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Dr.  Antwuan  Stinson
Assistant Principal

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Assistant Principal

Thank you for allowing me to serve as an Assistant Principal in the Robert C. Hatch family. I have been in education for 22 years; 13 years as a classroom teacher, 7 years as an Assistant Professor in post-secondary education, and 2 years as a high school administrator.

I completed a Bachelor’s Degree in chemistry with a minor in mathematics at Alabama A&M University, Master’s Degree in chemistry education at University of Alabama in Birmingham, Master’s Degree in Instructional Leadership, and Doctorate in Education Leadership, Policy, and Law at Alabama State University.  

I have worked 13 years as a middle and high school mathematics and science teacher, 7 years as an Assistant Professor at Alabama State University in Curriculum & Instruction, and 2 years as an Assistant Principal.

Previously, I provided Professional Development workshops at the Central Alabama Inservice Center and facilitates Teacher Technology Workshops: Enhancing Instruction through Technology Integration in surrounding schools.  I have presented at the National HBCU Faculty Development Network Conference, Association for the Advancement of Educational Research & the National Academy for Educational Research, Alabama Association of Professors of Educational Leadership (AAPEL) Conference, Math and Science Partnership at Tuskegee University, Principal Investigator for the Science Education subgrant, and is a member of the National Association for Research in Science Teaching. 

View my website to learn more about me by clicking [here].

 


Teachers are facilitators of the learning process but also develop the overall learner.  Creating a learning environment varies with individual experiences and how each person can participate in creating an engaging classroom environment will determine if the material is understood. My goal as an administrator is to help students develop critical thinking skills where they are able to look at a problem or situation from multiple perspectives, design a  potential intervention, and then evaluate the outcome. 

Using interactive strategies that incorporate novelty will engage student attention. In order to aid students in reaching their desired learning goals, I hope to create a learning atmosphere with clear objectives that will guide students through an exceptional learning experience. 

 


 

Click here for iNow     Image result for inow image

Click here for Google Classroom

Click here for Educate Alabama

Click here for STI PD (Chalkable)

Click here for Dropbox Trainer Turnkey Toolbox

Click here for Alabama's Learning Standards 

Click here for OpenEd Resource Library

Click here for Study Guides and Strategies website

Click here for ELA Common Core State Standards for Literacy in Science 

Click here to access State Science Assessment Information and Resources

Click here for i-Ready

Click here for Performance Series 

 


  

Websites and links that I plan to encourage in the classroom include the following:

 

Classroom Tools

 

Kahoot   Quizlet   Edgenuity   Vimeo  

 

Socrative   Coursesites   Schoology  Google Classroom

 

Nearpod   ClassDojo   Readworks   Education

 

Crack the ACT    

 

Math Aids and Study Tools

 

WolframAlpha  PhotoMath  Math10 Problem Solver  

 

Math Worksheets   Digital Transformation  

 

 

 

Study Guides and Webtools

 

Study Guides and Strategies  Cool Tools for Schools 

 

Slader    

 

Instructional Websites

 

Best of History  U.S. History   Online Chart Maker  

 

ELA Common Core Standards  

 

ALEX Course of Study  Algebra I Pacing Guide  

 

Performance

Click here for Achievement Series

Scantron Achievement Series


RTI  & Academic Interventions

Response to Intervention (RTI) is a general education framework that involves research-based instruction and interventions, regular monitoring of student progress, and the subsequent use of these data over time to make educational decisions. Key to the RTI process is the application of scientifically based interventions that have been demonstrated to work.  Simply put, it is a process of systematically documenting the performance of students as evidence of the need for additional services after making changes in classroom instruction.

RTI follows a number of core assumptions:

1.     The educational system can effectively teach all children

2.     Early intervention is critical to preventing problems from getting out of control

3.     The implementation of a multi-tiered service delivery model is necessary

4.     A problem solving model should be used to make decisions between tiers

5.     Research based interventions should be implemented to the extent possible

6.     Progress monitoring must be implemented to inform instruction

7.     Data should drive decision making

Links to Intervention Strategies   [here]   
Using Achievement Series 

 Reflective Reading and Best Practices in Classrooms

How to Help Students Own Their Learning