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.....
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.....