CURRICULUM VITAE

Sharren Michelle Thomas, Ph.D.

smthomas5@yahoo.com
http://sthomas20.weebly.com

1. ACADEMIC HISTORY
Sharren Michelle Thomas
a. Education and Highest Degree:
Ph. D.

Mathematics Education, UNIVERSITY OF GEORGIA, 2011

Ed.S.

Mathematics Education, UNIVERSITY OF GEORGIA, 2009

M.Ed.

Mathematics Education, Secondary Education, MERCER UNIVERSITY, 2003

B.S.

Mathematics, GEORGIA STATE UNIVERSITY, 1993

b. Professional Certifications:
NL-7 Educational Leadership Pre-Service (P-12)
T-7 Mathematics (6-12)
Metro-RESA Teacher Trainer Certificate
c. Academic Positions:
GEORGIA STATE UNIVERSITY, Program Coordinator, Online Mathematics Education Secondary
Mathematics, August 2015 Present
GEORGIA STATE UNIVERSITY, Program Coordinator, Middle Level Education Math and Science
Concentration, August 2014 Present
GEORGIA STATE UNIVERSITY, Clinical Assistant Professor, July 2012 - Present
UNIVERSITY OF PHOENIX, Adjunct Professor, Department of Mathematics, July 2011
DEVRY UNIVERSITY, Online Professor of Mathematics, Department of Arts and Sciences, June 2011
- 2014
UNIVERSITY OF GEORGIA, University Supervisor (Elementary, Middle, and High School PreService Teachers), Department of Mathematics and Science Education, August 2003 May 2009.

GEORGIA PERIMETER COLLEGE (DUNWOODY CAMPUS), Adjunct Mathematics Professor,

Department of Mathematics and Engineering, August 2007 May 2009
UNIVERSITY OF GEORGIA, Graduate Assistant, CPTM: Center for Proficiency in Teaching
Mathematics, Department of Mathematics and Science Education, August 2003 May 2005
UNIVERSITY OF GEORGIA, Graduate Teaching Assistant, Department of Mathematics and Science
Education, August 2003 May 2003.
2. TEACHING EXPERIENCE
GEORGIA STATE UNIVERSITY (Department of Middle-Secondary Education)
Online Mathematics Education Program Coordinator, Secondary Mathematics
(August 2015 Present)
Teach online and face-to-face courses in both undergraduate and graduate programs in
mathematics education; provide leadership and coordination for mathematics online degree
programs; advise students; administer a capstone project; and manage online orientations;
provide innovative content through course management systems such as Blackboard
Collaborate, GoView and BrightSpace.

Middle Level Education Program Coordinator, Math & Science (August 2014
Present)
Participate in ongoing program development; assist the administrator in developing planning,
implementing and administering goals and objectives for the program; monitor course
offerings and recommend additions, changes, deletions to keep program/area current;
coordinate the development of course outlines and materials to ensure alignment with the
Professional Education Faculty Conceptual and Georgia Frameworks; review new
applications and determine new admits to the program; advise students on a variety of
academic and administrative matters; assess students in training needs for program/area;
suggests alternate courses of action; ensure program accreditation, certification and licensure;
represents the program and college at meetings of professional organizations.

Clinical Assistant Professor (July 2012 Present)

Teach undergraduate and graduate courses for urban teacher education, middle level
education, and middle level mathematics education. Provide leadership for the coordination
of the departments AUTR (Atlanta Urban Teacher Residency) program, summer institute,
induction conference, and other program initiatives; coach and serve as University Supervise
to teacher Residents in urban schools; serve as liaison to urban school system partners and
ensuring communication between the schools and GSU; advise undergraduate and graduate
students; serve on departmental, college, and university committees; and participate in
professional organizations and conferences.

a. Course Taught at Georgia State University

EDMT 7560 Theory and Pedagogy of Mathematics Instruction (ONLINE)

This course examines current theories, issues, strategies, materials, and technology related to the
teaching and learning of mathematics at the middle and secondary school levels. Current literature in
mathematics curriculum, teaching, and research in mathematics education are investigated.
Throughout the course, teachers plan and conduct action research in the context of their own
classrooms in order to inform instruction. Fall 2015, 12 students
EDUC 3100 Introduction to Careers in Human Learning and Development (HYBRID)
This course helps students gain knowledge of the human learning and development field, including
overviews of graduate programs, internships, and careers associated with the following areas:
behavior and learning disabilities, child growth and development, counseling, deaf studies,
educational psychology, family and community literacy, learning technologies, physical health and
activity, and sport coaching and human performance. Topics include creation of professional
resources (i.e. resumes, letters of interest, goal statements); overview of graduate programs in the
disciplinary fields, and internship and career experiences associated with the disciplines. Summer
2015, 12 Students

EDCI 7540 Principles of Instruction in Middle Childhood Mathematics and Science

This course provides the pedagogical content knowledge necessary for effective middle school
instruction in mathematics and science. Students engage in lesson and curriculum planning, teaching
strategies and methods, content, and technology for middle grades mathematics and science
education. Spring 2013, 23 Students; Spring 2014, 16 Students, Spring 2015, 7 Students
EDCI 3220: Understanding and Supporting Middle School Learners
This course will explore the diversity among students, families, and communities, including race,
culture, ethnicity, religion, socioeconomic status, sexuality, and language. Across these groups, we
will discuss issues of privilege, power, oppression, and social justice, as well as how these social
constructs influence the instruction, curriculum, and organization of urban schools. Major emphases
include an understanding of the ways in which the teachers expectations, knowledge, and pedagogy
influence students learning and efficacy. Spring 2015, 29 Students
EDMT 3350 Topics in Middle Grades Mathematics
In this course, students develop selected content topics in middle school mathematics including
number theory, algebra, geometry, probability, and statistics. The course emphasizes problem
solving, reasoning, connecting mathematical ideas, using technology, and algebraic thinking and
functions. Spring 2015, 14 Students
EDMT 7530 Mathematics Concepts for Middle Childhood Education I (3 hours)
This course focuses on the development of selected topics in middle school mathematics including
number systems, number theory, number and number relations, computation and estimation, algebra
concepts, patterns and functions. The course emphasizes problem solving, communicating
mathematically, reasoning mathematically, connecting mathematical ideas, and using technology.
Summer 2013, 17 Students; Summer 2014, 10 Students; Summer 2015, 9 Students
EDCI 3200: Organization and Instruction of Middle Grades Curriculum
Grounded in culturally relevant pedagogy, this course will introduce and examine the major
programmatic and organizational features of middle schools as they relate to the educational needs of
middle level students, particularly those in urban contexts. The course interactions and engagements

are organized around three major themes: (a) diverse contexts of teaching and learning, (b) structure
of middle level education, and (c) middle level teaching, learning, and professionalism. Fall 2014, 25
Students
EDMT 4460: Concepts and Methods in Middle Level Mathematics
This course provides the pedagogical content knowledge necessary for effective middle school
mathematics instruction. Procedures for planning, implementing, and reflecting on mathematics
instruction are learned in a school setting. Fall 2014, 19 Students
EDUC 2120: Exploring Socio-cultural Perspectives on Diversity
Given the rapidly changing demographics in our state and country this course is designed to equip
future teachers with the fundamental knowledge of understanding culture and teaching children from
diverse backgrounds. Specifically, this course is designed to examine: (a) the nature and function of
culture; (b) the development of individual and group cultural identity; (c) definitions and implications
of diversity; and (d) the influences of culture on learning, development, and pedagogy. Fall 2014, 22
Students
EDCI 7670/7680 Practicum II/II (6 hours)
This course is a supervised practice in an approved instructional setting.
Spring 2013, 12 Students, Spring 2014, 9 Students; Fall 2015, 1 Student
EDCI 7660 Practicum I (3 hours)
This course is a supervised practice in an approved instructional setting.
Fall 2012, 15 Students, Fall 2013, 11 Students, Fall 2015, 6 Students

b. Course Taught at the University of Georgia

EMAT 4450 Mathematics in Context for grades 9 12
Course focused on identifying mathematics in workplace settings and developing lessons based on that
mathematics appropriate for high school students: includes topics from algebra, geometry, statistics, and
other branches of mathematics.
Spring 2006, 20 Students
c. Courses Co-assisted at University of Georgia
EMAT 6420 Mathematics Methods for Early Childhood Education
Mathematics content, methods, and materials appropriate for Pre K 5 mathematics instruction with
integration of instruction, assessment and appropriate use of technology.
Fall 2007, 31 Students
EMAT 3410 Mathematics Methods in PreK-5 Grade
This course is a major requirement for early childhood education majors; sequel to EMAT 3400.
Mathematics teaching and curriculum in Pre K 5 integrated with an analysis of content, materials
and mathematics teaching, including the use of technology. This course includes a 4 week full day
field experience.
Fall 2005, 31 Students

EMAT 5280 Teaching Number Systems in the Middle School

This course explores the didactics of number systems for middle school mathematics. It includes analysis of
teaching methods, curriculum materials, psychological factors for developing natural, integer, rational, and
real number structures. There is evaluation through the examination of mathematics content, with emphasis
on the mathematical operations, models, and problem solving.
Fall 2004, 27 Students
d. Courses taught at Georgia Perimeter College
Math 1101 Introduction to Mathematical Modeling
This course uses graphical, numerical, symbolic, and verbal techniques to describe and explore realworld data and phenomena. Emphasis is on the use of elementary functions (linear, exponential, and
logarithmic) to investigate and analyze applied problems and questions, supported by the use of
appropriate technology, and on the effective communication of quantitative concepts and results.
Functions introduced through applications are the main focus of the course. This course is intended
for non-science majors.
Fall 2007, 2008; Spring 2007, 2008; Summer 2008
Math 1113 Pre-Calculus
This course includes the intensive study of algebraic, exponential, logarithmic, trigonometric, and inverse
functions and graphs and their applications. Other topics include triangle trigonometry, analytic geometry
(ellipses and hyperbolas), trigonometric representation of complex numbers, and vectors. It is designed to
prepare students for calculus, algebra-based physics, and related technical subjects.
Summer 2009
3. OTHER PROFESSIONAL EMPLOYMENT:
PEARSON - edTPA Scorer - Middle Childhood Math, December, 2014
Evaluate pre-service candidate portfolios for Middle Childhood Mathematics; this evaluation
includes a review of a teacher candidate's authentic teaching materials as the culmination of a
teaching and learning process that documents and demonstrates each candidate's ability to effectively
teach his/her subject matter to all students.
PROJECT GRAD USA-ATLANTA, National Mathematics Consultant, August 2011 July
2012
Provide direct support for local elementary and middle school mathematics coaches. Analyze,
interpret, and develop K 8 mathematics curriculum based on Project GRAD best practices, as well
as national research from National Council of Teachers of Mathematics (NCTM), Georgia
Performance Standards (GPS), and the new Common Core State Standards (CCSS). Determine
instructional modifications based on item analyses and identify trends within and across grade levels,
campuses, and sites that call for more systemic modifications in instruction. Plan, prepare, and
present professional development sessions and embedded teacher and coaching support that include:
unit and lesson planning; the use of hands-on manipulatives and other resources in teaching, and the
infusion of technology and web based interface to enhance students mathematical learning
experience, training to encourage the infusion of important culturally relevant pedagogical
practices that prepare teachers to teach minority and low-income students, as well as the
culturally and linguistically diverse learners.

FULTON COUNTY SCHOOL SYSTEM, Mathematics Instructional Coach (Middle and High
School), November 2010 August 2011
Work collaboratively with teachers in implementing the components of state and district
initiatives in mathematics. Provide job embedded professional learning through assignment in
classrooms, and professional learning communities. Help set priorities for program
implementation for schools by examining, evaluating and recommending instructional methods,
materials and equipment, including technology. Implement and model developmentally
appropriate teaching and learning activities/strategies for mathematics teachers to use with their
students. Support staff in reviewing and analyzing school and student data for the purpose of
improving instruction.
DEKALB COUNTY SCHOOL SYSTEM, Smaller Learning Communities (SLC) Instructional
Coach, August 2009 November 2010
Coordinate and plan staff development opportunities to improve student achievement, including
onsite modeling of lessons and professional development courses. Provide peer coaching to all
teachers in the building to assist them in developing effective instructional practices that engage
student learners. Coach and help teachers develop appropriate classroom organization,
management, and student placement. Evaluate both SLC and non-SLC teachers. Assist in the
development, implementation, and evaluation of SLC curriculum. Work with teachers on the
enhancement of curriculum and the Georgia Performance Standards in all content areas. Develop
effective Teacher Advisories, student tutorials, and other intervention programs designed to
address the absolute priority of smaller learning communities. Collect, analyze, and maintain
data by using technology to direct school improvement and increase student achievement.
DEKALB COUNTY SCHOOL SYSTEM, High School Mathematics Teacher, October 1995 May
2003
Taught 9-12th grade levels in Advanced Placement Calculus, Advanced Analysis, Pre-Calculus
and Trigonometry, Algebra I, and Geometry in an urban school setting using culturally relevant
pedagogy. Assume sole responsibility to improve and restructure the Advanced Placement
Calculus program at Stephenson High School. Enrollment increased 50% and the passing rate
increased to 70%. Develop lesson plans and design summative, formative, alternative, and
diagnostic authentic assessments. Train teachers on the use of mathematics software and
technology. Provide leadership in the development of school-wide and classroom discipline
plans.

DEKALB COUNTY SCHOOL SYSTEM, High School Mathematics Department Chair, August
2000 May 2003
Supervise and evaluate a staff of more than 19 teachers and served as liaison within and between
departments and feeder schools. Manage and evaluate new and veteran teachers implementation
of the current curriculum program, Quality Core Curriculum (QCC). Develop several
assessment programs for testing. Designed programs and presentations instrumental in training

new teachers on school and county policies and procedure. Develop and select instructional
materials for Stephenson High School.
4. GRADUATE FELLOWSHIP
Southern Regional Educational Board (SREB) Dissertation Award Fellowship Scholar, 2003 2008.
5. SCHOLARLY ACTIVITIES
a. Service to College & Department
Clinical Faculty Annual Faculty Evaluation Committee, January 2015 Present
PEF Content Knowledge Committee Middle Level Education, July 2013 - 2015
Urban Adolescent Teaching and Learning Unit, July 2012 - Present
Coordinator Math & Science Program August 2014 Present
Coordinator Online Secondary Mathematics Program August 2015 Present
b. Research Experience
Center for Proficiency in Teaching Mathematics (CPTM), University of Georgia, Research
Assistant, 2003-2006
Analyzed data pertaining to the 2003 Summer Institute for developers; helped develop research
questions for 2004 Summer Institute for developers; examined and reviewed earlier versions of Georgia
Performance Standards (GPS).
National Council for Accreditation of Teacher Education (NCATE), University of Georgia,
Research Assistant, Summer 2007
Analyze and gather data for departments accreditation requirements
Nurturing Mathematics Dream-keepers Project, University of Georgia, Fall 2006- Summer
2007
A five-year research project designed to promote K-2 teachers professional development
through implementation of standards-based, culturally relevant pedagogy conducive to nurturing
students conceptual achievement in mathematics. Helped analyze data and created rubrics for
future standardized test for in-service teachers

c. Publication
White, D. Y., Thomas, S., Rhodes, G., DuCluox, K.K. (2006). Infusing equity and diversity issues into
mathematics method courses: an annotated bibliography. AMTE Connections, 5 7.

d. Presentation
White, D. Y., Brewley, N. D. DuCluox, K., Thomas, S., & Abney, A. (2005, November). The
Challenges of Infusing Equity Issues in Mathematics Methods Courses. Research presented at
the National Association for Multicultural Education (NAME), Atlanta, GA.
Abstract:
This presentation shared findings from a year long research project that examined how teacher
educators attempted to infuse notions of equity into their mathematics method courses. In this
project, we studied, via interviews and observations, three teacher educators who taught
elementary, middle, and secondary methods courses. The goal of this presentation was to discuss
the current research on equity and multicultural education in mathematics education and to
present our research findings with particular emphasis on the challenges the teacher educators
encountered in their teaching. Brewley, Thomas, and DuCluox discussed their aspects of the
research with elementary, middle, and secondary teacher educators respectively. Abney and
White presented implications of the research project for teacher education programs.
e. Professional Development and Other Presentations
Thomas, S. (July, 2014). Engaging All Students with High Quality Tasks. District Wide
Professional Development Provided for Atlanta Public School Mathematics Teachers.
Thomas, S. and Turner, R. (March, 2014). DOK (Depth of Knowledge) and Standards for
Mathematical Practice. Professional Development Provided for Veterans Memorial
Middle School, Newton County Schools.
Thomas, S. and McIntryre, Q. (February, 2014). edTPA: Rigor - Conceptual Understanding and
How do I assess it. Professional Development Provided for AUTR Residents.
Thomas, S. and Q. McIntyre (February, 2014). Preparing for Practicum II/III: The Importance of
Collaborative Logs. Professional Development Provided for AUTR Mentors
Thomas, S. and Turner, R. (January, 2014). Engaging Students in Mathematical Discourse.
Professional Development Provided for Veterans Memorial Middle School, Newton
County Schools.
Thomas, S. and McIntryre, Q. (January, 2014). edTPA What is my Role as the Mentor?
Professional Development Provided for AUTR Mentors.
Thomas, S. and McIntryre, Q. (January, 2014). edTPA Task 1: Rigor and Conceptual
Understanding. Professional Development Provided for AUTR Residents.
Thomas, S. and Q. McIntyre (October, 2013). EdTPA Preparation Task II: Instruction.
Professional Development Provided for Atlanta Urban Teacher Resident Seminar.

Thomas, S. and Q. McIntyre (October, 2013). EdTPA Preparation for Residents. Professional
Development Provided for Atlanta Urban Teacher Resident Seminar.
Thomas, S. and Q. McIntyre (July 2013). Meet and Greet, Resident Advisor/Resident
Responsibilities. Part of the Learning Session Mentorship Series
Thomas, S. and Q. McIntyre (September, 2013). Teach Like A Champion Series- Creating a
Strong Classroom Culture. Professional Development Provided for Atlanta Urban
Teacher Resident Seminar.
Thomas, S. and Q. McIntyre (September, 2013). Teach Like A Champion Series- Setting High
Academic Expectations. Professional Development Provided for Atlanta Urban Teacher
Resident Seminar.
Thomas, S. and Q. McIntyre (October 2013). Gradual Release and Preparing to Mentor for
Practicum I. Part of the Learning Session Mentorship Series
Thomas, S. and Q. McIntyre (October, 2013). EdTPA Preparation for Residents. Professional
Development Provided for Atlanta Urban Teacher Resident Seminar.
Thomas, S. and Q. McIntyre (December, 2013). Preparing for Practicum II/III: The Importance
of Collaborative Logs. Part of the Learning Session Mentorship Series.
Thomas, S. and Q. McIntyre (December, 2013). Teach Like A Champion Series- Professional
Goals. Professional Development Provided for Atlanta Urban Teacher Resident Seminar.
Thomas, S. and Q. McIntyre (July 2012). Meet and Greet, Resident Advisor/Resident
Responsibilities. Part of the Learning Session Mentorship Series
Thomas, S. (August, 2012). Teach Like A Champion Series- Creating a Strong Classroom
Culture. Professional Development Provided for Atlanta Urban Teacher Resident
Seminar.
Thomas, S. (August, 2012). Teach Like A Champion Series- Engagement. Professional
Development Provided for Atlanta Urban Teacher Resident Seminar
Thomas, S. (September, 2012). Teach Like A Champion Series- Depth of Knowledge.
Professional Development Provided for Atlanta Urban Teacher Resident Seminar.
Thomas, S. (September, 2012). Teach Like A Champion Series- Setting High Academic
Expectations. Professional Development Provided for Atlanta Urban Teacher Resident
Seminar.
Thomas, S. and Q. McIntyre (September, 2012). Gradual Release and Preparing to Mentor for
Practicum I. Part of the Learning Session Mentorship Series

Thomas, S. (October, 2012). Teach Like A Champion Series- Challenging Students to Think
Critically: Techniques for Questioning and Responding to Students. Professional Development
Provided for Atlanta Urban Teacher Resident Seminar.
Thomas, S. (October, 2012). Teach Like A Champion Series- Structuring and Delivering Your
Lesson Part 1. Professional Development Provided for Atlanta Urban Teacher Resident
Seminar.
Thomas, S. (November, 2012). Teach Like A Champion Series- Instructional Strategies that
work. Professional Development Provided for Atlanta Urban Teacher Resident Seminar.
Thomas, S. (November, 2012). Teach Like A Champion Series- Engaging Students in Your
Lessons. Professional Development Provided for Atlanta Urban Teacher Resident
Seminar.
Thomas, S. and Q. McIntyre (December, 2012). Preparing for Practicum II/III: The Importance
of Collaborative Logs. Part of the Learning Session Mentorship Series.
Thomas, S. (December, 2012). Teach Like A Champion Series- Professional Goals. Professional
Development Provided for Atlanta Urban Teacher Resident Seminar.
Thomas, S., Pearson, T. and Dziengue, A. (September, 2011). What Good Coaches Do:
Planning Grade Level Meetings. Professional Development provided for Atlanta Public
School System, Atlanta, GA.
Thomas, S., Pearson, T. and Dziengue, A. (October, 2011). What Good Coaches Do:
Facilitating Impactful Grade Level Meetings. Professional Development provided for
Atlanta Public School System, Atlanta, GA.
Thomas, S., Pearson, T. and Dziengue, A. (October, 2011). What School Administrators Need
To Know And Do To Support Impactful Grade Level Meetings. Professional Development
provided for Atlanta Public School System, Atlanta, GA.
Thomas, S., Pearson, T. and Dziengue, A. (November, 2011). Making the Connections- What
Good Coaches Do: Planning & Facilitating Impactful Grade Level Meetings.
Professional Development provided for Atlanta Public School System, Atlanta, GA.
Thomas, S. and Ross, T. (2011, January). Standards Based Instruction via Direct Instruction.
Professional Development provided for Fulton County School System, Atlanta, GA.
Thomas, S. (2010, November). Essentials of Standards Based Mathematics Classrooms.
Professional Development course provided for DeKalb County School System, Stone
Mountain, GA.
Thomas, S. and Sears, M. (2010, September). Reciprocal Teaching. Professional Development
course provided for DeKalb County School System, Stone Mountain, GA.

Thomas, S. (2010, August). Planning Interdisciplinary Units. Professional Development

provided for DeKalb County School System, Stone Mountain, GA.
Thomas, S. (2010, June). Student Engagement. Presentation at Metro RESA South, Smyrna,
GA.
Thomas, S. and Bethel, C. (2010, April). Data Driven Instruction; Formative Assessment and
MoreProfessional Development course provided for DeKalb County School System,
Stone Mountain, GA.
f. Professional Development Workshops & Trainings
Urban Teacher Residency United (UTRU) Instructional Rounds, March, 2014
Urban Teacher Residency United (UTRU), Next Generation Network: Improving the
effectiveness of residency-trained teachers who impact student achievement Webinar.
September 17, 2014, 11 am 12:30pm
American Association of Colleges for Teacher Education (AACTE), edTPA Implementation
Support for Minority Serving Institutions, September 16, 2014 1pm 2pm.
Urban Teacher Residency United (UTRU) Instructional Rounds, March, 2013
Urban Teacher Residency Uniteds (UTRU) Symposium on Data Literacy, May 2013
edTPA Academic Language Training, Atlanta, Georgia, November 2013
g. Affiliations
National Council of Teachers of Mathematics