Teaching

Artifacts II. a. - Roles and responsibilities related to educating counselors

In this artifact, I reflect on my role as a counselor educator. One of the main areas of focus is the importance of modeling what I am teaching. This way students are benefiting from both the process and content in a safe learning environment

Artifacts II. b. - Pedagogy and teaching methods relevant to counselor education

Teaching Reading Journal (p-4)

Teaching Philosophy (p-2)

In both artifacts, I describe a variety of androgogical methods including didactic; lectures and experiential. My preferences are lectures and experiential. I am enjoying bringing creativity to the content and watching students have "Aha" moments.

Artifacts II. c. - Models of adult development and learning

Teaching Reading Journal (p-5)

This artifact helped me to learn about the different ways that adults learn best. Experiential learning is the gold standard, as adults want their life experiences to be connected to their learning.

Artifacts II. d. - Instructional and curriculum design, delivery, and evaluation methods relevant to counselor education

Teaching Reading Journal (p-6)

Teaching Syllabus Assignment

In this artifact, I demonstrate what has been learned through the reading of the text about instructional and curriculum design, and the second artifact shows the competence of this by creating a syllabus.

Artifacts II. e. - Effective approaches for online instruction

Teaching Reading Journal (p-7)

Teaching Faculty Shadowing (p-3)

This artifact of faculty shadowing was inspirational. Dr. Mitchell was an excellent professor to interview and I learned a lot from her career experiences that led her to becoming a counselor educator. The combination of grace, empathy and boundaries is forever etched in my mind.

Artifacts II. f. - Screening, remediation, and gatekeeping functions relevant to teaching

Teaching Reading Journal (p-8)

Teaching Syllabus Assignment (p.6-8)

Through the Reading Journal Artifact, I have learned the various tasks of gatekeeping in higher education. The Syllabus Assignment artifact clearly outlines the policies and procedures for students throughout the class.

Artifacts II. g. - Assessment of learning

Teaching Reading Journal (p-9)

Teaching Syllabus Assignment (p-4)

Teaching Faculty Shadowing (p-2)

In the first artifact, the text provides a variety of ways that counselor educators can assess learning. The second artifact outlines what the assignments are and the rationale for them. The third artifact describes the experience through observation of a real class throughout the semester.

Artifacts II. h. - Ethical and culturally relevant strategies used in counselor preparation the role of mentoring in counselor education

Teaching Reading Journal (p-10)

Teaching Faculty Shadowing (p-3)

The first artifact discusses the importance of cultural sensitivity. One of the recommendations is to remain non-judgmental regarding a student's posture in the classroom, until they have shared what is culturally comfortable for them. For example- having a student who does not make eye contact, does not necessarily mean anything negative. This has particularly been helpful considering my background is diverse and in the minority.

Artifacts II. i. - The role of mentoring in counselor education

Teaching Reading Journal (p-11)

This artifact reflects the importance of continuous development as a therapist and educator. My students are observing and processing everything that occurs in the classroom. Mentorship creates a dynamic where sharing experiences and learning together takes all participants to a new level.

Reflection

Reflect on the process of developing leadership level knowledge, skills, and practices in this competency.

1. What has been especially impactful/meaningful/important to you personally and professionally?

My love and passion for teaching has been cemented! Throughout the teaching course, I enjoyed putting together the slides to teach the class, and I enjoyed practicing my lesson before the presentation. I love creativity in education and appealing to the various learning styles is always a consistent goal. On a professional level, continuing education was highlighted and this was meaningful to me. As a lifelong learner, I can appreciate that continuing educational opportunities help me to stay in touch with the vulnerability of learning, which helps me to connect with my students.

2. Describe an area of strength that you have developed while in the program in this area of competency. What is one way you plan to utilize this strength in your vocation?

I naturally love to teach, but specifically in this program I have developed an interest in teaching adults. I have appreciated that adults have a life story that contributes to who they are, and what their counselling style will be. Learning how to take this into consideration and link this concepts in class helps to make the learning experience more memorable for them.

3. Describe an area of challenge/growth opportunity in this area of competency. What is your plan to develop excellence in this area?

In creating the syllabus, ensuring that measurable learning outcomes aligned with assignments and activities was a process that I found tedious; specifically ensuring that the correct words from Bloom’s Taxonomy were used to appropriately describe the learning outcome. However, I have seen the benefits of this congruency between activities and learning outcomes especially the clarity that it provides. I currently continue practicing thinking out measurable learning outcomes in different classes and what creative, different activities that can be used to engage the students. I believe with practice, I will become more efficient at it.

4. Reflect on how faith in Christ relates to this competency.

As a child growing up in the islands, story-telling was huge. Many lessons were explained through narratives, similarly parables played an integral role in my understanding of Biblical Principles. My teaching philosophy is fashioned after the scriptures, presenting concepts in digestible ways and in familiar ways that are meaningful to the students. How can I make the material come alive? These are questions that drive my preparation and delivery. This is ultimately what Jesus did. He used what was common to an individual to relay heavenly concepts.