Keianna Noble's Portfolio Page

About Me

My name is Keianna Noble. I am from Queens, NY. I obtained my BA in the English/ ELA Teaching Track at SUNY Plattsburgh in May 2019. I am currently obtaining my masters in Africana Studies with hopes of graduating May 2022. I have been teaching since the age of 20. I’ve practically taught students of all ages and my favorite grades to teach are 9th & 10th graders. Currently I am a Educational Coordinator. My role is to teach/help/assist youth ages 16-20 who have dropped out of high school successfully pass their GED and transition into either college, trade school, or the workforce.

My goals post grad are to transition into Curriculum Writing with hopes of curating Black Studies Curriculum for whichever school network I join.

My Topic and Purpose

This professional development mini-course aims to provide educators with the tools, skills, and resources needed to help New York schools provide alternative high school diploma (GED) resources and information for students who would like to drop out of high school or are aged out students. By the end of this course, teachers and guidance counselors will accurately and fully understand the process of applying and obtaining a GED, and be able to provide the resources to students and parents through a developed curriculum.

Learning Outcomes'

By the end of the mini-course, participants will be able to:

Explain what a GED TEST is and what it entails
Explain how to successfully prep for GED exam & next steps
Explain the different steps to take/criteria's to meet when applying for the GED exam
Explain next possible steps after obtaining your GED exam

Analysis of the Learner & Context

This mini-course is designed primarily for high school guidance counselors, interested 11th and 12th grade high school teachers and parents. Again, participants will be able to learn about an alternative way to obtain a high school diploma (obtaining GED) and its process, benefits, etc. To do so they must demonstrate a high level of empathy towards the students who will choose to go this route and maintain openness and understanding.

Needs Assessment

The problem

Due to the COVID-19 pandemic, many students have either stopped attending high school due to the online-learning of 2020-2021, or were not mentally able to finish school given the world circumstances.

The current instructional gap

Although there has been a rise in the number of high-school drop outs, there has not been an accurate amount of information in these schools to help students navigate this new decision. Most staff at these high schools, do not provide these struggling students with the proper resources and tools leaving most of them to fend for themselves and forcefully enter the workforce without a high school diploma/GED.

The solution

It is extremely vital that we give these students the opportunity and a choice which is why High School staff need to thoroughly understand and be able to properly provide the process and resources to help these students succeed.

Performance-Based Objectives

Demonstrate full understanding of the GED process
Be able to become a full and proper resource to aged out & drop out high school students

Task Analysis

Course Goal:

Learner will be able to effectively teach and spread/share full and accurate GED facts/process/information to seeking high school students. Learner will each have created a GED information pamphlet to demonstrate knowledge and to use as a guide in schools moving forward.

Prior Knowledge:

Learner has previous understanding of working with high school aged students/young adults.

Attitude:

Learner should carry a great level of empathy, openness and understanding. Learner should be open minded and willing to ask questions.

Skills:

Ability to properly communicate and teach curriculum to students. Ability to utilize reliable resources effectively.

Curriculum Map

Mini-Course Link

Professional Development GED Informational Course

References and Resources

https://www.collegegedprograms.com/locations/new-york/new-york-city-ged.html

https://www.collegegedprograms.com/locations/new-york/brooklyn-ged.html

https://www.collegegedprograms.com/locations/new-york/bronx-ged.html

https://childcenterny.org/home-and-office-based-prevention-services/

https://www.dc37.net/benefits/education/offerings/highschool_equivalency_examprep_math

https://www.dc37.net/benefits/education/offerings/highschool_equivalency_examprep_writing

https://www.sunywcc.edu/cms/wp-content/uploads/2012/eoc/pdfs/attch-b.pdf

http://www.acces.nysed.gov/common/acces/files/hse/application-r.pdf

https://www.ccny.cuny.edu/cps/ged

https://www.laguardia.edu/high-school-equivalency-exam/

Glavin, Chris. “History of Ged Testing.” History of GED Testing | K12 Academics, 27 Sept. 2018, https://www.k12academics.com/academic-testing/ged-testing/history#:~:text=The%20GED%20test%20was%20originally,the%20largely%20industrial%20work%20force.

Education in a Pandemic. https://www2.ed.gov/about/offices/list/ocr/docs/20210608-impacts-of-covid19.pdf?tpcc=nlcapsule.

“The 5 Best Ged Prep Books for 2022.” BestColleges.com, 9 Nov. 2021, https://www.bestcolleges.com/blog/best-ged-prep-books/.