenth, eleventh, and twelfth grade students using creative, innovative, and research-based teaching strategies and methodologies. Students averaged a 92% pass rate on the industry certification test each year. Fully supported and incorporated the Teaching and Learning initiative in daily classroom activities, which placed a major emphasis on the development and utilization of 21st century technological skills.

Administrative Shadowing
MacArthur High School

Provide direct administrative assistance to two assistant principals in the areas of instructional leadership, staff development, master scheduling, and discipline.

EXPERIENCE- UNIVERSITY
2011 – 2015 ASHFORD UNIVERSITY
Adjunct, College of Liberal Arts School
Teach graduate level courses in Juvenile Justice,
Corrections, Correctional management, Political
Science, & Government Communicating and
Criminology


2010 – 2014 EVEREST UNIVERSITY
Adjunct, College of Liberal Arts School
Teach graduate level courses in Criminal Justice,
Juvenile Justice, Corrections, Correctional
management, and
Constitutional Law.

NOTABLE PROFESSIONAL DEVELOPMENT:

ASPIRING LEADERSHIP ACADEMY– 2014-2015 School Year

STATE BOARD OF EDUCATION– 2014

Selected to participate as a committee member in the revision of the Government and Public Administration TEKS.

PRESENTATIONS

Presentations have been conducted at the national, state, and local levels at conferences, workshops, and in-services on the following topics:

Classroom Best Practices, Response to Intervention, Limited English Proficiency, Co- presenter for
Revamping SAT process, Created and present the Scope and Sequence, Closing the Achievement Gap,
New Teacher Mentoring, Region 4 Conference; Best Practice, Strategies to Effective Vocabulary enhancement and Impact of Identity Theft on Victims and Society.

HONORS SOCIETIES/ AWARDS

Teacher of the Year Nominee
Honors: Cum Laude
Dean’s List
Aldine ISD Milers Award

EDUCATIONAL SERVICE

Selected to be a member to represent our department at monthly Leadership Team Development meetings
Member of Campus Improvement Committee
Member of Shattered Dream Committee
Member of Discipline Committee
Chaired the Advisory Committee
Training Instructor for Harris County Education (Teen CERT)
Advanced Technical Instructor
Sponsor and Trainer for the Certified Emergency Response Team
Assisted with developing new crosswalk for students
Curriculum writing
Advisory Board Member for ITT Technical Institute
Initiated and received approval for students to complete an internship with Harris County Emergency Center
Initiated and inaugurated the first Juvenile Times edition at MacArthur High School
Chief Editor of Juvenile Times periodical
Selected to coordinate the career expo for the Law Enforcement Cluster
Initiated and implemented the Crime Fighter’s Club (Sponsor for 6 years)
Responsible for home visits with visiting students that have three or more absences.
Mistress of Ceremony for National Technical Honor Society Awards
Whole Child Emphasis Committee
District Improvement Teams
School Improvement Teams
Teacher Evaluation Committee

COMMUNITY SERVICE AFFILIATIONS

Vice President- Tiny Tots Basketball Organization
Youth Coordinating for Livingston Church of God in Christ
Volunteer basketball coach for 3-4 year old
Volunteer basketball coach 9-10 year old
Volunteer basketball coach 12-13 year old
Coordinated and sponsored Teen Citizen Police Academy with Harris County Sherriff’s Department
Attended Drop-out Recovery
Crime Fighters Sponsor
Volunteer at Candyland Daycare
Participated in Adopt Senior Program
Tiny Tots Basketball Organization- Vice President
Little Darlings volunteer coach-
Livingston Little Dribblers voluntary coach
Tiny Tots volunteer basketball coach/ sponsor
Livingston Church of God in Christ- Assistant Youth Coordinating
Vacation Bible School- Teacher
Attend students’ athletic games (basketball, baseball, tennis, football, and track) and academic awards.
Attended Aldine Youth Community Clean-up Day
Boy Scouts of America Exploring
 

Recent Posts

Re: 100 Videos and Counting: Lessons From a Flipped Classroom

100 Videos and Counting: Lessons From a Flipped Classroom

 

Seventeen months ago, I made my first flipped learning video. And then, unexpectedly, it happened: I crossed the century mark. That is to say, I made my hundredth video. What have I learned along the road between one and one hundred?

It's not about the video.

I've said this before, but can’t repeat it enough: Teachers who embrace flipped learning need to think like architects, not video producers. It's tempting to become enamored by content creation -- after all, you want the lesson to hold visual appeal. But it's a mistake to become overly invested in your video’s "wow factor" at the expense of instructional integrity. The critical component of flipped learning occurs in the classroom itself -- how teachers pivot from the video's baseline content to deeper, more expansive targets and make room for students to investigate, evaluate, and apply new knowledge in creative ways.

And then there's the issue of coverage. Looking back, my first attempts at video creation misfired. Lessons stretched up to ten minutes. My visuals either overcrowded the content or stood sheepishly beside it. Over time, I honed my message, my delivery, and my coverage areas. Most of my "next generation" videos run between two and five minutes, the digital sweet spot. Ironically, the more I focused on learning outcomes, the better my videos became.

Don't forget the data.

In the early days, I released video content to students through my YouTube channel and trusted that they would watch assigned lessons in time for class. Talk about a shot in the dark! The number of YouTube views couldn't tell me whether one of my students actually tuned in, and it certainly didn't reveal what students actually learned (or didn't). So about three weeks into my flipped learning foray, I turned to Educanon, an award-winning hosting and delivery platform that helped me unlock a treasure trove of data. Using its intuitive interface, I began to embed quiz questions within the lesson (with forced stops that prompted answers), and that helped me track student progress. The data trail gave me insight into student learning and oversight of the learning process -- how to structure a child's learning plan based on his or her responses to questions during the video. Possessing this information is vital to designing a right-sized learning experience when students return to class.

Flip outside the box.

Flipped learning is a powerful tool for classroom learning, but why stop there? The possibilities can be endless. This year, I flipped Back-to-School Night by releasing a video preview of classroom procedures to parents several days before we met (in some ways similar to my class procedures video that I sent to my students a few days before the first day of school). The flipped format allowed parents to chew over the information and generate questions and concerns ahead of time. When they arrived, I created a parking lot for them to leave individual questions for follow-up (Post-It notes on a white board works well), which preempted that doomsday scenario where one domineering parent hijacks the entire evening with a personal rant. By clearing technical details off the deck, we spent more time engaged in nobler discussions about educational philosophy, social-emotional learning, and long-term goals. There are lots of other ways for teachers and administrators to flip outside the box, including:

    • Faculty meetings: Communicate all that administrivia ahead of time and use the space for deeper conversations about teaching and learning.

    • Parent-teacher conferences: Prepare learner profiles that offer evidence of student learning and skill-development (Ourboox provides a free, simple platform for making beautiful e-books), then dive into a detailed performance analysis in the conference space.

  • Informational sessions: Whether it's news about the athletics program or the school uniform, try moving the technical details online (using a screencast platform like Screenr or Screencast-O-Matic to show visuals), and then host a forum at the school where students can run drills with the new coach or see a fashion show of the new uniform. The live events, which can be bundled around existing back-to-school engagements, are great showcasing opportunities that make the drab details pop.

Plan backward and give notice.

No matter how amazing we think our lessons might be, they will never compete with after-school basketball practice, piano lessons, tennis clinic, or the host of other extra-curriculars that students enjoy. I learned early on to give significant lead time for students to watch lessons, releasing new content about 3-4 days prior to the in-class application. This forced me to plan backward from a target date and stick to a fairly regimented creation schedule. That made for lots of long nights, but ultimately held me accountable to a delivery system that honored the busy lives of kids outside of school. I also made sure to keep parents in the loop about upcoming new content and due dates through Remind, a communication service that alerts parents to classroom currents. Students can't be expected to apply knowledge that they never learned!

Good teaching is still number one.

Now more than ever, it's clear to me that good technology will never replace good teaching. In fact, professional teaching is one of the pillars of flipped learning, a testament to the role that teachers play in helping students define, discern, and discuss new knowledge as it flows across the information highway. In two years of flipping my classroom, I've become more attuned to the habits and hallmarks of effective instruction. That's not to say that educators need to embrace flipped learning as pedagogical salvation, but that the process of planning for and executing a flipped learning experience requires vast amounts of rigor, foresight, deep instructional knowledge, creativity, and risk-taking. For teachers, flipped learning is exhilarating and exasperating all at once -- not because it replaces the act of teaching, but because it releases its most essential parts.

Crossing into triple digits, I feel like I'm just starting to appreciate the possibilities of this model. One thing's for sure -- unless it's designed for better outcomes, flipped learning is just plain upside down. But done right, I believe that it can turn the educational system on its head.

JOE HIRSCH'S PROFILE

Re: 100 Videos and Counting: Lessons From a Flipped Classroom

100 Videos and Counting: Lessons From a Flipped Classroom

 

Seventeen months ago, I made my first flipped learning video. And then, unexpectedly, it happened: I crossed the century mark. That is to say, I made my hundredth video. What have I learned along the road between one and one hundred?

It's not about the video.

I've said this before, but can’t repeat it enough: Teachers who embrace flipped learning need to think like architects, not video producers. It's tempting to become enamored by content creation -- after all, you want the lesson to hold visual appeal. But it's a mistake to become overly invested in your video’s "wow factor" at the expense of instructional integrity. The critical component of flipped learning occurs in the classroom itself -- how teachers pivot from the video's baseline content to deeper, more expansive targets and make room for students to investigate, evaluate, and apply new knowledge in creative ways.

And then there's the issue of coverage. Looking back, my first attempts at video creation misfired. Lessons stretched up to ten minutes. My visuals either overcrowded the content or stood sheepishly beside it. Over time, I honed my message, my delivery, and my coverage areas. Most of my "next generation" videos run between two and five minutes, the digital sweet spot. Ironically, the more I focused on learning outcomes, the better my videos became.

Don't forget the data.

In the early days, I released video content to students through my YouTube channel and trusted that they would watch assigned lessons in time for class. Talk about a shot in the dark! The number of YouTube views couldn't tell me whether one of my students actually tuned in, and it certainly didn't reveal what students actually learned (or didn't). So about three weeks into my flipped learning foray, I turned to Educanon, an award-winning hosting and delivery platform that helped me unlock a treasure trove of data. Using its intuitive interface, I began to embed quiz questions within the lesson (with forced stops that prompted answers), and that helped me track student progress. The data trail gave me insight into student learning and oversight of the learning process -- how to structure a child's learning plan based on his or her responses to questions during the video. Possessing this information is vital to designing a right-sized learning experience when students return to class.

Flip outside the box.

Flipped learning is a powerful tool for classroom learning, but why stop there? The possibilities can be endless. This year, I flipped Back-to-School Night by releasing a video preview of classroom procedures to parents several days before we met (in some ways similar to my class procedures video that I sent to my students a few days before the first day of school). The flipped format allowed parents to chew over the information and generate questions and concerns ahead of time. When they arrived, I created a parking lot for them to leave individual questions for follow-up (Post-It notes on a white board works well), which preempted that doomsday scenario where one domineering parent hijacks the entire evening with a personal rant. By clearing technical details off the deck, we spent more time engaged in nobler discussions about educational philosophy, social-emotional learning, and long-term goals. There are lots of other ways for teachers and administrators to flip outside the box, including:

    • Faculty meetings: Communicate all that administrivia ahead of time and use the space for deeper conversations about teaching and learning.

    • Parent-teacher conferences: Prepare learner profiles that offer evidence of student learning and skill-development (Ourboox provides a free, simple platform for making beautiful e-books), then dive into a detailed performance analysis in the conference space.

  • Informational sessions: Whether it's news about the athletics program or the school uniform, try moving the technical details online (using a screencast platform like Screenr or Screencast-O-Matic to show visuals), and then host a forum at the school where students can run drills with the new coach or see a fashion show of the new uniform. The live events, which can be bundled around existing back-to-school engagements, are great showcasing opportunities that make the drab details pop.

Plan backward and give notice.

No matter how amazing we think our lessons might be, they will never compete with after-school basketball practice, piano lessons, tennis clinic, or the host of other extra-curriculars that students enjoy. I learned early on to give significant lead time for students to watch lessons, releasing new content about 3-4 days prior to the in-class application. This forced me to plan backward from a target date and stick to a fairly regimented creation schedule. That made for lots of long nights, but ultimately held me accountable to a delivery system that honored the busy lives of kids outside of school. I also made sure to keep parents in the loop about upcoming new content and due dates through Remind, a communication service that alerts parents to classroom currents. Students can't be expected to apply knowledge that they never learned!

Good teaching is still number one.

Now more than ever, it's clear to me that good technology will never replace good teaching. In fact, professional teaching is one of the pillars of flipped learning, a testament to the role that teachers play in helping students define, discern, and discuss new knowledge as it flows across the information highway. In two years of flipping my classroom, I've become more attuned to the habits and hallmarks of effective instruction. That's not to say that educators need to embrace flipped learning as pedagogical salvation, but that the process of planning for and executing a flipped learning experience requires vast amounts of rigor, foresight, deep instructional knowledge, creativity, and risk-taking. For teachers, flipped learning is exhilarating and exasperating all at once -- not because it replaces the act of teaching, but because it releases its most essential parts.

Crossing into triple digits, I feel like I'm just starting to appreciate the possibilities of this model. One thing's for sure -- unless it's designed for better outcomes, flipped learning is just plain upside down. But done right, I believe that it can turn the educational system on its head.

JOE HIRSCH'S PROFILE