EDUU 515 PortfolioEDUU 515 Portfolio

Bryan WhittakerBryan Whittaker

IntroductionIntroduction

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.

Me!Me!

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

Educational Philosophy

Resume Resume

Bryan Whittaker 211 Hillcrest Ave., Marina, CA 93933

831-917-2418 E-Mail: bwhittaker@ci.marina.ca.us

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EDUCATION Master of Arts: Education (pending) Chapman University, Orange, CA Bachelor of Arts Chapman University, Orange, CA Peace Officers Standards & Traning Certificate Monterey Peninsula College Police Academy EMPLOYMENT Marina Police Department 1999 - Present Position: Police Officer, Field Training Officer / Instructor Duties: Enforce laws, Law enforcement curriculum training for newly-hired police recruits. Subjects Taught: Law of Arrest, Search & Seizure; Patrol Procedures; Report Writing; Courtroom Demeanor; Law of Evidence; Officer Safety. University of La Verne 2006 - 2008 Position: Guest Lecturer Duties: Provision of supplemental instruction to students in the Masters Degree in Educational Counseling & Pupil Personnel Credential Programs in School Counseling. Subjects Taught: Drugs & Youth, At-Risk Youth, Narcotics Detection K9 Units in Public Schools. Chapman University / Monterey Campus 2006 - 2008 Position: Guest Lecturer Duties: Provision of supplemental instruction to students in the undergraduate Forensic Psychology & Psychology of Terrorism courses. Subjects Taught: Crime Scene Forensics, Narcotics Detection, Drugs & Society Marina Police Department 1999– Present Position: Police Officer Duties: Law Enforcement

Professional Standards for Professional Standards for Teachers in Adult Education 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.

Professional Standards for Professional Standards for Teachers in Adult EducationTeachers 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.

Professional Documents Professional Documents Bryan Whittaker EDUU 515 Week 6 Assignment

Adult Education Professional Teaching Standards In A Police Training Program

Abstract

This paper will apply personal definitions and interpretations of the first three Professional Teaching Standards to a police training program in which I am a field training officer. Artifacts which corroborate my interpretation of each standard will be described; and statements in support of the validity of the artifacts will be included.

Introduction

As an educator of adult learners in a police training program, I use a wide

variety of instructional techniques and tools so as to accommodate the special

needs of my students in non-traditional and traditional classroom settings. The

Professional Teaching Standards (#1 - #3) will be interpreted and described as

they apply to my program.

Professional Teaching Standards

Standard #1: Help establish and support program goals and responsibilities.

Interpretation: My interpretation of this standard is that I must follow the goals

and responsibilities established by the California Commission on Peace Officers

Standards and Training. These goals include (POST, 2010): a very heavy

Links Links

• No Child Left BehindNo Child Left Behind•http://ed.gov/nclb/landing.jhtmlhttp://ed.gov/nclb/landing.jhtml

•National Education Association National Education Association

•http://www.nea.org/http://www.nea.org/

•U.S. Bureau of Labor StatisticsU.S. Bureau of Labor Statistics

•http://www.bls.gov/http://www.bls.gov/

•California State Board of EducationCalifornia State Board of Education

•http://www.cde.ca.gov/be/st/ss/http://www.cde.ca.gov/be/st/ss/

My Blog My Blog

Relevant Research Relevant Research Cognitive Learning TheoryCognitive Learning Theory

http://teachnet.edb.utexas.edu/~lyndahttp://teachnet.edb.utexas.edu/~lynda_abbott/cognitive.html_abbott/cognitive.html

AndragogyAndragogy

http://www2.selu.edu/Academics/Faculhttp://www2.selu.edu/Academics/Faculty/nadams/etec630&665/Knowles.htmlty/nadams/etec630&665/Knowles.html

The Theory of MarginThe Theory of Margin

http://www-distance.syr.edu/http://www-distance.syr.edu/margin.htmlmargin.html

My Vision Tree My Vision Tree

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Vision TreeVision Tree

• Constructivist-Constructivist- Students obtain knowledge through life experiences based on Students obtain knowledge through life experiences based on Psychological learning theories. Psychological learning theories.

•   • Moral Educator - Moral Educator - Someone who views morality as an abstract concept who hopes to Someone who views morality as an abstract concept who hopes to

impart Morales in education on the students they teach.impart Morales in education on the students they teach.•   • Reflective Practitioner - Assisting and allowing a student to consider critical matters in Reflective Practitioner - Assisting and allowing a student to consider critical matters in

his or her life experiences. his or her life experiences. •   • Change Agent - Thinking out of the box and not giving into old school ways of doing Change Agent - Thinking out of the box and not giving into old school ways of doing

business, no fear leadership. business, no fear leadership. •   • Nurturer - Nurturer - To educate and train a student and always having their best interest in 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 mind. Having the knowledge that all students learn differently, and making exceptions to some rules.to some rules.

•   • Mediator of Diversity - Mediator of Diversity - A teacher that strives to always be respectful and sensitive to A teacher that strives to always be respectful and sensitive to

a students ethnic background, Credo's, Creed's, values and beliefs. a students ethnic background, Credo's, Creed's, values and beliefs. •   • Facilitator - A successful teacher is one who effectively and efficiently implements 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 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.variety of media, and for a wide range of diverse types of learners.