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test for Sally

by dacollins

Rated: E · Sample · Educational · #1118554

ALSP Collins Portfolio 2005

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1. Statement of Teaching
Philosophy/Methodology<o:p></o:p>

<o:p> </o:p>

My philosophy and practice of teaching has grown from one of
trainer during my foodservice work, to one that celebrates the potential
sameness in all people regardless of culture, style, or reported success. My
goals in classes thus are to provide, or create, opportunities for the widest
variety of learners to discover and progress toward, often times, disparate development
goals. Coming from a very structured, almost militaristic foodservice training
model, this has been a fundamental change in my delivery style. Because of my non-credit,
life skill content focus and learner and goal range, one good class I lead differs
from another also good class, because the dynamic learner makeup greatly influences.
The diverse groups I serve helped mold my best practice beliefs. For me,
serving students demands the four following ideas.<o:p></o:p>

<o:p> </o:p>

<ul style='margin-top:0in' type=disc>
<li class=MsoNormal style='color:#3366FF;text-align:justify;mso-list:l0 level1 lfo7;
tab-stops:list .5in'>Make
requirements, expectations, and assets evident<o:p></o:p></li>
</ul>

<o:p> </o:p>

Learners succeed best when class rigor is addressed from the
outset. Malcolm Knowles’ book The Adult
Learner: A Neglected Species ties many things together for me. Following
his andragogy model, I give over all information about my learning plan, but
constantly request student engagement in content. At my best also, I emphasize
how steady preparation and performance can accomplish what for many seems
daunting – a term’s completed work. Learners need support teams, and I identify
them early bringing as many support staff into the group as possible. I design
lessons for and promote learning groups. Highlighting interaction further, I
suggest that the college as a whole is devoted to student success at many
levels using anecdotes and real life examples to demonstrate how staff are
aligned. I suggest holistic engagement in the college and community. Sports
groups, social groups, study groups, work-study positions, and the like are elemental
to learners influenced by previous, negative educational experiences; I’ve
mentored many into community engagement within or outside our institution as an
immediate means to put class lessons to work.<o:p></o:p>

<o:p> </o:p>

<ul style='margin-top:0in' type=disc>
<li class=MsoNormal style='color:#3366FF;text-align:justify;mso-list:l0 level1 lfo7;
tab-stops:list .5in'>Validate
outside the institution<o:p></o:p></li>
</ul>

<o:p> </o:p>

Ironically for the Workforce program, our finest success measure
demonstrating instructional content competence is for learners to leave ALSP. We
want people to go to work, go further in the college, and positively
demonstrate use of the life skills driving the majority of our instruction. Our
local cultural, social, and business communities therefore set my students’ achievement
marks. Unlike the departmental, institutional, state or national standards
available for other disciplines, I teach classes where we attempt to define
personal happiness. No tax-funded institution can measure individual happiness;
I work hard to have learners mark progress against themselves and/or their
families’ needs. To that end, a portfolio recording sessions, progress, and
evolving goals is one of my most effective strategies.<o:p></o:p>

<o:p> </o:p>

<ul style='margin-top:0in' type=disc>
<li class=MsoNormal style='color:#3366FF;text-align:justify;mso-list:l0 level1 lfo7;
tab-stops:list .5in'>Create
moments of discovery<o:p></o:p></li>
</ul>

<o:p> </o:p>

A central theme of my philosophy comes from Mezirow’s
self-directed learning idea. Adults taking control of their own learning guides
my best instruction. I work to discover those areas that will engage learners,
and then manipulate the needed content through those interest areas. I figure
if an adult can get really enthused about something, anything, then there’s a
job in there someplace. Developing a formalized method for critical reflection becomes
necessary though as I employ the “you’ll remember how to write complete
sentences when the sentences are important,” trick. Most ALSP learners and JOBS
clients in particular are unfamiliar and often uncomfortable with an outward
Praxis, but the meta-cognitive aspects of learning to learn helps. <o:p></o:p>

<o:p> </o:p>

<ul style='margin-top:0in' type=disc>
<li class=MsoNormal style='color:#3366FF;text-align:justify;mso-list:l0 level1 lfo7;
tab-stops:list .5in'>Demonstrate
interconnectivity<o:p></o:p></li>
</ul>

<o:p> </o:p>

I put emphasis on experience, using Lindeman's idea that adult
education is really just, "a continuing process of evaluating
experiences". To draw learners into the material, I try to explain why
this content is included. For college preparers this tends to fall into a “to
get my degree, duh,” or for job searchers the “to get a job, super duh,” kind
of response. I work to take this reasoning deeper into sharing ideas for why life
skills continually benefit. Knowles adds the important bit of believing that
people will learn when they are ready and motivated to learn. I think learners
cannot be forced to learn; my best practice always involves displaying my real
self. When I give over the true me addressing my fears, interest areas, and
beliefs, that’s the moment our students have the greatest chance to stop
defending themselves and start learning.<o:p></o:p>

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<o:p> </o:p>

2. Course Materials<o:p></o:p>

<o:p> </o:p>

Course
outlines and lesson examples are in the paper bound portfolio. For most of 2005
I have taught 2 main classes: Workforce or what we’ve titled for the public as
“Job Search Success,” and Computer Basics II or what we’ve titled the end
product components from the class – “Manage Photos, Electronic Groups,
Spreadsheets, Mail Merge, Newsletters, and Presentations.”<o:p></o:p>

 <o:p></o:p>

3. Program/Course Development<o:p></o:p>

*Advisory
committee minutes as appropriate<o:p></o:p>

<o:p> </o:p>

During
the bulk of my work for 2005, I wasn’t assigned to a faculty committee. Beginning
in Fall Term, I’ve represented ALSP on the Faculty Senate and been assigned to
report to the Professional Development Subcommittee. The Senate’s first and
current questions surround integration of the new instructional leader and
contract. Specifically, to address the concerns of retention, assessment,
distance education, and advising, the Faculty Senate has led the way with
creating or clarifying procedure where none existed. <o:p></o:p>

<o:p> </o:p>

Prior
to assigned faculty or advisory groups, I worked in the first three monthly
Newmark Center Partner meetings of 2005 learning our unique system of peers
here with ALSP. I presented in Faculty Senate and General Faculty meetings in
March to discuss the “<st1:place w:st="on"><st1:PlaceName w:st="on">Skills</st1:PlaceName>
<st1:PlaceType w:st="on">Building</st1:PlaceType></st1:place>” grant assigned
to me in Winter Term. I submitted a Professional Development funding
application in Spring Term. In Fall Term representing a small community group,
I submitted an application to the Arts and Lectures committee for funding a
film series. And finally, I’ve worked with in a number of ad hoc groups meeting
in 2005 surrounding Pathways to Advancement programs, issues, and concerns.<o:p></o:p>

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5. Collegiality and Professionalism<o:p></o:p>

<o:p> </o:p>

Much
of my development within the institution has occurred with work on the “<st1:place
w:st="on"><st1:PlaceName w:st="on">Skills</st1:PlaceName> <st1:PlaceType w:st="on">Building</st1:PlaceType></st1:place>”
grant. Additionally though, I attended Verbal Reasoning and ePortfolio
continuing educational lunchtime seminars as well as a February StrengthsQuest
workshop presented by Laurie Potts and Beverly Segner-Haller. Finally, I met
with many in June for the Distance Education Conference.<o:p></o:p>

<o:p> </o:p>

<o:p> </o:p>

To
develop subject matter I took customer service “Q Training” in January. <st1:place
w:st="on"><st1:PlaceName w:st="on">Oregon</st1:PlaceName> <st1:PlaceType w:st="on">State</st1:PlaceType></st1:place>
contracts with a private provider for online job search training content called
Oregon Career Information System (CIS). I trained to use the system as well as
taking iMatch Training to use that and other tools for screening that Oregon
Employment Department (OED) Business and Employment Services uses.<o:p></o:p>

<o:p> </o:p>

<o:p> </o:p>

I
started building a Job Search Skills WebCT classroom after training in January
in order to build a platform for ongoing and asynchronous delivery of Job
Search classes. 2005 development for students includes working with the
Workforce team to organize classes into 2 week modules. By chunking the schedule,
especially the Computer Basics content, we’ve given greater options to students
by allowing enrollment every two weeks. Further for the Computer Basics 2
classes I’ve led beginning in Fall Term, I built an Online Group, a type of
interactive website, to allow all course content and communications to occur
outside of the classroom. Finally, I attended a DHS Domestic Violence training
in June.<o:p></o:p>

<o:p> </o:p>

<o:p> </o:p>

Again,
much of my development with colleagues and faculty occurred with
Pathways to Advancement activities. This year I’ve worked daily with Mark
Stueve and Winter Term regularly with Dave Fedukowski with Pathways programs. I
had regular meetings with Margolee James and Patrick Platt as well as the
benefit of many in the One-Stop, Bookstore, Student Services.<o:p></o:p>

My
fellow Workforce area staff grew together in 2005. We meet regularly to confer
on learner progress, with content and with myriad concerns for our more at-risk
students in the JOBS program. We instruct or administrate individually, but we
routinely come together sharing successes and developing strategies for
empowering our unique students. With many in ALSP, I attended the DHS seminar “Culture
of Poverty: Understanding Risk and Protective Factors as they Relate to
Minorities and Children.” In March I traveled to <st1:City w:st="on">Eugene</st1:City>
for <st1:place w:st="on"><st1:PlaceName w:st="on">Oregon</st1:PlaceName> <st1:PlaceType
w:st="on">State</st1:PlaceType></st1:place>’s Holistic Writing Assessment
training in order to integrate myself more into ABE/GED activities. Working
with ALSP faculty further, I met throughout 2005 with an EL Civics (ESL) group in
job search and computer class which continues on including Even Start students.
Much interaction and ongoing development occurs between ALSP staff, and in 2005
I’ve just begun to weave my work with the team’s.<o:p></o:p>

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6. Faculty Development Plan<o:p></o:p>

<o:p> </o:p>

<![if !supportLists]>I.
<![endif]>Formalizing and streamlining our
current offerings lead my plans for further development. I spent most of 2004
and 2005 learning and helping to refine the Workforce program. Now we must grow
it. Promotion heads all development plans. I’ll continue working with SCEC and growing
contacts throughout the business community. I want to nurture our connections
with service groups as well like libraries, SWOYA, school districts, and any other
low or no cost way to get out word out.<o:p></o:p>

<o:p> </o:p>

<![if !supportLists]>II.
<![endif]>Publishing my WebCT course or a free
online services site of the Job Search Success course devoted to students
unable to attend on campus is among my 2006 goals. Continuing with current
projects, I plan to pursue team teaching or integrating workforce content into
every terminal degree program on campus starting with the OCCI cohorts that ALSP
will assist with Skills Upgrades.<o:p></o:p>

<o:p> </o:p>

<![if !supportLists]>III.
<![endif]>Also on campus, my plans include
involvement in teams looking to reinvent Remediation to include combining all
pre-100 level coursework into a new department. Retention, Hybrid class
content, team teaching, and Distance Education are all issues I’ll hope to
explore in Senate and with colleagues in 2006. I travel to <st1:place w:st="on"><st1:PlaceName
w:st="on">Chemeketa</st1:PlaceName> <st1:PlaceType w:st="on">Community College</st1:PlaceType></st1:place>
for "A Byte of Technology Training," in February. I’ll represent ALSP
at a Student Success and Retention Conference also in February after completing
a 3 part, adults with learning disabilities training in January.<o:p></o:p>

<o:p> </o:p>

<![if !supportLists]>IV. <![endif]>I
plan continued development with CARE Connections and the <st1:place w:st="on"><st1:PlaceName
w:st="on">Family</st1:PlaceName> <st1:PlaceType w:st="on">Center</st1:PlaceType></st1:place>
as child care and education remain a great barrier to success for our students.
Learning and growing with other <st1:place w:st="on"><st1:PlaceName w:st="on">Newmark</st1:PlaceName>
<st1:PlaceType w:st="on">Center</st1:PlaceType></st1:place> partners and creating
networks of providers also remain as my central development goals.<o:p></o:p>

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