I believe that technology should not drive curriculum but be used as a resource to support curriculum. Technology and resources are available to students 24/7. These resources should be streamlined in a manner that is consistent, user friendly and creates a learning tool for the student. Students SHOULD be encouraged to explore and PLAY online.
Throughout my professional experience I have been exposed to many forms of technology, and even worked for a technology company that created equipment to capture objective measures of therapeutic exercise. I have worked on technical mechanical issues within a bike shop where the best resource available was YouTube. I have been challenged with academic issues that I could not identify in a book, and I have even become an extremely accomplished spearfisherman, and didgeridoo maker and player through the use of technology. Technology is an amazing resource and can allow an individual to become proficient, and even connect with others on topics that may not be readily available offline. Technology puts the knowledge of our entire existence at our fingertips. Education has and needs to continue to make a shift from rote memorization, to supporting students in identifying, utilizing and connecting with resources. Within technology there are many areas that could be identified: school devices, personal devices, restrictions, Learning Management Systems, blended learning, online learning, social networking, big data management, enterprise architecture and many more. I would like to identify the importance of consistency and support within technology. In a previous placement the students had access to various forms of technology, and the staff relied on their computers for planning and communication. This setting had an IT staff member that was present maybe once every two weeks. He continuously seem to play “catch up”, as he would simply identify slow or non-working computers and “fix” them. This staff member was not helping teachers to identify new strategies, and technologies to enhance the classroom, but performing a form of triage. Also, schoolwide there were no academic programs, LMS, or apps identified and used consistently. For this reason the transition between classes seemed a bit difficult. In my most recent setting there are two technology coordinators, who not only ensure devices are working well, but also identify and communicate new strategies, technologies and techniques to the classroom teachers. Also, the organization has adopted a blended strategy into its mission, and the entire campus has committed to using the LMS Haiku. This consistency ensure all students understand and are accountable to the technology expectations. Lastly, the use of technology as a daily resource and tool removes to “novelty” aspect of technology, and allows students to remain on task more consistently. I believe school discipline needs to be established by a mutual respect, and a sense of belonging and ownership. I do not believe a positive discipline plan, school culture or climate can be achieved through a dictatorship, fear or strictly a punitive nature.
I have witnessed both styles of leadership, culture building, and discipline programs in the educational setting as well as the military. I would like to reflect on my time in the United States Marine Corps, and the leadership styles I have observed and worked under. The first style was a platoon sergeant that screamed a lot, often had demands that were unnecessary, and would “flex” his muscle as often as he could. This style promoted conflict and a negative energy with all platoon members. Alternatively I have been a part of units where I have looked up to my platoon sergeant or squad leader, and felt like a valued member. Their words were not necessary to lead, as their action resounded with all members. In discussing school discipline, culture and climate, we could identify: punitive programs, suspension/expulsion standards, school rules, demands of the student, policies, intervention programs and so on. I would like to address the idea of a restorative discipline program, culture, and climate. This climate is established and relies on individualized relationships with students and teachers, and requires transparent and consistent communication with all staff members. The restorative culture establishes each student as a valued and beneficial member of the school community, and ensures that each student has the opportunity to learn from and identify the mistake or misguided action they may have chosen. This discipline program is very individualized and is very much dependent on if the student is willing to identify and own their part in a situation. This restorative culture creates a positive and energetic culture where all staff members are willing to learn from not only each other but also from the students. This restorative culture, climate and discipline program starts with the staff at a school site. I have witnessed students make a dramatic change in their thinking and actions because they have had the opportunity. This opportunity was made available through an alternative discipline program that does not focus on office time, suspension and expulsion, but highlights individualized and valued relationships. I believe that parents, family and community are essential to creating a stable and TRUSTING environment and relationships where students become, and are willing to be lifelong learners.
I witnessed and was a part of an amazing community development program while serving in Iraq with the United States Marine Corps, from 2004 - 2005. During my deployment our primary mission was to train the Iraqi National Guard (ING), and the Iraqi Police, while also directly confronting and outing any combative or terrorist elements. This was in preparation for the 2005 elections, and violence was at its peak. Upon first arrival the Iraqi people were not very accepting of us, as they did not feel safe. After implementing a similar patrol pattern to a “beat cop”, and with foot patrols running through towns and villages 24/7, the community quickly came to understand that we could be trusted. We established ties with local Sheiks and even broke bread with many families while on long foot patrols. This trust allowed them to feel more secure in their setting, as well as allowed us to feel a bit more secure while outside the wire. Because of these strategies I witnessed and was apart of the 2005 election, where for the first time in Iraq women were able to vote. In addressing parent, community and school needs there are many requests and demands that could be addressed. The involvement and support of parents in academic settings, the involvement and support of parents in field study settings, and the involvement and support throughout fundraising and extracurricular activities. Also, identifying how communities can be identified and potentially supported by the school and their students. I would like to focus on the school and students supporting their community. In my current setting I believe we have gained the trust of our students, but have limited opportunities to develop ties and gain trust with our community. Currently technology drives all forms of education. This could be formal education, or simply accessing a YouTube video to fix something around the house. In order for students to become lifelong learners and valuable community members they and we need to learn alongside of one another and teach one another. As a school leader I would implement a program the empowers students to share their knowledge, and learn alongside their family and community. The program that I would propose would be a small, student run computer lab that is open after school hours (4pm-6pm), and accessible first to the families of students, and with a later discussion of community involvement. This takes learning to a new level and promotes life skills involved to continue student success and lifelong learning. I believe that curriculum and instruction needs to be fully inclusive, personalized and must make a student feel connected to their world around them. In a previous placement as a special education teaching assistant at a non-public school serving students with disabilities, I witnessed great individualized instruction. While there was great individualized instruction, some students seemed to to be in a bit of a restricted environment, and not the least restrictive setting. While I value a united front and standards based instruction, I believe that creating life-long learners that are willing to identify and use the resources around them to persevere through adverse and challenging circumstances is, and should be a priority.
There are many aspects that can be discussed and identified when addressing curriculum and instruction. Some of them include: standards based instruction and / or competencey based model. Instructional strategies can be identified and include: blended learning, gradual release of responsibility, collaborative teaching and learning and even explicit direct instruction. Curriculum can be community based or very individualistic. It can be content specific, or cross-content collaborative. While there are many areas to be discussed, I would like to identify personalized instruction that allows students to feel connected and accepted to THEIR world around them. I am choosing this area as a focus because in the workforce, college world and career world, there are NOT different settings for different individuals. There are different paths, career and jobs, however we all interact with many levels of learners and learning styles on a daily basis. In education there is a need for more personalized instruction and more importantly for measuring competency. I value all learners, and who am I or we to say that a person who easily earns an A, over an individual who works extremely diligently to earn a B (or otherwise) is an better. At this point in education we need to be honest better grades…...well, mean BETTER. We need to identify and create a culture and climate that is willing to learn and teach one another, rather than one up each other. This is an interesting concept that I had not actually put much thought towards. I do however have my own non-negotiables, or traits that I believe strongly in, and would choose to include in all of my learning communities. The first non-negotiable that I identify with is: We all learn differently and that’s OK. Second would be to implement or establish a restorative culture, especially related to discipline, and third would be the willingness to build a community.
My first non-negotiable stems from my own learning experience. I did not learn at a rate or in a way similar to my peers for much of my early academics, and was often given a failing grade. For this reason I understand the cycle of failure and frustration, and believe it can have detrimental effects on self-efficacy and self esteem. For this reason I believe it is important to customize a learning experience so that we can meet the needs of all learners. This will take a bit more time, resources and planning, but I feel this is valuable and will ultimately gain a strong and confident community member. My second non-negotiable would be to establish a restorative culture, or at least a minimally punitive culture as it relates to discipline. This culture will find value in identifying personal responsibility and restoring a situation, as opposed to suspending a student. For many students suspension only perpetuates undesirable behavior by potentially rewarding a student with time off to do as they choose. Often a situation can be presented as something they have done “wrong” instead of a learning experience. By taking ownership we teach students a valuable lesson in communication and responsibility. Lastly the school I am working for or in needs to have or be willing to develop a strong community. This community is among other professionals, students, parents and staff members. This is a community that is passionate about the needs of all students, as well as the professional development of themselves and one another. A community is not something spoken of, but represented by action and relationships. Our life is only as strong and as full as the relationships we build. This is an interesting topic as I am being asked to right on my own leadership style. This is difficult because what I perceive as my own leadership style or traits may or may not identify with what other observe. Also, my current role as a leader is limited. I am not an administrator, a head of a department or anyone’s supervisor. I am a leader of students and a fellow learning professional among an amazingly motivated staff.
In my current setting I am one of the Education Specialist that works with the 11th grade students. In this setting I am constantly collaborating and supporting the 11th grade team in all subject areas, gaining the trust of students on and off of my case load, as well as interacting and guiding parents through a very difficult maze of accommodations, modifications, supports, and the upcoming transition out of high school. This transition can be into the work force, military, career training, or college. Throughout any leadership environment I strive to view the situation through a democratic lens. This is extremely important when conducting an IEP meeting. In these meeting there are many different perspectives: student, parent, general education teacher, psychologist, nurse, administration, speech, OT, PT, and counseling, just to name a few. It is extremely important that I listen, interpret, and respect each members input to help identify the best program for the student. I would say the most applicable leadership theory that aligns with a my style and a democratic view would be a Servant Leader. I make this statement because this theory is defined by the leader or individuals high regard for the other professionals with whom they work (Green, 2013). I believe this would easily define my style with both the professionals that I interact with as well as the parents and team members that I work with to develop an academic program. In both collaborative environments (general education planning and IEP development) I need to maintain a focus that I can learn from everyone, and that the contributions of all team members are valued and are the only way to develop a comprehensive and accurate program, lesson, or other. The goal of planning and collaborating is not to just satisfy the needs of both parties, but to exceed the expectations of all, and create outcomes that can not be reached on an independent level. Green, R. (2013). Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards (4th ed.). Boston: Pearson. For this weeks reflection I was asked to reflect on my professional experience as an educator and a leader. For me the educational and leadership experience dates back to somewhere around 2002 or 2003. Being that I enlisted in the Marine Corps in 1999, by this point in my Marine Corps career I was a Non-commissioned Officer (NCO) and was easily place into leadership roles as fire team leader. The responsibility as a NCO was consistently changing, but it ranged from coordinating training sessions, facilitating a safe environment on the rifle range, swim qualification, PT sessions and so on. As an NCO I was also in charge of ensuring that all of my men were ready for what ever mission we had at hand, as well as collaborating and coordinating with the squad leader.
The role as a NCO increased in 2004 even more, with our deployment to Iraq, and my position as a squad leader. I was responsible for 10 Marines (2 fire teams), two humvees, ammunition, grenades, and explosives. Much of my responsibility was coordinating with the CO and other platoon sergeants daily for the mission at hand. I was in charge of our radio and call signs that allowed us on and off small forward operating bases safely, and connecting with support as needed. After returning from Iraq I continued to work at the bike shop that I had worked at before being activated, and finished my bachelors degree. Soon after finishing my degree program I was promoted to the General Manager position of the the multi-million dollar a year bike shop. I was responsible for managing a 50+ person staff, coordinating trainings, purchasing products, and sales. I truly consider this my first teaching position, because in order to gain the confidence of a customer and explain complex components I had to be able to explain the differences and help the customer understand the purpose, advantage or disadvantage of a product. I worked in this position and setting from 2006-2008. In 2008, my now wife and I made plans to move to San Diego, and in selling a bike to a customer I met my next boss. The gentleman I met worked as a physical therapist for a technology company, that produced objective testing machines that integrated technology. He was impressed with my ability to break down complex components in a non formal and comfortable manner, and asked me to join his research and development team as a consultant. This consultant position led me to becoming the west coast territory sales manager. I was in this position for about a year and while I made a good living and connected with others, this position lacked one of my non-negotiables: contributing to my community. I had learned that I was only as strong as what I was putting into my community, and the community around me. For these reasons I began a program to pursue my other non-negotiable: We all learn differently (and that's OK) and in 2009 I began working towards my Special Education credential. While pursuing my credential I had the opportunity to experience all different grade levels, and pretty much every disability as a teaching assistant at a special needs non-public school. The school ranged from first grade through age 22, and served a population with mostly moderate disabilities. Majority of the students would not graduate with a diploma but move into the transition program until age 22. My first year I worked with the middle and high school students, and was responsible for facilitating the teaching and learning of math, english, history and science. My second year I was moved to the elementary school, where I had my own room along with a total of 12 students. The students were often split in half for small group instruction, and I had a critical role in helping several first grade students with Autism learn to write their names (and other words), as well as begin to read. During the summer months I had the opportunity to be a 1 to 1 for a 16 year old mostly non-verbal student with autism, and in the fall of 2012 I was able to complete my student teaching in the ACT (academic career transition program). This program focused on functional skills for students who would not graduate with a diploma. After completing my credential program, In December of 2012 I was hired on as an Ed Specialist at Health Sciences High and Middle College. This was a huge move for me as I was moving out of the small (70 students total) non-public (special needs specific) setting, and into a charter school that had over 550 students and had a fully inclusive philosophy. The school also has a solid foundation in blended learning strategies, gradual release of responsibility, and restorative practices. This was one of the best moves I have ever made. I say this because I am challenged daily by student specific needs in the general education setting, as well as collaborating with general ed teachers. I am also challenged to master content specific material (or at least have a strong understanding) and learn along side my students. I admire the inclusive philosophy because in the world of college and career there is no special class, career or room for specific people. For this reason it is extremely important that I help all students (including general education students) to develop their tool box, and be able to identify when a "work around" is needed. I am also challenged to grow as a professional, and stimulated with high caliber professional developments that enhance learning and teaching. These high expectations ensure that all stakeholders are stimulated and encourage growth, development and a sense of belonging and ownership. This ownership allows most if not all stakeholders to feel valued and enjoy their work setting, including me. Living and learning the journey never ends..... I am a firm believer that are experiences make us who were are. They mold, shape and even redirect us. Sometimes we as educators underestimate the value of a personal experience. I believe we often want to take to much accountability and responsibility for students actions, decisions, and direction. The reality is if I took the direct path (or the one my parents or even teachers envisioned) to my current place in life, I would not fully be able to appreciate the value of where I am and the experiences that have allowed me to embark on this journey.
My journey in education started in second grade. I went to a catholic school, and had received a failing grade on my report card. I was embarrassed, upset and devastated, and my journey of failure began at that point. It was discovered that i could not read (in the second grade). For that reason my parents transferred me to a public school where services were thought to be better, and they were a bit. I worked with a resource specialist during reading while I was in 3rd, 4th and 5th grade. Once I moved onto middle school the services were lost, as well as in high school. The cycle continued of me being just a step behind the other students, just barely scraping by and receiving borderline and failing grades each quarter. I did somehow manage to get into a college (remedial program) and scraped by again for my first semester and failed out my second semester. Not want to officially be a "college dropout", I joined the United States Marine Corps. This experience changed my life in many ways. The first way was finally being accepted and even excelling in hands on activity and physical fitness and training. I fit in and even was a step ahead in many areas. I began to realize that even though I often did not learn at a rate or style similar to my peer and that the teachers would have preferred, I was able to learn and excel, even in academic areas. The second and most profound way the Marine Corps CHANGED my life was with a deployment to Iraq in 2004. The number one lesson learned and even missed to this day was family and community. In Iraq I was a part of a community that no questions asked would have laid down their life for me, and I would have done the same for them. Even if I personally did not like or agree with an individual, we knew there was an unwritten rule; emotions and opinions would be pushed to the wayside and each others wellbeing was a priority. No where in this country is there a similar unwritten rule (for me anyway). Also, while in Iraq I witnessed a culture that embraced family and community. The Iraqi people easily invited us into their homes for flat bread and chi-tea while out on long foot patrols. These families also embraced one another, and often there were generations living on a small piece of land. I also began to see the value in my own family and loved ones who supported me mentally and emotionally with letters and emails, and even physically with endless care packages that would be dispersed among other Marines as well as the Iraqi people. The transition home was a hellish nightmare for about 3 years, where I easily turned my back on my loved ones and my family. Plagued with nightmares, flash backs, heightened alertness and an anger I could not understand I was lost and disconnected from my family, missing my Marine Corps brothers and the combat zone that easily felt like home. I was left to wonder why I made it home and others did not. I feared I did not do enough, and could have done more. I questioned weather I should pursue another deployment, because it seemed WAY easier. Thankfully my loved ones and family did not turn their back on me, and I did not take my own life, which seemed easy but would hurt so many others, therefore I was willing to live with the pain and torture in my head. I am not sure how, why or exactly when, but I became willing to make some changes and realize the amazing experience I had been through, as well as the life around me. I began to engage in family and activities that I enjoyed. I realized the only way to have a strong community is to be a part of it and contribute. NON-NEGOTIABLES: 1. Everyone learns differently and at different rates (and that is OK) 2. A community is only as strong as what you are putting into it For my most recent class, EDL 610 one of the modules is understanding, identifying, and expanding our leadership platform. While most people will not read this blog my platform is more of a living statement, identifying how students, parents and staff see me as an individual, a teacher, a collogue, and a leader. It would seem extremely important to reflect on the platform to ensure that what I am actually presenting aligns with my own personal goals and philosophy. For this reason I am going to answer a few questions to reflect and remind myself how and why I am exactly where I am right now
Question 1: Why did I become an educator? I am pretty sure I could write a whole post or even paper on this topic alone, so I will keep it brief. Me, struggling student, different learner, left behind, confidence lost, goals Forgotten, learning a chore. Teacher, family, mentor, others, believed more. Shown learning has no pace, Learning has no judge, learning is not about passing a test. Today, often a struggling student, but always a ferocious learner, caring, Compassionate, understanding, forgiving, passionate. I am not self taught, I learned from YOU. I am grateful for the people who limited their judgement and were able to pass on their message. I am also extremely grateful for my deployment to Iraq with the United States Marine Corps (my most difficult experience) as it opened my eyes to wanting to help, support and guide others on the crazy journey called life. While I work and strive to make a connection with all students I interact with, I do hold my education specialist credential, and work with students with disabilities. I hope to keep their goals alive, or even expose them to new experiences to create new goals. Question 2: What do I believe about children and their education? I believe that children need to be guided and learn to value their own learning experience along side a teacher/mentor that is also willing to make mistakes. By remaining human we limit our own judgement, create a safe environment and encourage risk taking (participation, research...). I DO NOT BELIEVE IN FORCE FEEDING ACADEMIC WORK. I have felt that and been through that myself, and believed that I was not smart, able to learn, or that I was a "bad student." I believe in building a connection and potential value in a topic that is less understood. Question 3: What is education preparing students for? I am a firm believer that education is preparing students for life. Life is about making connections, communicating, and being able to identify and utilize resources. Life is NOT about retaining and regurgitating specific information. Life is dynamic. Our classrooms should be too. |
AuthorAcademic, Athlete, Father, Husband, kid at heart Archives
March 2015
Categories |