1 / 13

EDUU 515 Portfolio

EDUU 515 Portfolio. Bryan Whittaker. Introduction.

Download Presentation

EDUU 515 Portfolio

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.


Presentation Transcript

  1. EDUU 515 Portfolio Bryan Whittaker

  2. Introduction My name is Bryan Whittaker, I am enrolled in my last class for my MAE. I am very excited to almost be done with this class so I can hopefully teach part time at the college level and possibly attend law school. I was born in a small Nevada town in 1973. I moved to California when I enlisted in the Marines. Once my enlistment ended, I enrolled in college and later attended the police academy. I currently work as a police officer on the Monterey Peninsula. I earned a Bachelors degree from Chapman University. I am married and have two wonderful boys, ages nine and eleven.

  3. Me!

  4. My educational philosophy is simple; reach out and mentor those who desire to better themselves and thirst for knowledge. Educational Philosophy

  5. Resume

  6. Professional Standards for Teachers in Adult Education • Standard 1: Help establish and support program goals and responsibilities. • Practitioners conduct their work within the context of the program’s mission, goals, and • priorities. As such, the ability to collaborate and communicate effectively with administrators • and instructional colleagues is important. The competencies for this standard focus on • collecting, managing, and sharing data and ideas to improve instruction and program quality. • The role of the teacher in working with program staff to increase student retention is also • addressed. • Standard 2: Provide a positive adult education-learning environment and promote • lifelong learning. • Providing a learning environment that is conducive to quality instruction as well as supportive of • lifelong learning is critical to the success of adult students. The competencies in this standard • focus on the development of a learning community that facilitates and encourages interaction • and lifelong learning, demonstrates sensitivity to the needs of adult students, and builds positive • attitudes toward self-directed learning and achievement. The importance of fostering learner • persistence is also addressed. • Standard 3: Plan, design, and deliver learner-centered instruction. • Planning, designing, and delivering instruction is at the heart of the learning process. • Competencies for this standard include the development of instructional plans, sequencing and • pacing of classroom activities, and linking instruction to learner needs and abilities. The • competencies encompass the delivery of appropriately planned lessons that utilize evidencebased • and contextualized instruction, provide ample time for students to practice and apply their • learning, and employ a variety of strategies, resources, and materials.

  7. Professional Standards for Teachers in Adult Education • Standard 4: Assess learning and monitor progress. • Assessing learner needs, monitoring progress, and providing feedback are essential • components of the instructional process. Competencies for this standard focus on collecting • and sharing information about learner characteristics, needs, and progress through both formal • and informal assessments and then using the information to plan appropriate instruction. • Standard 5: Implement technology. • The use and integration of technology can greatly enhance the instructional process. • Competencies for this standard are derived from the Maryland Adult Education Technology • Standards, and the competencies encompass the understanding and integration of technology • resources into instruction. • Standard 6: Maintain knowledge and pursue professional development. • Instructors are the primary facilitators of student learning and must have the requisite skills and • content knowledge to guide the instructional process. Competencies for this standard • emphasize development of a core knowledge base related to adult learning as well as content • matter and instruction, including language acquisition, reading and numeracy development, and • strategies for working with English language learners, and low-skilled individuals. The • competencies for this standard focus on the acquisition of knowledge through an assessment of • professional growth needs and participation in professional development activities, followed by the transfer of learning into instructional practice.

  8. Professional Documents

  9. No Child Left Behind http://ed.gov/nclb/landing.jhtml National Education Association http://www.nea.org/ U.S. Bureau of Labor Statistics http://www.bls.gov/ California State Board of Education http://www.cde.ca.gov/be/st/ss/ Links

  10. My Blog

  11. Relevant Research Cognitive Learning Theory http://teachnet.edb.utexas.edu/~lynda_abbott/cognitive.html Andragogy http://www2.selu.edu/Academics/Faculty/nadams/etec630&665/Knowles.html The Theory of Margin http://www-distance.syr.edu/margin.html

  12. My Vision Tree .

  13. Vision Tree • Constructivist- Students obtain knowledge through life experiences based on Psychological learning theories. • Moral Educator - Someone who views morality as an abstract concept who hopes to impart Morales in education on the students they teach. • Reflective Practitioner - Assisting and allowing a student to consider critical matters in his or her life experiences.  • Change Agent - Thinking out of the box and not giving into old school ways of doing business, no fear leadership. • Nurturer - To educate and train a student and always having their best interest in mind. Having the knowledge that all students learn differently, and making exceptions to some rules. • Mediator of Diversity - A teacher that strives to always be respectful and sensitive to a students ethnic background, Credo's, Creed's, values and beliefs. • Facilitator - A successful teacher is one who effectively and efficiently implements instructional strategies to facilitate learning in a variety of settings, and ways with a variety of media, and for a wide range of diverse types of learners.

More Related