Andrea’s current tutoring subjects are listed at the left. You
can read more about
Andrea’s qualifications in specific subjects below.
In order to become a substitute public school teacher and also a candidate for a teaching credential, one has to take and pass this basic skills test, which consists largely of eighth grade English and math concepts. I passed this test on my first attempt. In addition to reviewing basic skills in English and math (fractions, decimals, percents, etc) one should familiarize herself with essay outlines and review test-taking strategies.
I hold a multiple subject teaching credential issued through the California Commission on Teacher Credentialing alongside a bilingual certificate (BCLAD). I am therefore authorized to teach all subjects, in English and in Spanish, in all grades K-8 in a self-contained classroom.
As an elementary teacher I specialized in ESL and math. I was a bilingual English/Spanish teacher, and I coached fellow teachers in the use of certain strategies to make math (and all subjects, really) accessible to as many students as possible.
I hold several California teaching credentials, including a multiple subject, single subjects in English and Spanish, and a BCLAD, which is a bilingual cross-cultural certificate demonstrating competency with strategies, such as SDAIE, that are used in elementary, secondary and adult-education ESL classes.
My experience with film is in screenwriting.
I have written three features and have had two shorts produced.
I also currently work part time as a screenplay reader, providing script coverage for writers, agents, managers and producers.
I have little to no experience on the directing and editing side.
I taught K-6 for several years and English and ESL at all levels so I have taught students of all ages to read.
Involved in the process is phonics - teaching the correlation between letters or groups of letters and sounds, or phonemes, including diphthongs, digraphs, schwas, etc.
Also involved is an awareness of how different languages have differing degrees of phonemic possibility. Spanish is simply phonetic, and has a shallow orthography, meaning that each of its 30 letters corresponds to one sound.
English, on the other hand, with its 26 letters, yields over 40 sounds.
Because of the complexity of the English language, it is important to add to phonics additional approaches, such as the memorization of high-frequency sight words and the combination of reading and writing skills and applying that combination to a variety of meaningful contexts.
This means that the teaching of reading should include a mindful combination of phonics and whole language.
This combination has been proven in my own classrooms over the course of 18 years to guarantee reading success.
The Praxis I is the virtual equivalent to the MSAT, which is the test I took to become a teacher candidate.
The main difference is that the Praxis I focuses on reading, writing and math, while the MSAT included all subject areas from art history to physical education.
The Praxis II is the virtual equivalent to the CSET and focuses on individual content areas for supplemental authorizations.
I took and passed CSET exams in English and Spanish.
I also took and pased the BLAD exam and the SLLA exam.
All these tests are similar in that they require strong reading, writing and test-taking skills, such as eliminating answer choices that contain even a single element of error and knowing how to manage time.
Regarding the writing portion of the Praxis, since I work for ETS as an essay grader (for the EAP essays, in particular) I am familiar with what is required on such essays.
I hold a Master of Fine Arts in theater performance. The three-year conservatory program included intensive vocal training. I used to run my own theater company with which I produced, wrote, directed and performed works of theater and performance art. I currently perform regularly with an improv troupe. I have spoken in political settings - at town halls and on television - as part of my job as a political campaign manager. During my senior year in college, I lobbied in the MN Legislature. I have been a public school teacher for close to 18 years. I am adept at speaking publicly, clearly and succinctly.
Since I have been a teacher for close to 18 years, and I have taught nearly all grades K-12, I have experience with students of all ages, abilities and tendencies. As a teacher I have developed systems to help students avoid such tendencies as procrastination, restlessness and, dare I say it, denial. Since I am, myself, a life-long learner who is often enrolled in classes, I am familiar with a variety of methods and schemes that help students achieve.
I hold a Master of Fine Arts degree in theater performance, which is an amalgam of acting, writing and directing. I used to run my own theater company in San Francisco called Hyde and Turk Performance Works. I wrote a book on solo theatrical performance that is currently being used as a textbook in university MFA programs. I study improvisational comedy at iO West and perform with a musical improv group called Sister Wives. I also volunteer as a PEN Prison Writing Mentor helping an inmate polish his first play.
I teach high school English.
I have written and produced plays and screenplays.
I write a column for examiner.com through which I post play reviews, comedian profiles, high-concept articles, homage poems and more.
I am a PEN Prison Writing Mentor. I mentor an inmate playwright who is already a published short story writer.
I worked in Silicon Valley for four years as a technical writer.
I have experience with numerous genres of fiction and non-fiction.