This Card was animated using Powerpoint, all on one slide.
Enjoy and Have a Very Merry Christmas!
Monday, December 13, 2010
Sunday, December 12, 2010
The Broad and Inclusive Road
I like the Broad and Inclusive Road better because it still follows the strait and narrow road; concerned with the concentration of core constructs, and also recognizes additional innovations for improved methods of sharing information. Instead of expertise being localized to the IDT field only, additional fields of expertise would be taken into consideration, which can lead to better research initiatives and new technologies that should be shared amongst all fields of education.
Nanotechnology
What is Nanotechnology?
I read an article the other day in eschool news, the October 2010 edition. It was titled, New Software turns paper into inexpensive digital tablet. It is about a digital “Smart Pen”, produced by Livescribe. It tells about using the pen for taking notes in class and publishing them online using a technique called Pencasting. It went on to tell about the newest, Echo “Smart Pen” that has digital storage capacity and enables the pen to stream all notes taken live to a computer, creating an inexpensive digital tablet. For now, the pen has to be attached to the computer by a USB cord, but in the near future, that will not be necessary because of nanotechnology and its ability to manipulate individual molecules or atoms.
My first thought was how great that would be for my Illustration class. As students illustrate a photograph, their illustration would be digitally saved on the computer or delivered live through the pencasting program. This could enable new artists and authors to be able to inexpensively self publish their works. Because the artistry is captured in real time, designers can not only show their work but demonstrate the technique used to create it, as well. Pen and paper, as we know it today, would no longer exist.
Okay, Now You Have My Attention
Rich Media…
I use rich media with every lesson I introduce. My struggle is which one to use for my example for this assignment. The first one I use is Mrs. Burleigh’s Introduction Powerpoint. It is animated and interactive. The students have to go in and change slides by editing my text ”About Me” to make it their own. They also have to create a class rules slide and define Professionalism. I put the Powerpoint on a class flash drive and each student signs one out along with headphones and watches it at their computer station. They then save as with their name on the file and turn it in on the flash drive.
When we begin the Careers section, I introduce them to an e-Portfolio. I show two student samples from the year before. One sample is very large with all the awards and samples that can possibly go into one. The other is smaller but is content rich in selection of artifacts. I do this so that students can see that bigger and flashier is not always better. They come away with the notion that this is a very professional file that, when created correctly, can define who they are as a person. The e-Portfolios are animated and interactive. They are created using Powerpoint and have interactive hyperlinks to go from slide to slide.
Toward the end of the Career series, I show a student’s career documentary that was created the year before using either Movie Maker or Photo Story 3, (Now I will also teach and allow the use of Jing). I pass out a rubric and as they watch the documentary, they grade it based on the criteria I am looking for in the rubric. This not only gives them a good idea of what to include in their own documentary but excites them to create one that is better than what they saw.
For the Holidays, we create e-Cards and email them to teachers, family and friends. I start that lesson by showing my sample card and a student’s sample card. I plan it so the student sample is always better than mine. I make them aware of that by showing how the animation is in time with the music and how the pictures and music match the mood of what they are watching.
For the second semester, I introduce them to their final project; a multimedia presentation on their year at Axtell. They can create it using whatever software we learned during the year. I introduce it early so they can start collecting pictures, video clips, music etc. We discuss copyright laws and music piracy and begin learning Audacity so they can create their own music score and voiceovers. I always show my Year at Axtell from the year before which pictures all my students engaged in different learning events. Mine is not correct and is full of flaws. We discuss what is wrong with it and what they can do to make their's better. This makes the lesson relevant to them.
My Year at Axtell Attached:
A College Course with Poor Reusability
I chose the Associate Degree, Multimedia course that I had at Navarro College in 2005. The software we used to learn multimedia was Adobe Creative Suite and Macromedia Director. At the time, the cost for Director was close to $1800.00 but for students it was $588.00. I know because I bought it. The other software we used in the class was the first Adobe Creative Suite, which included Dreamweaver, Flash, Illustrator, and Photoshop. I also bought that suite for over $500.00. I am very glad that I did because I have been able to upgrade over the years and now teach these subjects at high school. Can I reuse the lessons that I learned in 2005? NO. Why???
First off, Macromedia has been bought out by Adobe and the Director Program, although available to buy has been incorporated with the Adobe Flash tools and is now unrecognizable.
To make the course more useable, the instructor should have incorporated Flash into the lessons as it was already included in the Adobe Creative Suite and would have been more affordable for the student and more practical for contents sake. Adobe Flash is more compatible with the Adobe Creative suite as it is an extension of Dreamweaver and requires Vector images that can be created using Illustrator or restructured using Photoshop.
To answer the questions below in relation to reusability of the course content:
Can I find it?
No, Macromedia Director no longer exists for reusability purposes.
May I use it?
No, Adobe carries the rights to the program so it must be upgraded.
Will it work?
Probably with new training…but why use it when Flash can do it better and is more compatible with the other Industry Standard Software.
Can I use it in a way that works for me?
No. And I wonder why Director was taught instead of Flash. It would have made creating lessons today much easier for me, as I could have reused some of the skills lessons and techniques associated with that program.
Five Examples of Distributed Learning
· Locate 5 examples of Distributed Learning:
1. Academic Distributed Learning:
a. This can include the brick and mortar building that have online classes but no onsite classrooms. An example would be Strayer University online classes available in Texas.
2. Hybrid Classes:
a. Hybrids offer both online and onsite classes. An example would be TAMU Metroplex Center.
3. Virtual Classes:
a. These campuses have complete degree programs offered in an online environment. An example would be Cappella University.
4. Distributed Learning based at physical locations:
a. This can include correspondence courses or online learning through a carrier such as TAMU’s education program available through classrooms located at Navarro College in Corsicana.
5. Skills-Based Training:
a. This training can be delivered in a manner of ways and in many different environments. With metadata, what is developed for use in one area of learning can be reused to develop content for a totally different area of learning. One example could be the Shareable Content Object Reference Model (SCORM).
Friday, December 10, 2010
Performance Technology
Domains | Competencies | Performance Statements |
Design | Be able to select appropriate projects and lessons. Be able to break things down into steps and use a systematic approach. Be able to communicate instructions written, verbally, visually, and through multimedia channels. | Instruction is designed to: Improve the effectiveness and efficiency of organizations and the resources within them. (280) |
Development | Use technology to enhance the student’s training. Know how to give continual positive encouragement and feedback on each step accomplished. | The development of results rests with the value in how you do the work and through the work itself. |
Utilization | Apply theoretical research to the task at hand. Instruct others on the guidelines, laws and ethics surrounding the creation of the project. Flexability: Promote retention of the material learned by reteaching the process a different way when necessary. | To have the ability to use partnerships and collaborate with experts as required. |
Management | Plan and monitor the project throughout each process step. Know how to create teams and groups to enhance learning. Know how to apply technical skills to best serve the student. Manage the environment to promote trust and self promotion among students. | To be systematic in all aspects of the learning process and assess the needs of the business community to produce the performance skills they need. |
Evaluation | Promote transfer and sharing of all knowledge learned. Be capable of designing rubrics that focus on performance techniques. Be able to evaluate the effectiveness of your instruction. | To insure that performance is conducted throughout the process and includes all partners and stakeholders that have an interest in the project. |
Performance Technology Instructor
Why have I chosen these competencies?
I have chosen these competencies based on what I think would be the performance needs of the business community. For an instructor to create the skills needed to supply today’s workforce, technology must be used and taught so that the performance level is not compromised at the workplace.
Wednesday, December 8, 2010
Professional Organizations and Publications
Professional Organizations:
1. My first Organization that I joined while in college to become a Business teacher was TBTEA (Texas Business and Technology Educators Association) a division of NBEA National Business Education Association)
Website: http://www.tbtea.org/
Mission/Purpose:
The purpose of the Association shall be:
• to provide opportunities for professional development.
• to distribute professional publications.
• to provide a network for information exchange.
• to promote business/career and technology education in Texas and in the nation.
• to support affiliated business/career and technology education student organizations.
Cost of Membership:
Regular Member $35.00
Publications:
NBEA Business Forum
The Journal
The Voice
Conferences and Meetings:
Annual Meeting at Trinity Valley Community College
My first Annual TCE Conference was held in Dallas.
This year's Conference Info:
1. My first Organization that I joined while in college to become a Business teacher was TBTEA (Texas Business and Technology Educators Association) a division of NBEA National Business Education Association)
Website: http://www.tbtea.org/
Mission/Purpose:
The purpose of the Association shall be:
• to provide opportunities for professional development.
• to distribute professional publications.
• to provide a network for information exchange.
• to promote business/career and technology education in Texas and in the nation.
• to support affiliated business/career and technology education student organizations.
Cost of Membership:
Regular Member $35.00
Publications:
NBEA Business Forum
The Journal
The Voice
Conferences and Meetings:
Annual Meeting at Trinity Valley Community College
My first Annual TCE Conference was held in Dallas.
This year's Conference Info:
Texas Career Education Conference Dallas, Sheraton Hotel
I learn so much from the speakers and workshops and I buy almost every book offered.
Publications:
The Journal is a publication by TBTEA that is published every 2 years. The last publication was published and sent to members in August, 2009. Dr. Ann Wilson served as the editor of The Journal.
The next publication will be August of 2011.
The Journal is listed in Cabell’s Directory of Publishing Opportunities. Information available at http://www.cabells.com/
The Voice is an online newsletter that is published monthly. It contains articles submitted from members.
The Voice is online.
The NBEA Business Forum comes to me each month.
Both have publishing opportunities but are not entirely peer-reviewed.
How this Organization is useful to me:
This organization provides my professional development for the Advanced Technical Credit (ATC) so that my students can advance quicker through a college Tech-Prep program.
It enables me to collaborate with other teachers in Texas during conferences.
It provides the opportunity for me to learn new TEKS changes through email and the Voice Newsletter.
It provides my Classroom Liability Insurance.
It provides a connection to my student organization BPA (Business Professionals of America) and provides opportunities for my students to participate at their conventions.
2. The next organization I joined after I became a teacher. The Texas Classroom Teachers Association. Their 2008-2009 Survival Guide is something I refer to all the time. It is a great publication.
Website: http://www.tcta.org/
Website: http://www.tbtea.org/
Mission/Purpose:
The Texas Classroom Teachers Association is the leading teacher association in Texas, with 50,000 members statewide. TCTA was founded in 1927 and is a nonprofit, nonunion professional association for educators.
Our mission has never wavered.
Associate Member (employed by a school district) $70.00
Publications:
The Texas Classroom Teachers Association has developed a library of invaluable resources and reference materials for Texas teachers.
TCTA's annual Survival Guide and quarterly Classroom Teacher publications are must-reads for up-to-date information on education-related topics for Texas teaching professionals.
Pressroom: Articles and important updates and information.
eUpdate Archive
First Class Archive: Exclusively for new teachers.
Conferences and Meetings:
TCTA 2011 Convention
Austin, TX February 3-5
Join your colleagues from across the state for the 2011 Annual Convention of the Texas Classroom Teachers Association at the AT&T Conference Center in Austin, February 3-5. The TCTA Representative Assembly will elect statewide officers and members of the Directors’ Council, review and vote on the Association’s 2011 legislative program, and adopt policy positions on many current issues in education. Participants will also have an opportunity to visit their legislators at the Capitol and earn continuing professional education credits at numerous mini-conference sessions.
Convention registration is required (deadline January 21). Register early for the TCTA Convention for a chance to win a free TCTA membership for the 2011-12 year. One winner will be selected from the first 100 registrants and will be announced at Convention.
How this Organization is useful to me:
It enables me to collaborate with other teachers in Texas during conferences.
It provides the opportunity for me to learn new TEKS changes.
It provides my Classroom Liability Insurance.
It provides legal Council in the event I need it.
TCTA has developed many resources that help TCTA members practice the art and science of teaching.
Beginning with the TCTA’s must read Survival Guide and Classroom Teacher, along with TCTA’s Online Courses, TCTA provides Texas teachers all the information and insight they need to be successful.
I learn so much from the speakers and workshops and I buy almost every book offered.
Publications:
The Journal is a publication by TBTEA that is published every 2 years. The last publication was published and sent to members in August, 2009. Dr. Ann Wilson served as the editor of The Journal.
The next publication will be August of 2011.
The Journal is listed in Cabell’s Directory of Publishing Opportunities. Information available at http://www.cabells.com/
The Voice is an online newsletter that is published monthly. It contains articles submitted from members.
The Voice is online.
The NBEA Business Forum comes to me each month.
Both have publishing opportunities but are not entirely peer-reviewed.
How this Organization is useful to me:
This organization provides my professional development for the Advanced Technical Credit (ATC) so that my students can advance quicker through a college Tech-Prep program.
It enables me to collaborate with other teachers in Texas during conferences.
It provides the opportunity for me to learn new TEKS changes through email and the Voice Newsletter.
It provides my Classroom Liability Insurance.
It provides a connection to my student organization BPA (Business Professionals of America) and provides opportunities for my students to participate at their conventions.
2. The next organization I joined after I became a teacher. The Texas Classroom Teachers Association. Their 2008-2009 Survival Guide is something I refer to all the time. It is a great publication.
Website: http://www.tcta.org/
Website: http://www.tbtea.org/
Mission/Purpose:
The Texas Classroom Teachers Association is the leading teacher association in Texas, with 50,000 members statewide. TCTA was founded in 1927 and is a nonprofit, nonunion professional association for educators.
Our mission has never wavered.
- TCTA provides one of the highest levels of professional liability insurance coverage available to Texas teachers as well as the professional counsel of an expert team of nine staff attorneys.
- TCTA passionately represents Texas teacher issues at the federal and state levels and is recognized as a key partner in legislation development and advocacy.
- TCTA provides teachers relevant professional development, up-to-date information and a host of other services designed specifically for a classroom teacher.
Associate Member (employed by a school district) $70.00
Publications:
The Texas Classroom Teachers Association has developed a library of invaluable resources and reference materials for Texas teachers.
TCTA's annual Survival Guide and quarterly Classroom Teacher publications are must-reads for up-to-date information on education-related topics for Texas teaching professionals.
Pressroom: Articles and important updates and information.
eUpdate Archive
First Class Archive: Exclusively for new teachers.
Conferences and Meetings:
TCTA 2011 Convention
Austin, TX February 3-5
Join your colleagues from across the state for the 2011 Annual Convention of the Texas Classroom Teachers Association at the AT&T Conference Center in Austin, February 3-5. The TCTA Representative Assembly will elect statewide officers and members of the Directors’ Council, review and vote on the Association’s 2011 legislative program, and adopt policy positions on many current issues in education. Participants will also have an opportunity to visit their legislators at the Capitol and earn continuing professional education credits at numerous mini-conference sessions.
Convention registration is required (deadline January 21). Register early for the TCTA Convention for a chance to win a free TCTA membership for the 2011-12 year. One winner will be selected from the first 100 registrants and will be announced at Convention.
How this Organization is useful to me:
It enables me to collaborate with other teachers in Texas during conferences.
It provides the opportunity for me to learn new TEKS changes.
It provides my Classroom Liability Insurance.
It provides legal Council in the event I need it.
TCTA has developed many resources that help TCTA members practice the art and science of teaching.
Beginning with the TCTA’s must read Survival Guide and Classroom Teacher, along with TCTA’s Online Courses, TCTA provides Texas teachers all the information and insight they need to be successful.
>>Quick Links
- Texas standards compared to Common Core
- Texas Essential Knowledge and Skills (TEKS) overview
- Implementing PE requirements
- Another good performance review for Texas teachers and students
- SBOE adopts final graduation requirements; delays vote on social studies TEKS
- State of Texas Assessments of Academic Readiness (STAAR) to replace TAKS
- Free model lesson plans available
- Student assessment
- Student promotion requirements
- TAKS requirements for all grades
- Limited English Proficient students
- Legislation offers physical education class size guidance
- TCTA meeting results in commissioner clarifications of TAKS procedures
TCTA offers members the following online seminar relating to student assessment issues: Earn 1.25 CPE credits.
Teaching physical activity for elementary teachers
Teaching physical activity for elementary teachers
July 12-15, 2010
Monday, December 6, 2010
Professional Self Assessment
I chose to do the Assessment on the ASTD website.
I chose the Mid Level Specialist as I have 30 years experience in management.
Competency: Designing Learning
Applies cognition and adult learning theory to instructional design:
Incorporates sound principles of current cognition and adult learning theory to the practice of instructional design.
Collaborates with learning design project members.
Builds partnerships and relationships among the participants in a learning design project and establishes sign-off and approval processes for each step of the design process.
Conducts a needs assessment pertinent to the goals of the learning
solution:
Gathers and evaluates target population, environment, resources, and information; analyzes findings and defines basic outcomes of the learning solution to solve the or meet the opportunity.
Designs a curriculum or program:
Uses a variety of techniques for determining instructional content of curriculum or program; creates or partners with others to plan and design the curriculum or program.
Creates designs or specifications for instructional material:
Selects, modifies, or creates an appropriate design or specification document and development model or plan for a given project.
Analyzes, selects, and integrates technologies into the learning solution
design:
Selects technologies to accomplish learning goals and objectives; selects or develops instructional materials to support the learning experience and meet objectives as appropriate.
Evaluates learning design:
Identifies appropriate evaluation techniques to assess whether the learning design solution produces a change in learner attitude, skill, knowledge, and behavior.
Manages design team:
Directs, assigns, or manages the work of others on the design team to accomplish project goals and objectives.
Develops instructional materials:
Selects or develops instructional materials to support the learning experience and meet objectives as appropriate.
Manages and implements design projects:
Ensures successful project implementation and executes learning design projects.
I learned that I am where I belong. I feel I was born a teacher and that I can positively impact my student's learning experiences through my own experiences and style of teaching.
I chose the Mid Level Specialist as I have 30 years experience in management.
Competency: Designing Learning
Applies cognition and adult learning theory to instructional design:
Incorporates sound principles of current cognition and adult learning theory to the practice of instructional design.
Collaborates with learning design project members.
Builds partnerships and relationships among the participants in a learning design project and establishes sign-off and approval processes for each step of the design process.
Conducts a needs assessment pertinent to the goals of the learning
solution:
Gathers and evaluates target population, environment, resources, and information; analyzes findings and defines basic outcomes of the learning solution to solve the or meet the opportunity.
Designs a curriculum or program:
Uses a variety of techniques for determining instructional content of curriculum or program; creates or partners with others to plan and design the curriculum or program.
Creates designs or specifications for instructional material:
Selects, modifies, or creates an appropriate design or specification document and development model or plan for a given project.
Analyzes, selects, and integrates technologies into the learning solution
design:
Selects technologies to accomplish learning goals and objectives; selects or develops instructional materials to support the learning experience and meet objectives as appropriate.
Evaluates learning design:
Identifies appropriate evaluation techniques to assess whether the learning design solution produces a change in learner attitude, skill, knowledge, and behavior.
Manages design team:
Directs, assigns, or manages the work of others on the design team to accomplish project goals and objectives.
Develops instructional materials:
Selects or develops instructional materials to support the learning experience and meet objectives as appropriate.
Manages and implements design projects:
Ensures successful project implementation and executes learning design projects.
I learned that I am where I belong. I feel I was born a teacher and that I can positively impact my student's learning experiences through my own experiences and style of teaching.
Sunday, December 5, 2010
Instructional Design Jobs
Job Title
Educational Specialist for Instructional Technology
Reports To
Coordinator, Teaching and Learning
Division
Academic Services
Pay Grade
At a minimum of $49,822
Experience
• Five (5) years classroom teaching experience required
• Experience in teaching technology course preferred, and/or as campus or district technology specialist
• Leadership position at campus or district level including facilitation of technology related professional development, coaching, and mentoring
Equipment Requirements
• Computer, peripherals, and related software, listserv technology, printer, photocopier, other equipment such as: Smart Board, Smart Slate, (or other interactive board devices) Clickers, Ipods/Ipads
Work Conditions
• Communicates effectively (verbal and written)
• Follows policies and procedures and interprets data
• Maintains emotional control
• Prolonged or irregular hours
• Competing demands for services
• Lifting and carrying (0-15 pounds)
• Frequent travel in and out of ESC Region XIII
• Hearing, speaking, visual acuity
Purpose
• Provide professional development and technical support to districts and campuses regarding the implementation of the Texas Essential Knowledge and Skills (TEKS) in conjunction with the TEKS for Technology Applications, and College and Career Readiness Standards.
• Provide professional development and technical support to districts and campuses regarding the implementation and use of Project Share / Epsilen and online courses.
• Consults with leaders, specialists and educators in ESC Region XIII districts in developing instructional uses of technology, research, analyze and evaluate new technology for potential applications in instruction.
Knowledge/Skills
• Knowledge of the TEKS for Technology Applications
• Skills in integrating and aligning TEKS with technology and Texas Assessment of Knowledge and Skills (TAKS)
• Knowledge of iNACOL standards for online instruction
• Strong background in instructional design and differentation
• Strong skills in integrating technology into instruction
• Understanding of current curriculum trends, instruction, technology, assessment and school systems
• Understanding of flexible learning practices for elementary, adolescent as well as adult learners
• Understanding the role of campus and district leadership in technology decision making
• Ability to communicate effectively, verbally and in writing
• Current knowledge of research about school effectiveness, especially as it relates to technology integration
• Ability to develop instruction products
• Experience in developing, implementing and supporting online courses
• Experience with use of data-driven strategies for improving student performance
• Ability to work well in team situations
• Manaing self-directed projects
• Ability to maintain emotional control in stressful situations
Education
• Masters Degree in Education or related field preferred
• Texas Teacher certification
• Certification in Technology Applications or Masters of Technology preferred
Responsibility
• Serve as a representative of the Center, displaying courtesy, tact, consideration, and discretion in all interactions with other members of the educational community and with the public.
• Understand and meet ESC Region XIII clients, needs in the area of Instructional Techology, assessment, related content areas, and student learning needs
• Communicate with ESC Region XIII clients in the area of area of Instructional Technology, assessment related content areas, and student learning needs
• Deliver ESC Region XIII products and services in the area of Instructional Technology, assessment, related content areas, and student learning needs
• Understand and use ESC Region XIII internal systems
• Perform other duties as assigned
Posting Date
10-11-2010
Closing Date
Open until filled.
URL: http://www5.esc13.net/jp/public/posting_detail.php?postingId=544
I do have the skills and educational level to do this job. I do not however have the experience they require. Although I think they might consider me as I am mature and have years of life skill experiences to compensate for lack of teaching experience.
Borrowed from: John Adelmann
Instructional Designer
Institution: San Jacinto College
Location: Pasadena, TX
Category: Admin - Instructional Technology and Design
Posted: 10/28/2010
Application Due: 11/17/2010
Type: Full Time
Requirements
Master's degree in instructional technology, instructional design, or education with a minimum of two years work experience in an academic setting required. Knowledge of instructional pedagogy required. One (1) to two (2) years experience in an instructional design or academic design environment with emphasis on distance learning delivery.
- Knowledge in instructional design, development, implementation and assessments in an academic environment; instructional technology, learning theories and effective assessment of programs.
- Ability to write and edit instructional material.
- Ability to design, develop, and deliver interactive training of graphics, multimedia, productivity, web-based and social media applications.
- Skill in effective oral and written communication, interpersonal, and organizational skills.
- Skill in integrating technology in a wide variety of instructional situations.
- Skill in adapting to the needs of a changing program.
- Skill in using a variety of graphics, multimedia, productivity, web-based and social media applications.
- Skills with classroom applications of the internet, interactive video, and other technologically mediated instruction.
Responsibilities
- Consult with faculty to identify courses and programs suitable for advanced technology delivery systems based on an active, collaborative and authentic instructional approach for all delivery methods (face-to-face, hybrid, distance learning).
- Demonstrate knowledge and experience of instructional design, development, implementation and assessments in an academic environment; instructional technology, learning theories and effective assessment of programs.
- Demonstrate ability to design, develop, and deliver training, in various formats (face-to-face, hybrid, online and computer-based instruction) for graphics, multimedia and productivity software; web-based applications, social media tools and other emerging technologies.
- Demonstrate ability to support faculty with the integration of traditional instructional resources, as well as graphics, multimedia and productivity software; web-based applications, social media tools and other emerging technologies.
- Demonstrate ability to write and edit instructor support materials.
- Demonstrate effective oral and written communication, interpersonal, organizational and project management skills.
- Demonstrate ability to effectively collaborate across interdepartmental teams to support project needs and department goals.
- Design and develop interactive and multimedia instructional programs using the latest technology; including but not limited to software, hardware, web-based applications, social media tools and other emerging technologies.
ADDITIONAL JOB FUNCTIONS:
1. Support faculty in the effective use of technology mediated classrooms.
2. Participate on committees and councils as appropriate.
3. Deliver professional development.
4. Provide feedback and recommendations for continuous improvements.
5. Other duties as assigned.
Salary
CLID - $4,395.50 per month
Application Information
Contact: Human Resources
San Jacinto College
Phone: 281-998-6115
Online App. Form: https://jobs.sjcd.edu/applicants/Central?quickFind=53648&jtsrc=www.highered jobs.com&jtrfr=www.peopleadmin.com&adorig=PA
I do not have the skills to do this job. I have never delivered a distance learning class, but have been learning that way for over five years and they may consider that enough experience with distance education and considering my Master's Degree in Training and Development, to make an exception.
Borrowed From: Melissa Craven
Instructional Designer
Institution: Texas Southern University
Location: Houston, TX
Category: Admin - Computing - Support and Training
Admin - Computing - Web Development
Admin - Instructional Technology and Design
Posted: 10/25/2010
Application Due: Open Until Filled
Type: Full Time
Responsibilities:
Provides technical support and training to faculty for a variety of technologies, including but not limited to Blackboard, media software such as iMovie and Windows Movie Maker, scanners, digital cameras and other educational technologies. Assists in the administration of the Blackboard course management system in the areas of tech support, enrollment, system configuration, testing, grade center, and community areas. Develops web site for the eLearning program, training materials, documentation and/or publications. Conducts trainings in office productivity, web development and other required software tools with advanced knowledge of Blackboard. Leads the development of technology workshops and training events. Performs other job related duties as required.
Education:
Bachelor's Degree (B.A. or B.S.) in Information Technology, Instructional Technology or closely related field required.
Work Experience:
Requires three to five years of related experience. Requires a working knowledge of standard practices and procedures.
Application Information
Contact: Center for Online Education & Instructional Technology
Texas Southern University
Phone: 713-313-7521
Online App. Form: https://jobs.tsu.edu
YES YES!! I do have the skills, experience and education to do this job.
Educational Specialist for Instructional Technology
Reports To
Coordinator, Teaching and Learning
Division
Academic Services
Pay Grade
At a minimum of $49,822
Experience
• Five (5) years classroom teaching experience required
• Experience in teaching technology course preferred, and/or as campus or district technology specialist
• Leadership position at campus or district level including facilitation of technology related professional development, coaching, and mentoring
Equipment Requirements
• Computer, peripherals, and related software, listserv technology, printer, photocopier, other equipment such as: Smart Board, Smart Slate, (or other interactive board devices) Clickers, Ipods/Ipads
Work Conditions
• Communicates effectively (verbal and written)
• Follows policies and procedures and interprets data
• Maintains emotional control
• Prolonged or irregular hours
• Competing demands for services
• Lifting and carrying (0-15 pounds)
• Frequent travel in and out of ESC Region XIII
• Hearing, speaking, visual acuity
Purpose
• Provide professional development and technical support to districts and campuses regarding the implementation of the Texas Essential Knowledge and Skills (TEKS) in conjunction with the TEKS for Technology Applications, and College and Career Readiness Standards.
• Provide professional development and technical support to districts and campuses regarding the implementation and use of Project Share / Epsilen and online courses.
• Consults with leaders, specialists and educators in ESC Region XIII districts in developing instructional uses of technology, research, analyze and evaluate new technology for potential applications in instruction.
Knowledge/Skills
• Knowledge of the TEKS for Technology Applications
• Skills in integrating and aligning TEKS with technology and Texas Assessment of Knowledge and Skills (TAKS)
• Knowledge of iNACOL standards for online instruction
• Strong background in instructional design and differentation
• Strong skills in integrating technology into instruction
• Understanding of current curriculum trends, instruction, technology, assessment and school systems
• Understanding of flexible learning practices for elementary, adolescent as well as adult learners
• Understanding the role of campus and district leadership in technology decision making
• Ability to communicate effectively, verbally and in writing
• Current knowledge of research about school effectiveness, especially as it relates to technology integration
• Ability to develop instruction products
• Experience in developing, implementing and supporting online courses
• Experience with use of data-driven strategies for improving student performance
• Ability to work well in team situations
• Manaing self-directed projects
• Ability to maintain emotional control in stressful situations
Education
• Masters Degree in Education or related field preferred
• Texas Teacher certification
• Certification in Technology Applications or Masters of Technology preferred
Responsibility
• Serve as a representative of the Center, displaying courtesy, tact, consideration, and discretion in all interactions with other members of the educational community and with the public.
• Understand and meet ESC Region XIII clients, needs in the area of Instructional Techology, assessment, related content areas, and student learning needs
• Communicate with ESC Region XIII clients in the area of area of Instructional Technology, assessment related content areas, and student learning needs
• Deliver ESC Region XIII products and services in the area of Instructional Technology, assessment, related content areas, and student learning needs
• Understand and use ESC Region XIII internal systems
• Perform other duties as assigned
Posting Date
10-11-2010
Closing Date
Open until filled.
URL: http://www5.esc13.net/jp/public/posting_detail.php?postingId=544
I do have the skills and educational level to do this job. I do not however have the experience they require. Although I think they might consider me as I am mature and have years of life skill experiences to compensate for lack of teaching experience.
Borrowed from: John Adelmann
Instructional Designer
Institution: San Jacinto College
Location: Pasadena, TX
Category: Admin - Instructional Technology and Design
Posted: 10/28/2010
Application Due: 11/17/2010
Type: Full Time
Requirements
Master's degree in instructional technology, instructional design, or education with a minimum of two years work experience in an academic setting required. Knowledge of instructional pedagogy required. One (1) to two (2) years experience in an instructional design or academic design environment with emphasis on distance learning delivery.
- Knowledge in instructional design, development, implementation and assessments in an academic environment; instructional technology, learning theories and effective assessment of programs.
- Ability to write and edit instructional material.
- Ability to design, develop, and deliver interactive training of graphics, multimedia, productivity, web-based and social media applications.
- Skill in effective oral and written communication, interpersonal, and organizational skills.
- Skill in integrating technology in a wide variety of instructional situations.
- Skill in adapting to the needs of a changing program.
- Skill in using a variety of graphics, multimedia, productivity, web-based and social media applications.
- Skills with classroom applications of the internet, interactive video, and other technologically mediated instruction.
Responsibilities
- Consult with faculty to identify courses and programs suitable for advanced technology delivery systems based on an active, collaborative and authentic instructional approach for all delivery methods (face-to-face, hybrid, distance learning).
- Demonstrate knowledge and experience of instructional design, development, implementation and assessments in an academic environment; instructional technology, learning theories and effective assessment of programs.
- Demonstrate ability to design, develop, and deliver training, in various formats (face-to-face, hybrid, online and computer-based instruction) for graphics, multimedia and productivity software; web-based applications, social media tools and other emerging technologies.
- Demonstrate ability to support faculty with the integration of traditional instructional resources, as well as graphics, multimedia and productivity software; web-based applications, social media tools and other emerging technologies.
- Demonstrate ability to write and edit instructor support materials.
- Demonstrate effective oral and written communication, interpersonal, organizational and project management skills.
- Demonstrate ability to effectively collaborate across interdepartmental teams to support project needs and department goals.
- Design and develop interactive and multimedia instructional programs using the latest technology; including but not limited to software, hardware, web-based applications, social media tools and other emerging technologies.
ADDITIONAL JOB FUNCTIONS:
1. Support faculty in the effective use of technology mediated classrooms.
2. Participate on committees and councils as appropriate.
3. Deliver professional development.
4. Provide feedback and recommendations for continuous improvements.
5. Other duties as assigned.
Salary
CLID - $4,395.50 per month
Application Information
Contact: Human Resources
San Jacinto College
Phone: 281-998-6115
Online App. Form: https://jobs.sjcd.edu/applicants/Central?quickFind=53648&jtsrc=www.highered jobs.com&jtrfr=www.peopleadmin.com&adorig=PA
I do not have the skills to do this job. I have never delivered a distance learning class, but have been learning that way for over five years and they may consider that enough experience with distance education and considering my Master's Degree in Training and Development, to make an exception.
Borrowed From: Melissa Craven
Instructional Designer
Institution: Texas Southern University
Location: Houston, TX
Category: Admin - Computing - Support and Training
Admin - Computing - Web Development
Admin - Instructional Technology and Design
Posted: 10/25/2010
Application Due: Open Until Filled
Type: Full Time
Responsibilities:
Provides technical support and training to faculty for a variety of technologies, including but not limited to Blackboard, media software such as iMovie and Windows Movie Maker, scanners, digital cameras and other educational technologies. Assists in the administration of the Blackboard course management system in the areas of tech support, enrollment, system configuration, testing, grade center, and community areas. Develops web site for the eLearning program, training materials, documentation and/or publications. Conducts trainings in office productivity, web development and other required software tools with advanced knowledge of Blackboard. Leads the development of technology workshops and training events. Performs other job related duties as required.
Education:
Bachelor's Degree (B.A. or B.S.) in Information Technology, Instructional Technology or closely related field required.
Work Experience:
Requires three to five years of related experience. Requires a working knowledge of standard practices and procedures.
Application Information
Contact: Center for Online Education & Instructional Technology
Texas Southern University
Phone: 713-313-7521
Online App. Form: https://jobs.tsu.edu
YES YES!! I do have the skills, experience and education to do this job.
Sunday, November 28, 2010
Section 5: Trends and Issues in Various Settings
1. Give an example of Rapid Prototyping used in education.
Rapid Prototyping is showing a working example of the finished product. Each year, I save the best of my student samples to use the following year so students can see what the finished product should look like. From the e-Portfolio to the Christmas boxes they make, students gain an insight into how they can personalize the project and make it their own.
2. Using the Full Spectrum Diagram suggest alternatives for using technology in military training.
I think that Deployable Learning Resource Centers are a valuable asset to trainers in the field. Mobile devices are necessary for training in the field and money should be used to provide mobile internet connections for the trainers and trainees. This way if they have to do additional training in the field they have access to online content and expertise. In addition to that, the higher ranked officer should have his trainers trained well enough that they can describe a new method of doing something in the sand if they have to. Because all training cannot occur before deployment, trainers should have low and high tech methods of training on hand and should be able to integrate new hardware and software with existing systems.
3. Outline a staff development activity that will introduce the Step-Up-To-Excellence and the GSTE methodologies to your colleagues.
Staff Development Activity:
To increase TAKS scores by creating a student environment of excitement for achievement.
1. Begin by describing the Prelaunch preparation activities:
Form a temporary Support Team: Including the Superintendent
and his handpicked subordinates.
Consider the core values of the school district; the surrounding
community; and the individual family cultures.
Access and enhance the district readiness for change:
How do we become an Exemplary District using TEA standards?
Once the decision to launch the change is made, a contract should
be designed for the Strategic Leadership Team and the school board
to sign.
2. Create a Strategic Leadership Team:
The Principals in the District; The Technology Support
Technician; a Librarian; and one teacher to represent the core
curriculum, from each level of education in the district.
Selection for Strategic Leadership Team members should
be made by the peers not the superintendent.
3. Hold a retreat so the Strategic Leadership Team can assess the
systemic change process and brainstorm ideas that will enhance the
district and community capacity for change.
Determine resource needs, plan the budget and propose expenditures.
Sign the contract.
4. Hold a District Engagement Conference: Create a Leadership Team
Invite all the stakeholders from the school district and
surrounding community.
Create a new strategic framework: A new vision, mission, and plan.
Give Student Incentives to pass benchmarks and TAKS tests.
Design a new class schedule for students:
The new Flex Schedule will give students who pass the
benchmarks one free week off at Christmas and one Free
Week off at the end of the year.
Teachers will have those two weeks to focus on the students
who struggle with the benchmarks and TAKS tests.
Discuss potential problems and come up with solutions:
Unforeseen problems could result from the changed Flex
Schedule.
5. Conduct regular community forums:
Examine the results of the new class schedule.
6. Evaluate the results:
Student achievement scores on the benchmarks and TAKS tests.
Increased number of students who qualify for the new Flex
Schedule.
Higher Education:
McClennan Community College:
VP of Program Development
What are the different names used for faculty development
Program development
Strategic Initiatives
Executive Leadership Training
What Division is it under:
Program development EEO Officer
What Services Does it Offer:
Equal Employment Opportunities
How often are programs given and what specifically are they:
During Orientation and available weekly workshops.
Integrating technology, Presentation Skills, Teaching techniques, curriculum writing, syllabus creating, and other topics as needed by the faculty.
Finance & Administration, Instructor
What are the different names used for faculty development
Seminars
Workshops
Exchanges
and other activities to enhance knowledge and skills
What Division is it under:
Professional & Organizational Development Department
What Services Does it Offer:
Provides opportunities to participate in and thus, improve the effectiveness of the institution,
Provides opportunities to "return to university" to increase expertise in a professional field, and
Provides opportunities to "return to industry" to gain state-of-the-art experiences.
How often are programs given and what specifically are they:
Ongoing participation in development activities is expected for all employees.
A Development Committee for Professional Employees, Faculty, Administrators, and Other Employees in Positions Requiring a College Degree will be formed. The Committee shall consist of nine voting members. Three faculty members shall be selected from Workforce Education, three faculty members from Arts and Sciences (for this purpose the list will include the names of the librarians who hold faculty rank), and three members from the administrative/professional staff. The Coordinator, Professional & Organizational Development shall serve as ex-officio member to the Committee.
VP, Research Planning and Information Technology
What are the different names used for faculty development
Graduate Coursework
On Campus professional development
Conferences
Committee Service
What Division is it under:
Professional & Organizational Development Department
What Services Does it Offer:
Faculty move to a higher step on the pay scale in 6-credit hour increments. In most colleges in Texas, this system is used to reward faculty for advancing their formal educational standing, such as getting a masters or doctoral degree in the teaching field or another field preparing a faculty member for community college work, such as higher education administration, etc.
How often are programs given and what specifically are they:
Ongoing participation in development activities is expected for all employees. To provide more options for faculty professional development, faculty may participate in 12 clock hours per year of professional development activities without advance approval from their chair or dean. A database is currently being developed so that faculty will be able to check their status. Based on their needs, which are often tied to professional evaluation information, specialized training to maintain certification or licensing, trends in higher education, etc., faculty may select on-campus professional development, professional conferences or CEU requirements, Texas Higher Education Coordinating Board meetings and committee assignments, and MCC committee work to fulfill their professional development requirements. This option does not apply to pay increases or step credit but meets the contractual requirement for faculty to participate in professional development.
Rapid Prototyping is showing a working example of the finished product. Each year, I save the best of my student samples to use the following year so students can see what the finished product should look like. From the e-Portfolio to the Christmas boxes they make, students gain an insight into how they can personalize the project and make it their own.
2. Using the Full Spectrum Diagram suggest alternatives for using technology in military training.
I think that Deployable Learning Resource Centers are a valuable asset to trainers in the field. Mobile devices are necessary for training in the field and money should be used to provide mobile internet connections for the trainers and trainees. This way if they have to do additional training in the field they have access to online content and expertise. In addition to that, the higher ranked officer should have his trainers trained well enough that they can describe a new method of doing something in the sand if they have to. Because all training cannot occur before deployment, trainers should have low and high tech methods of training on hand and should be able to integrate new hardware and software with existing systems.
3. Outline a staff development activity that will introduce the Step-Up-To-Excellence and the GSTE methodologies to your colleagues.
Staff Development Activity:
To increase TAKS scores by creating a student environment of excitement for achievement.
1. Begin by describing the Prelaunch preparation activities:
Form a temporary Support Team: Including the Superintendent
and his handpicked subordinates.
Consider the core values of the school district; the surrounding
community; and the individual family cultures.
Access and enhance the district readiness for change:
How do we become an Exemplary District using TEA standards?
Once the decision to launch the change is made, a contract should
be designed for the Strategic Leadership Team and the school board
to sign.
2. Create a Strategic Leadership Team:
The Principals in the District; The Technology Support
Technician; a Librarian; and one teacher to represent the core
curriculum, from each level of education in the district.
Selection for Strategic Leadership Team members should
be made by the peers not the superintendent.
3. Hold a retreat so the Strategic Leadership Team can assess the
systemic change process and brainstorm ideas that will enhance the
district and community capacity for change.
Determine resource needs, plan the budget and propose expenditures.
Sign the contract.
4. Hold a District Engagement Conference: Create a Leadership Team
Invite all the stakeholders from the school district and
surrounding community.
Create a new strategic framework: A new vision, mission, and plan.
Give Student Incentives to pass benchmarks and TAKS tests.
Design a new class schedule for students:
The new Flex Schedule will give students who pass the
benchmarks one free week off at Christmas and one Free
Week off at the end of the year.
Teachers will have those two weeks to focus on the students
who struggle with the benchmarks and TAKS tests.
Discuss potential problems and come up with solutions:
Unforeseen problems could result from the changed Flex
Schedule.
5. Conduct regular community forums:
Examine the results of the new class schedule.
6. Evaluate the results:
Student achievement scores on the benchmarks and TAKS tests.
Increased number of students who qualify for the new Flex
Schedule.
Higher Education:
McClennan Community College:
VP of Program Development
What are the different names used for faculty development
Program development
Strategic Initiatives
Executive Leadership Training
What Division is it under:
Program development EEO Officer
What Services Does it Offer:
Equal Employment Opportunities
How often are programs given and what specifically are they:
During Orientation and available weekly workshops.
Integrating technology, Presentation Skills, Teaching techniques, curriculum writing, syllabus creating, and other topics as needed by the faculty.
Finance & Administration, Instructor
What are the different names used for faculty development
Seminars
Workshops
Exchanges
and other activities to enhance knowledge and skills
What Division is it under:
Professional & Organizational Development Department
What Services Does it Offer:
Provides opportunities to participate in and thus, improve the effectiveness of the institution,
Provides opportunities to "return to university" to increase expertise in a professional field, and
Provides opportunities to "return to industry" to gain state-of-the-art experiences.
How often are programs given and what specifically are they:
Ongoing participation in development activities is expected for all employees.
A Development Committee for Professional Employees, Faculty, Administrators, and Other Employees in Positions Requiring a College Degree will be formed. The Committee shall consist of nine voting members. Three faculty members shall be selected from Workforce Education, three faculty members from Arts and Sciences (for this purpose the list will include the names of the librarians who hold faculty rank), and three members from the administrative/professional staff. The Coordinator, Professional & Organizational Development shall serve as ex-officio member to the Committee.
VP, Research Planning and Information Technology
What are the different names used for faculty development
Graduate Coursework
On Campus professional development
Conferences
Committee Service
What Division is it under:
Professional & Organizational Development Department
What Services Does it Offer:
Faculty move to a higher step on the pay scale in 6-credit hour increments. In most colleges in Texas, this system is used to reward faculty for advancing their formal educational standing, such as getting a masters or doctoral degree in the teaching field or another field preparing a faculty member for community college work, such as higher education administration, etc.
How often are programs given and what specifically are they:
Ongoing participation in development activities is expected for all employees. To provide more options for faculty professional development, faculty may participate in 12 clock hours per year of professional development activities without advance approval from their chair or dean. A database is currently being developed so that faculty will be able to check their status. Based on their needs, which are often tied to professional evaluation information, specialized training to maintain certification or licensing, trends in higher education, etc., faculty may select on-campus professional development, professional conferences or CEU requirements, Texas Higher Education Coordinating Board meetings and committee assignments, and MCC committee work to fulfill their professional development requirements. This option does not apply to pay increases or step credit but meets the contractual requirement for faculty to participate in professional development.
Thursday, November 25, 2010
Sunday, November 21, 2010
Section 4: Human Performance Technology
Human Performance Technology
1. Identify a performance problem in your area of work and provide a non instructional solution to solve the problem.
· The Problem: Teachers are not using online technology to enhance student instruction:
This year, we have implemented the use of an online Portal. This Portal has numerous advantages for teachers and students. The advantages can not be seen if no one is using it. At the beginning of the year, all teachers were registered and trained in using the Portal. We have designed a teacher group and there are only two teachers using the Portal, and only one, myself, that is using it to post assignments. This is the first step to offering some kind of distance education for our students. It will also prepare them to work in the new college environment so it is very important that all teachers use this Portal.
· The Solution: Create a Human Performance Team (HPI) that will encourage teachers to use more online technology in their lesson plans.
Steps to take:
1. Create a culture change by using more online communications through the Portal. Have a notification system alert each teacher when they have a message. The HPI team should communicate on a regular basis, inside and outside of school times.
2. Offer neat tips and tricks to maneuver around the Portal. Teach informally by sending messages such as: “Check this out this weekend and shoot me an email of how you liked it.”
3. Give incentives or prizes for the teacher who logs in the most air time, creates the most online lessons, watches the most educational videos, downloads the most web 2.0 tools, etc. Create meaningful incentives that will motivate the teachers intrinsically.
4. Create subgroups that would include the Science Department, the Math Department, the Technology Department, etc. and have the teachers design their home page themes (much like a website), with lessons to share amongst each other.
5. Have the HPI Team evaluate activities and monitor student participation for each teacher.
6. The HPI Team should develop clear consequences for teachers who are not participating and develop ways to assimilate them in the new school culture.
2. Define Electronic Performance Support Systems and describe why they are not widely used.
· Electronic Performance Support Systems are computer software programs that work together to improve user performance.
· Electronic Performance Support Systems is a set of tools that can help an organization to reduce the cost of training and offer technical support to staff.
· Electronic Performance Support Systems is an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.
I like the last definition because it emphasizes that the system is not just software but is an integrated electronic environment. It is easily accessible and structured to provide help at the users fingertips.
I think that money to set up the EPSS is a considering factor to why it has not been widely used. I do believe that once the system is in place, the company will actually save money by not needing expert interaction for troubleshooting or to come in and solve performance problems. I also think that each business has different needs so each EPSS must be specifically designed for that company. That can be very costly.
I think that once businesses see that the initial cost to set up a EPPS is a one time investment, they will begin to design prototypes that would be interchangeable within different industries; thereby making them more affordable to businesses.
3. Identify a problem at work and describe how a blended learning approach could be used to solve the problem.
The Problem: The technology technician at school is the only person that has total and complete access to all security settings making it impossible for the technology teachers to make just in time changes in class to incorporate other learning strategies. The technician has to schedule a time to come out and put in the password to make simple updates and changes.
For instance, if I am creating something in the design class that requires printouts to be made in color, only one computer supports the color printer so all students have to wait in line and sign in and out on that one computer. The time wasted on that is incredible. I am allowed two sets of toner per year and all other classes have access to that printer as well. They just come in and use it when they need to. No one ever thinks to request a set of color toners for their use. Anyway, if I had the knowledge available, I could set the default to the color printer on the network so that every student’s computer could print that day’s assignment only. Then I could set it back as needed.
Because we only have one tech person for the district and she services five schools, it sometimes takes days for a simple change to be made. If a KM system was in place, we could share the information that right now is embedded in only one brain. Because KM is the creation, archiving, and sharing of valuable information and we have similar interests and tacit knowledge, there really is no reason that we do not have the competitive advantage. A KM system would increase opportunities available to our students by enhancing human performance. There is no reason to lock up the information that technology teachers need to do their jobs, it should be shared and training on undiscovered knowledge should be made available as part of the blended learning approach.
One way to accomplish this would be:
1. To have access to the information
a. Synchronize resources so answers are easy to find
2. To collaborate using tacit knowledge
a. Incentives to reward the sharing of knowledge
3. To put a system in place that would allow the teacher access to information
a. Use metatags for just in time operations
Right now only one person has the authority and ability to make changes to the computer network. I think that if we start small and create a knowledge management system; which includes a team of technical people including the technician, the librarian, and the technology teacher it would improve the performance of the teachers and the students being taught.
4. Informal learning in my adult life
Wow, I am pretty old so I have had a ton of informal learning.
· I started my adult life when I got married. Talk about informal learning! What I learned most in the early years of marriage was compromise and empathy. My instructor: The husband needed nurturing much like a child. His needs resulted in my learning to take care of his needs, usually at the expense of my own.
· I then began having children and learned about Love, real love that makes you a protector and a leader. My Instructors: Three children, the roles they played were to create the friction that makes a human grow. Decisions had to be made daily, hourly, in the minute, and in the second. So many mistakes and false assumptions were made during that time. I learned it was okay to make mistakes and how to listen because not everything is as it seems when dealing with children.
· I went through a time of sickness and loss and that time taught me strength and perseverance.
· My first taste of formal education began in a technical college where I was training to be a Registered Nurse. That taught me that I did not have the compassion it took to spend my entire life in that career so I quit college.
· I then went to work as a bartender. At that time, because of my own life experiences, I was the best at my job and made an excellent living for my children. The social skills I learned are unmatched anywhere in any profession. When the customer enters the bar they are normal; but after a few drinks they change from sad to mad and everything in between. I learned to control a room full of personality changes and could calm the angry, cheer up the sad, and impose shame on those who started acting inappropriately. I tended bar for over 30 years. The greatest skill I learned there was compromise.
o As I look back, I realize that God was preparing me to be a school teacher. He gave me one son who has a rare liver disease and because of his illness became learning disabled. I have seen him treated badly his entire life. From his doctors and nurses to his teachers, people want to push him aside and not take care of his needs. This has made me an advocate for those who are misunderstood. No one realizes it but he is an angel sent here to test others in authority positions. One day, many professionals will have to answer for the way they treated him.
o The social interactions I had through my career as a bartender, the training I had as a bar manager, and finally the authority I had as president of a non-profit group taught me how to persuade students to complete their assignments and classroom management techniques.
o Finally, it seems that the most important skills you learn in life cannot be taught but must be experienced.
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