Jessica Hines 

Rock Hill, SC | (803) 280-1528 | jessicahines30@gmail.com  

Professional Summary Dedicated Mathematics Educator completing a B.S. in Mathematics Education. Member of Kappa Delta Pi and Tau Sigma honor societies, demonstrating academic excellence and professional commitment. Proven record in classroom management, individualized tutoring, and collegiate-level supplemental instruction, currently completing a residency at Clover High School.  

Education & Honors 

• B.S. Mathematics Education | Liberty University | Expected May 2026  

• A.A. Arts & A.S. Accounting | York Technical College | 2018–2019  

• Honors: Member, Kappa Delta Pi (Education) and Tau Sigma (Transfer Students). 

• Certification: Completing requirements for South Carolina teaching certification.  

Teaching & Clinical Experience 

• Student Teacher | Clover High School, Clover, SC | Jan 2026 – Present  

• Implementing lesson plans aligned with SC college-and-career-ready standards for Honors math.  

• Collaborating with a cooperating teacher to manage dynamics and provide targeted support.  

• Long-Term Substitute | ESS Education, York, SC | Jan 2023 – May 2025  

• I facilitated a science classroom for a full semester as a lead teacher and served as a math co-teacher.  

• Adapted instructional delivery to meet diverse student needs across multiple grade levels.  

• Supplemental Instructor | York Technical College, Rock Hill, SC | May 2015 – Aug 2020  

• Led peer-instruction and designed targeted lesson materials for collegiate review sessions.  

• Managed classroom operations and fostered student engagement during instruction.  

Tutoring & Mentorship 

• Private Tutor and Mentor | York, SC | March 2016 – March 2025  

• Provided academic support for clients ranging from age 4 to college-level Trigonometry.  

• Designed focused one-hour mini-lessons, maintaining high levels of client satisfaction.  

Core Skills 

• Instructional: Lesson Planning, Classroom Management, Individualized Mentoring.  

• Technical: Microsoft Excel, Microsoft Word, Promethean Boards, Core ELMS, Derivita.  

• Interpersonal: Effective Communication, Time Management, Student Rapport Building.  

Concepts and Knowledge Learning Philosophy 

The philosophy I embrace as an educator can be summarized in the belief that all children can learn complicated mathematics if only the educator is ready to meet them where they stand. My educational philosophy thus does away with one-size-fits-all lectures and introduces Differentiated Instruction. As noted by Tomlinson (2014), the essence of successful differentiated learning is for a teacher to change the approach, which should not be tied to any specific tempo, while adapting content, process, and product depending on the student's current level of mathematical understanding.

II. More than the Answer – The SI Teaching Model

My philosophical belief as a teacher emerged from my work as a leader in supplemental instruction, which made me realize that the main goal of math education lies beyond generating a "correct answer." In my class, I rely on Active Processing. 

• "Why’s" Rather Than "How's": According to the Social Constructivist theory proposed by Vygotsky (1978), I ensure that learners provide a rationale behind their answers. A student who can find the value of x but fails to justify the properties utilized in solving it has not learned satisfactorily. 

• ZPD Scaffolding: I ensure that my students remain in their ZPD by offering sufficient scaffolding through questioning or diagrams to close the gap between what they know and what they need to learn. 

"Why" over "How": Applying the theory of Social Constructivism developed by Vygotsky (1978), I enable the students to learn.  

III. Classroom Management: Structure as the Backbone 

A secondary math class is expected to demonstrate an elevated level of concentration when dealing with topics such as logarithms and trigonometric identities. The consistency of classroom routines acts as the skeleton that holds together the instruction process. In the words of Wong and Wong (2018), "the number one problem in classrooms is not discipline; it is the lack of procedures and routines." I implement an atmosphere of routine in which the students are comfortable taking academic risks and solving challenging equations without being distracted. 

To meet students where they are, it is essential to monitor their performance constantly. Formative assessments and hinge-point questions are useful tools for obtaining immediate data feedback. With the help of the collected information, I can make instructional modifications during the class period. My duty is that of a "reflective practitioner," who examines the recorded footage of lessons to confirm that the students are making cognitive efforts to emerge as mathematicians and not as calculators. 

References 

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All   Learners. ASCD. 

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological  Processes. Harvard University Press. 

Wong, H. K., & Wong, R. T. (2018). The First Days of School: How to Be an Effective  Teacher. Harry K. Wong Publications. 

National Council of Teachers of Mathematics (NCTM). (2014). Principles to Actions:  Ensuring Mathematical Success for All. 

Field Experience Summary: SECONDARY (6-12)  

Use this Field Experience Rubric as a guide in seeking diverse field experiences throughout your program. Your University Supervisor will use this rubric to evaluate your FES during your student teaching semester. Membership and participation in professional organization(s) is also expected. Current membership (valid through the end of the student teaching semester) is required in an organization for your endorsement area (e.g., PDK, KDP, ILA, NAEYC, NMSA, CEC, ASU, CEAI, other state and local organizations, etc.)  

Reviews & Evaluations: Jessica R. Hines

Evaluations

The file below includes 6 of the evaluations I have had during student teaching and practicums. 260414103227_1_merged.pdf (.pdf) 0.69mb

Assignments: Jessica R. Hines

Assignments

Unit Plan: The theme of this unit is an introduction to circular trigonometry, starting with right-triangle trigonometry, through the use of the 17-point unit circle, which will serve as a link between geometry and algebra. The unit will involve studying periodic function properties and applying them to graph and transform sine, cosine, and reciprocal functions.

Lesson Plan: The goal of this lesson is to introduce the students to more advanced forms of trigonometry beyond basic right-angle problems. In this way, students will learn how to select the proper SOHCAHTOA ratio while at the same time determining which value - exact or approximate - is required. 260420093245_Unit_2_plan_merged.pdf (.pdf) 0.35mb

Association & Society Membership: Jessica R. Hines

Professional Associations

The file below contains proof of membership to Christians Educators and Kappa Delta Pi.  260415110739_Digital_Initiation_Certificate_Jessica_Hines_merged.pdf (.pdf) 0.53mb

Internships: Jessica R. Hines

Cumulative Log

260422010208_Cummalative_Log_2.pdf (.pdf) 0.10mb

SHARE 

Download QR Code