The following teaching philosophy was developed for university-level instruction:

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            A teacher’s role begins with what I consider the most fundamental roles of any educator, at any level—to stimulate a love for learning in general, foster a love for the subject, develop skills that will serve the student far beyond any content, and inspire students to go deeper with the content. I do this through a student-centered approach rooted in constructivism. Student-centered means that learning experiences are designed with the student’s needs in mind. Constructivism is realized as students interact with content through inquiry, engage with peers to collaborate, build on prior knowledge, and are provided feedback both formatively and summatively. Skills that will transcend content are developed through the use of higher order thinking with frameworks such as Bloom’s taxonomy or Webb’s Depth of Knowledge. Using these frameworks, I challenge students to apply and create through the learning process rather than receive and remember. Lastly, what is difficult to translate into words are the interactions and relationships with students that are the glue to all of this. Authentic relationships are built with students to understand their needs, inform instruction, and define the end goal. This relationship recognizes them as a partner in the learning process, meeting them where they are at, coming alongside them, and guiding them through their development. Overall, I see my role as a teacher to be wholistic in order to provide students with the best experience possible. 

         

          These are big picture ideas and thoughts that still must be operationalized and this begins with the backwards design process. Like a road map, this process defines the destination, the end goal. I execute this plan through project-based learning. Project-based learning allows students to grapple with the content through inquiry and to deeply understand the content in order to apply it through their project development. To plan, develop, and revise projects, student use the design thinking process which allows them to reflect and iterate throughout the semester, ending in an exhibition of their work. Lastly, assessment is provided throughout both formatively, assessment for learning, and summatively, assessment of learning, creating as much of an emphasis on the process as the product. 

           

            There is no more important time than the present for improving the coach and teacher education in the field of youth development and physical education. Obesity rates in the United States continue to hold steady at unacceptable levels. Over 70% of children are dropping out of sport by adolescence. The “roll the ball out” attitude is still extensive in the field of physical education, and examples of poor coaching are omnipresent in the news and on social media. Models and frameworks, such as the long-term athletic development model, are available to help solve these issues, but they fall short because teachers and coaches do not understand how to operationalize them. As an educator, my goal is to equip students not just with the content knowledge but also the skills to operationalize that content knowledge through the ideas discussed above. In a culture hyper focused on test scores and “getting the grade,” I hope to shift that mindset in my students to focus on the learning process. I want to come alongside them as a partner in their learning process inspiring and equipping them to be the vehicle for change needed in youth sport and physical education. 

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          Lastly, and most importantly, as an educator, I am committed to building a classroom culture and teaching practice in which all voices and contributions are valued and there is shared access to resources and opportunities. To realize this I take an explicit stance and implement strategies towards anti-racism, diversity, equity and inclusiveness. To do this, I must acknowledge my privilege, become aware of my bias, continually and objectively evaluate this bias, use objective data to eliminate my bias when possible, create a classroom culture that shifts the power dynamics and focus from "me" to "we," and most importantly, bring students in to the goal making process. Ultimately, diversity of voice, ideas, and perspective make the classroom stronger and more fruitful for everyone.

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SAMPLE COURSE SYLLABUS:  

Understanding and applying the long-term athletic development model (3 cr.)