Going Deeper into Content Development: How Hannah’s Journey to Goalbook Inspires Her Work Today
Hannah Adera Rooney, Math Content Analyst at Goalbook
What inspired you to go into math education?
I initially had pre-med aspirations, but didn’t feel that was for me because it meant I’d be in school until I was 30. I then considered nursing; however, after taking some of those classes, I did not really enjoy them. I asked myself, “What is it that I want to do with my life?” I realized I wanted to do something that was directly related to how people have access to greater opportunities. Healthcare and education are two fields that create that access. Since I didn’t want to pursue healthcare, I went into education. It was really important to me to be in a field that would allow me to make a global impact. Since my family is from Ethiopia, it was important to me to have a skillset that could be useful to help there as well. So that’s how I landed on teaching. Fortunately, it turned out I really enjoyed teaching.
I was in the classroom for eight years. I taught in Title I schools for the entirety of my time teaching. I started out in Richmond City and then moved to Chesterfield County, a suburb of Richmond, because I was seeking a more diverse student population. I specifically wanted the opportunity to work with immigrant families. As a child of immigrants myself, I thought it could be meaningful to connect with students on that level.
After teaching in that setting, I thought, “Wow, I really enjoy this, but what I really want to do is only teach math. How would I do that without going into teaching middle school?” I wanted another degree and got a masters in math and science curriculum. Then, I worked as a school-based math specialist for three years before starting at Goalbook.
Was there a specific moment where you first considered transitioning to the private sector? How did you determine what role in the private sector would be best for you? Why did you think you would like that role and think you’d be good at it?
I found that I had tried everything new that I could within the school building: I taught collaborative classes, switched grade levels, and taught advanced math. I moved out of the classroom and into a Title I Math Teacher role, in which I worked with remedial small groups of students and coached teachers with a specific focus on math instruction. I really loved working in that capacity and I could have kept doing it for a while but not for the next 30 years and be content. I was always thinking about what the next thing I could do was and, short of going into administration, the answer was nothing. If I wanted to focus on content, the only option was to work as a district-level math coach, which was a job my district had just decided to eliminate.
At that time, I also started a nonprofit with some friends doing some PD sessions in Belize. That was when I was the most thrilled with what I was doing. It was so cool to teach teachers about math content and share resources that make the content truly accessible to them by not only sharing the WHAT but also the HOW. I then asked myself, “How do I continue this work formally—as a career—not just on my volunteer side-hustle?”
What drew you to the Content Analyst role?
The biggest draw of the Content Analyst role was the fact that I would get the chance to spend most of my time thinking about math content, how it should be taught, and how to make that accessible to teachers. I love delivering PD; however, to do PD well, you need excellent content to share. Who is creating the pedagogy-infused content and resources that are shared with teachers to meet their tangible needs? The Content Analyst role was focused on building high-quality content for teachers so that all students succeed—I was more interested in that development than how to deliver PD. As I learned about Goalbook, I realized that they were interested in research-focused best practices and making that tangibly accessible to teachers. There is a bit more freedom in the private sector than when you are bound to a school-based position. In the school setting, I got to work with teachers, but I was still restricted by the resources that were provided by the county in addition to whatever I could find for free, which were sometimes lacking. Ultimately, I was interested in being on the development side of the content.
The Content Analyst role was focused on building high-quality content for teachers so that all students succeed—I was more interested in that development than how to deliver PD. As I learned about Goalbook, I realized that they were interested in research-focused best practices and making that tangibly accessible to teachers.
As a Content Analyst, what is the most important task/activity, outside of building relationships, that helps you to do your job well?
Spending time immersed in the product that exists and the product that is being created with a distinct goal in mind. This helps me see the work we are doing holistically so that I can guide the project without thinking too narrowly.
What are some new skills you learned in the role?
A bit of design in the role, which was unexpected. Going in, I assumed things were designed and that I would just mass produce them. Nothing is start/stop like that; every decision that you make is a mini design decision in terms of how the user is going to interact with the tool.
Learning about the user, the product, and how the two interact reveals how the user must inform all of the decisions you are making about the content. It’s more about trying to understand the user and infuse that with how the product is created. Rather than simply creating an assessment, such as “multiplying two whole numbers,” you’re asking yourself, “Does this assessment assess that?” It is not that simple.
Do you place yourself in the educator’s shoes throughout your process?
Everyday, I am thinking about how a certain piece of content should be taught based on math knowledge and the student knowledge. I’m always thinking about my students, picturing them dealing with the content I am designing. When I simulate in that way, I am able to determine if content is good. I also think about teachers I’ve worked with and ask myself, “How would they feel if they were faced with this resource?” That lens is always on.
What would you say to educators who feel like their skills may not transfer to the private sector?
I did not look for anything in EdTech. I thought it was ridiculous since I did not have a background in EdTech. My mindset was very linear—since I didn’t get a degree in EdTech, how would I be qualified to work in that field? I imagined that world was solely for people with a coding background or were software engineers. It was not the world I was working in, so I had a narrow view of what EdTech had to offer.
I heard about Goalbook while I was at dinner with a friend of a friend. If I had not ended up at this dinner, I would have never imagined that this would be a possible path for me.
I think some teachers feel they are on a cul-de-sac type of trajectory where you do your student teaching, then teach, maybe switch grades or become a leader, and do some other role-shifting, but you are in many ways circling the cul-de-sac. So when you are in that world, it is hard to see that there are other opportunities out there where you don’t need some special other certification. Your skillset now will qualify you for these different opportunities, which, for me, was the private sector.
…it is hard to see that there are other opportunities out there where you don’t need some special other certification. Your skillset now will qualify you for these different opportunities, which, for me, was the private sector.
What would you say to educators who may be hesitant or feel guilty leaving the classroom for educational work in the private sector?
It’s the most natural feeling. If you ask anyone who made that transition, they would say that they worried about being a sellout or “leaving the troops” while they are still out there.
I would return that question and ask, “What do you want to accomplish as an educator that hasn’t happened yet in a school setting?” The answer to that question for me pointed to the fact that I just could not do what I wanted to do in a school setting—my head was smacking against the ceiling of growth. One thing I thought I would do is go to the district level and work as a math specialist at the district level. But even when I looked into that role, it wasn’t content creation; it was along the lines of what I was already doing while also traveling to different schools to help with lesson planning and coaching.
I kept asking myself, “What’s next?” If you are a person who is looking for a growth opportunity and you are not seeing it available at the school setting, the private sector might be for you.
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