Shacana Andre, M.Ed. Email & Phone Number

• Supports and contributes to content creation of various learning experiences to improve processes, learner outcomes and increase business outcomes.
• Collaborates with colleagues and other departments to design digital content and features to meet instructional needs.
• Edit various documents to ensure standards of quality and accuracy are met before final delivery to end users.

Chicago, Illinois, United States

• Directly responsible for leading a team of 9 content designers on the completion of the financial literacy curriculum for students in grades 3-12; responsible for the interviewing, onboarding, training, and project.
• Conducts weekly individual and monthly team meetings to provide feedback on curriculum, ensure deadlines are met and build community amongst the team.
• Consults with the Director of Academic Services and Academic Team to identify gaps in curriculum development skills and determine if professional development sessions are needed to support curriculum designers.

• Collaborated with stakeholders/SMEs to meet learner needs and organizational goals by creating and engaging Instructor-led training (ILT), facilitator guides, and participant references.
• Applied adult learning principles and methodologies (ADDIE/SAM) when designing and developing learning objectives and courses.
• Led and Implemented Trello for a team of 9 instructional designers, creating the objectives, gathering the source material, onboarding, and providing feedback on modules and facilitator guides.

Fort Pierce, Florida, United States

• Designed and delivered instructor-led training (ILT) to other 4 grade teachers on science content.
• Communicated learner assessments results with stakeholder to support future teaching and curriculum improvement.
• Converted instructor-led teaching to e-learning for quarantine students using Canvas (LMS).

Boca Raton, Florida, United States

• Accelerated culture change efforts by aligning sustainable and green initiatives across school committees to ensure all activities followed those initiatives on a consistent basis.
• Reduced our schools recycling by 32% by coordinating with waste management and the school district to provide each classroom on our school campus with a recycling bin and collection efforts.
• Trained staff and students on proper recycling tips and created a recycling schedule for each grade.

Boca Raton, Florida, United States

• Eliminated bias “selection only” enrollment criteria and increased minority student enrollment by 53%.
• Directed and trained 30 people on 5 different project completions for our annual competition, ensuring that all builds followed the build specifications.
• Consulted with SMEs to develop a training manual, increasing our annual engineering badge intake by 75%.

Boca Raton, Florida, United States

• Defined project roles and responsibilities to all grade level representatives, including project scope and objectives to ensure cross functional understanding amongst all project members.
• Led monthly meetings to track project milestones, proactively identify potential issues and individual team progress.
• Conducted participant and member surveys to identify strengths, opportunities, and process improvements for the next year.
• Created a spreadsheet for all inventory to help maintain budget and reuse materials year after year.

Boca Raton, Florida, United States

• Recruited, onboarded, and trained all science fair judges to ensure competency for judging student projects.
• Led “Train the Trainer” training for 25 staff members on the scientific method and creating science fair projects, which led the school to submit 50% more K-2 classroom projects to the district.
• Developed a student friendly, interactive science fair packet for students in grades 3-5, increasing our overall district winnings by 65%.

Boca Raton, Florida, United States

• Applied adult learning theories in designing and developing “Train the trainer” events on how to increase learning proficiency on state assessments.
• Conducted learner analysis and prepared appropriate instructional learning experiences, resulting in 100 % of the bottom quartile learners making significant learning gains.
• Converted ILT to vILT for quarantined learners and integrated content with the Learning management system.
• Performed needs analysis to identify knowledge and skill gaps and align determine learning objectives to educational outcomes.

Master Of Education - Med, Urban Education

Bachelor Of Education - Bed, Elementary Education And Teaching

Activities and Societies: Alpha Kappa Psi