Deborah Fields-Harris

Deborah Fields Harris

The Community Of Faith Church

Deborah Fields-Harris

Deborah Fields Harris

The Community Of Faith Church

Since the new millennium, I have answered my true calling to be an educator, formerly an oil and gas accountant. I have taken university courses for certification in both Mathematics and English Language Arts for the secondary level. Student teaching and field observations were prerequisites to my receiving credit by examination to be a teacher. For over fifteen years I have worked with both English language arts and mathematics and have served both the National Council of Teachers of Mathematics and the National Council of Teachers of English.

Before 2007, my duties have consisted of being both mathematics teacher, department chair, and skills specialist. My computer literacy skills have produced Microsoft Publisher brochures, pamphlets, Excel spreadsheets, and PowerPoint presentations with music, voice, and animation to be broadcast or burned to CD’s for distribution to guests from other school districts. Also, I have compiled graphs, charts, analyzed data, generated benchmark calendars, and have taught parent math classes and workshops. Thus, I have prepared monthly reports for the principal to be given to his supervisor. UIL competition, extended day, and the coordination of a Pre-Algebra camp for middle school students are among my accomplishments.

For several decades, I served in middle schools as an English language arts teacher in North Forest ISD, a mathematics teacher, department chair, and skills specialist in Aldine ISD and an English language arts teacher in Houston ISD. I acquired a Master of Educational Leadership and Administration degree with mid-management certification in 2003. Additionally, I have taken at least 50 hours of post-graduate courses in curriculum and instruction.

Presently, I am posturing myself to complete an EdD degree. The degree program that I am pursing is an applied degree offered by the Department of Educational Leadership and Policy Studies, known as DELPS at the University of Houston in the College of Education.

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15 to Finish

Boost the number of students who are on track for on-time graduation by encouraging enrollment in 15 credits each semester (30 credits per year, including summers). Financial aid dollars, as well as institutional process and practice, should support that standard.

Math Pathways

Ensure all students enroll in and complete gateway math in their first year by designing math courses that are aligned with the skills students need for their chosen program of study.

Corequisite Support

Increase gateway course completion within the first year by enrolling entering students into the college-level math and English courses, providing those who need additional help a concurrent course or lab that offers just-in-time academic support.

Momentum Year

Build momentum so students meet first-year benchmarks: informed choice of meta major or major, enrollment in 30 credits with nine in the program of study and completion of gateway courses. Provide early support and guidance for decision making, using interest assessments and labor-market data.

Academic Maps with Proactive Advising

Default students onto highly-structured academic maps that include 15 credits per semester (or 30 per year), indicate milestone and pre-requisite courses, and empower advisors to effectively monitor progress and provide intervention as needed.

A Better Deal for Returning Adults

Increase degree attainment by inviting adult learners back to complete their education, providing a redesigned system that offers accelerated courses, year-round enrollment and predictable schedules. Give credit for prior learning and experience and additional support to help students navigate the system.

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