Philosophy of Education
I believe that I am a forgiven and redeemed Child of God, and that the one thing needful for all of humanity is faith in Jesus Christ and His death and resurrection providing for all of us an eternal life of Glory with Him. I believe that each of the students, parents and colleagues, with whom I come into contact, are fellow children of God, and that grace and mercy should be plentiful.
I believe that as a teacher and administrator, my responsibilities reach far beyond subject matter, classroom instruction and administrative leadership. I believe that it is my responsibility as a teacher to train students in being well-informed and responsible adults and workers, in society and the world. I am responsible not only for teaching my subject information, but also teaching life-skills intertwined in that subject and how to appropriately apply all that information to productive and philanthropic living. I believe my responsibility as an administrator is to lead, through my service to and support of, those whom I lead. Furthermore, I believe that I have a greater responsibility to live out the qualities of a servant leader and teacher. I should model the lifestyle I train my students to lead, and expect of those whom I lead, and that modeling can often be a more convincing tool than any words I speak.
I believe education is far more than classroom experiences, but that education is a sum of all life experiences, co-curricular, extra- curricular, church and family activities included. And, as an educator and administrator, it is my responsibility to lead, teach, train, mold and model for my colleagues and students as we all grow to be fellow workers, and witnesses for Jesus, in our society and our world.
Philosophy of Dual Credit Education for High School Students
I believe that the opportunity for High School students to earn college course credits while in high school is an opportunity not afforded all high school students, and thus is both unique and valuable.
I believe that the best education is delivered face-to-face, learning from qualified and knowledgable teachers, with whom students have positive relationships.
Having a positive relationship with a teacher is critical ground work for establishing the potential for success. Dual Credit courses that are taught face-to-face in a familiar high school classroom, by teachers who have established relationships with their students, provide the best opportunity for successful learning for high school students who are afforded the opportunity to earn college credit, before high school graduation.
I believe once the ground work for positive learning is established, teachers delivering college-curriculum content should be highly qualified and knowledgable in their subjects. Highly qualified and knowledgeable teachers are able to provide a university level education and experience for their students.
Dual Credit courses provide high school students with opportunities to begin thinking of career options, as well as opening the door to expanded options when they attend a higher education institution. Successful completion of Dual Credit college courses gives students the ability to add minors or double major in college, or abbreviate the college experience to enter careers earlier.
In-person instruction, from highly qualified teachers, who have established positive relationships, provides high school students with the best possible learning experience, and chance for success in accomplishing the goals of university level coursework. Face-to-face Dual Credit courses provide high school students with the best opportunity to be successful, to be challenged, to learn, and to grow.
Mentoring and Academic Advising
Before any real mentoring can take place, I believe a relationship needs to be established, and I work to know each of my students and advisees at some personal level. I work to give them a glimpse of me as a person as well. I plan each of my courses with the intent of bringing practical information to them as they work toward completing their degrees. I work to model effective organization, and I believe it’s important for the information I share to be practical first and foremost.
I love my students and advisees, and see each of them as first a Child of God, and then as a child of a mother who loves them just as I love my own kids. I am not shy to let my students know that I care about them, and want for them to be successful, and to feel joy in their work as a student, and a future college graduate in the career world. If there’s anything that I think I do that motivates my students, I believe it’s simply being genuine with them. I’m a broken, but forgiven and redeemed, Child of God, and every day I choose joy in my life. I want for my students and advisees to do the same.
Advising students is one of my favorite activities. I appreciate the time to connect with them, and help them map out their course work for successful degree completion. When I first meet with students we develop a 4-year plan, which they are then responsible for competing electronically, using the framework I provide. I require my advisees to meet with me face-to-face once a semester, and make that happen through my insistence that that they receive their registration code (AltPin) from me directly, not through email. It’s an effective way to stay connected, and I believe my advisees generally appreciate our regular meetings.
The following generic 4-year plan document is evidence of my successful advising through chosen programs.
