E-Portfolio of Adept of the Jeffersonian Model of Education - Personal Statement Example

E-portfolio Document About Me: I currently serve as an of military science s in Junior ROTC Program. Nonetheless, my career to this position has been full of lots of changes both in terms of education and profession. My first encounter with school was at the age of four years. This is where I learnt the basic subjects including language, literature, pure and social sciences, humanities, and mathematics, among other disciplines. However, my educational career started with more focus on civics, history and spiritualism captured, all of which I got excellent grades. Generally, my education was more closely aligned to the Jeffersonian model of education as compared to others. I joined Virginia University at the age 15 years, obtaining a post-graduate four years later. Naturally, I am an analysts and bibliophile, all to which I give credit to my teachers and parents. I am strong opponent of division within the society and as such, an advocate of an equitable society. Nonetheless, I disdain ethno-racial abhorrence. My thoughts are largely influenced by Marx’s ideas. Additionally, my perceptions are inspired by a distinguished educationist, Horace Mann. I have risen across various professional levels to reach my current position. I started out as an army recruiter in 1997 after completing my degree in General Studies from Central Texas College, Grantham University. Consequently, I have risen across ranks to reach the current position, JROTC Instructor. In general, I am an accomplished professional possessing experience directing logistics, and transportation of freight for the US Army and Federal Express. Where I stand today: I believe life has given me immense opportunities to reach where I am today. I have nothing to regret about my past. Today, I am lucky to be amongst the few Indians to attend IB schools. This is a great opportunity for me. Educational/learning philosophy I believe education offers every individual a unique opportunity to explore and make use of their potential. Each person is uniquely endowed with some intrinsic potential which if well nurtured within an educational setting, can offer immense benefits to the society. An educational setting must therefore offer a secure and stimulating environment which allows emotional, physical, social and intellectual growth to the individuals. It is my belief that a good educational environment should have a guide (teacher), a curious learner (student), and more importantly, respect from both parties. Other than the aforementioned, it is my sincere belief that education is only useful if learners have the opportunity to build knowledge through a self-discovery opportunity and access to practical skills in realistic environments. Offering learners a hands-on approach and sufficient time and space to make use of their potential and knowledge gained. In essence, I hold a strong opinion that self-discovery is just as important as is the opportunity to study and implement new ideas. Such should revolve around meaningful and relevant educational experiences. In general, school act as a pillar, social institution in human life, which provides individuals with a comprehensive learning program, and trains them on the ways necessary to lead a cultured and disciplined life. Given that the educators takes learners through disciplines in formal ways and fulfills their educational necessities, it assists them get qualified and ready to participate in economy building. Professional training accumulated during my career I must say my work experience has been unique and one of its kind. Through this uniqueness, I have been able to accumulate immense professional training. I started out as an army recruiter and I must say dealing with different people from different backgrounds taught me a lot. Not only did I learn the importance of being able to accommodate and tolerate different cultures but also ways through which you can delve into these cultures and find that potential your organization really needs. Coming from the army recruiter position, I become a manager within the army, a position which involved tapping into the potentials identified and ensuring maximum efficiency and productivity. In this position, I learnt a lot about being not just a manager but a leader. I learnt that as much as the distinction is unclear to many, this distinction is as a matter of fact important and central to successful manager. I learnt that while a leader may not require management skills, managers without doubt need leadership skills. This position paved way for me to become the operations manager. As an operation’s manager, my role expanded and so did my perspective as a manager and a leader. Additionally, I learnt the importance of not just imposing ideas of those under one but also giving them an opportunity to express their ideas and nurture those which are meaningful. Nonetheless, I also learnt the importance of being firm as a leader and a manager. My next duty as a human resource manager is perhaps the most educative professionally. It as if every departments relies on you to not just offer them quality staff but you also have an obligation to nurture and facilitate growth of internal staff. This is a position which puts you between organizational roles and staff welfare. Striking a balance becomes necessary. This is one of the most important professional lessons. Units done I have done a number of units at Strayer University as shown in the attached transcripts. Nonetheless, prior to doing the units, I transferred a number of credits for units previously done at Central Texas College, Grantham University – DETC, and Army/American Council on Education (AARTS). These also form basis for my educational experience at Strayer University. Nonetheless, for units, purely done at Strayer University, check the list below. 1. Human Resource Management 2. Religion and Philosophy 3. Intro to Business 4. Principles of Organizational 5. Intro to Art, Music & Literature 6. Fundamentals Of E-Bus 7. Money & Banking 8. Sociology Of Develop Countries 9. Business Ethics 10. Business Policy 11. Logic 12. Econ Problems & Issues 13. International Business Environ 14. Introduction to Physical Science 15. Senior Seminar Bus Admin 16. Research & Writing 17. Business Law I 18. Managerial Economics & Globali 19. Law, Ethics & Corp. Governance 20. Diversity in K-12 Education 21. Learning Theories (K-12) 22. Instructional Design & Dev. 23. Educational Research Methods 24. Tech Tools to Manage Learning Assignment Sample 1: Charles Blanks ECO 550 18 August 2011 Assignment 3 Some games of strategy are cooperative. One example is deciding which side of the road to drive on. It doesn’t matter which side it is as long as everyone chooses the same side. Otherwise, everyone may get hurt. Driver 2 Left Right Driver 1 Left 0, 0 -1000 -1000 Right -1000, -1000 0, 0 a. Does either player have a dominant strategy? Explain. No, there’s not a dominant strategy because there is no highest outcome a person can make regardless of the other’s decision. b. Is there Nash equilibrium in this game? Explain No, Nash equilibrium does exist because it depends on the other’s decision to go left, left, or right, right. c. Why this game is called a cooperative game? Because all parties must to come together or conclude in order to make enforceable contracts or decision without conflict. 2. a. What is the firm’s Total Revenue? TR=A (E) =OAJE b. What is the Total Cost? TC=B (E) =OBHE c. What is the firm’s Total Profits? PROFIT= TR-TC=OAEJ-OBHE Assignment sample 2: Components of Quantitative Approach Charles Blanks Dr. Wallace Strayer University February 8, 2013 Components of Quantitative Approach The three researches that this paper picked are Differentiated Instruction: The Effect on Student Achievement in an Elementary School, by Patricia Koeze, A Review of the Quantitative Research on Multi-grade Instruction, by Bruce Miller, and The Impact of No Child Left behind Act on School Achievement and Accountability, by Glenn Maleyko. All these researches dealt with the current issues facing elementary education; hence, their importance. Summary of Findings The aim of Patricia’s study was to establish whether educators who were using differentiated instructional techniques were producing greater achievement results with their students compared to educators who were not using differentiation techniques. Findings from this research proved that there were many diverse understandings of differentiation, even for the educators who undertook professional growth in this area (Koeze, 2007). This finding confirmed that employing a mixed approach to data gathering and understanding the quantitative data through the interpretive orientation of symbolic interactionism was the suitable methodology for this research. Miller’s research, on the other hand, was meant to study the quantitative research literature concerning the effects or consequences multi-grade classroom organizations have on student cognitive, as well as affective outcomes. Miller’s study found out that being a learner in a multi-grade class neither does not unenthusiastically influence academic performance nor learner social attitudes and relationships (Miller, 1990). Finally, Maleyko’s research studies the impact of No Child Left behind Act on school achievement and accountability. According to the researcher, States have the skill of statistically manipulating their Adequate Yearly Progress (AYP) implementation. This may give a fake impression to people that AYP is a reliable measure of a school’s success (Maleyko, 2011). The findings from this research proved that the exploitation of the NAEP evaluation is an efficient technique to examine the reliability of AYP among states. Evaluation of the Approach In Patricia’s study, quantitative data gathering was carried as a way or means to draw broad relationships from the information. Findings from the quantitative data collected guided the researcher on the way to organize the qualitative study (Koeze, 2007). From the wide relationships revealed through quantitative findings, qualitative methods were utilized in exploring these wide relationships further and hunt for explanations, which could only be revealed by classroom interviews and observations. Such methods of collecting data make the research extremely accurate, and the findings from the research could be used to enhance elementary education. Miller’s research, unlike Patricia’s, strictly maintained a quantitative approach to come up with the findings (Miller, 1990). The researcher provided a summary of quantitative studies, which were intended to determine the distinctions in student achievement between learners registered in multi-grade and single classrooms. According to the researcher’s findings, there is minute or no distinctions in the achievements of learners enrolled in multi-grade or single classrooms. However, it is risky to follow such findings, as only depending on numbers to come up with your conclusion can be dangerous. Finally, Maleyko’s research, The Impact of No Child Left behind Act on School Achievement and Accountability, uses both quantitative and qualitative methods to come up with its findings. The literature review of the research recognizes the measurement worries with the execution of AYP, the advantages of AYP, the unintentional upshots, along with the hardships involved with setting up school accountability and the efficient and unproductive provisions of the NCLB change (Maleyko, 2011). The findings could be considered valid since the research incorporated both numerical and empirical techniques to come up with its conclusions. Key Characteristics of the Sample Population Some of the characteristics of the sample population were that the people were mainly from the United States; they had a Low Sampling Error, High Confidence Level, High Degree of Variability and were mainly not married. The researchers choose to incorporate Americans only in their sample population because the study mainly focused on the welfare of the American elementary education (McCarthy, 2012). The Low Sampling Error meant that the population, which was used, knew a lot about the elementary education of the United States that if any error was made then it would be extremely low. High Confidence Level meant that the population knew what they were contributing to the research, which increased the accuracy of the findings. The Degree of Variability meant that the population used was quite diverse regarding the backgrounds of the people, but they were strictly Americans. Finally, the population involved a majority of individuals who were not married such as the students themselves (McCarthy, 2012). Challenges Encountered and Ways to Meet Them Some of the challenges that might be encountered when trying to come up with such a sample population are how to bring together diverse people who are extremely knowledgeable in the field elementary education and funds to move around when gathering data from the sample population. The population incorporated in this research mainly had people from diverse backgrounds who needed to have the same high knowledge in the field being researched (Hohmann, 2007). Therefore, coming across them seems to be a difficult task. A way this could be achieved is going to educational centers to ask for their assistance in incorporating their students, as well as the teachers themselves. Also, a way of bridging the financial gap is through incorporating government funding by informing them on the significance of the research, which will, in reality, assist the nation. Advantages and Limitations of Using Surveys from Research Some of the advantages of using surveys to conduct researches are that they ease the cost and data collection. Surveys have an extremely minute cost per contributor. Still with incentives, the fee per contributor is frequently far less than the fee of using a phone interview or a focus group, while the responses researchers get can add up to thousands (Hohmann, 2007). Data collection is also much easier with surveys. This is because researchers employ easy-to-read information, which can be analyzed and compiled as needed for the research. The qualitative research methods of other education research methods might yield some fascinating answers, but the capacity to analyze themes is a much more difficult process. Some of the limitations include sample choice and rigidity. It is up to the researchers to make sure they have a representative sample from, which to gather data. Survey research is normally prone to researcher inaccuracy, where guesses are made regarding the sample, which may not be exact (Hohmann, 2007). Also, before people develop their survey, they need to consider accounting for all likely answers plus encoding the survey accordingly. Ethical Issue That Might Be Involved In Survey Research An ethical issue that might arise in survey research is respect (McCarthy, 2012). The term respect refers to as protecting the worth and dignity of everybody, and the rights of persons to confidentiality, privacy, as well as self-determination. Exceptional safeguards might be essential to guard the welfare and rights of communities or persons whose vulnerabilities damage self-directed decision making (McCarthy, 2012). Researchers, therefore, should remember to maintain and uphold the above aspects of the population, which takes part in the survey, in order to keep it ethical. A Survey Instrument Staff Survey Form Name Staff Survey 1. Kindly list any techniques, which you employ frequently to test your class. 2. How frequently do your learners employ group strategies? (Circle one) At all times Nearly every time a few times Roughly never Never 3. If your learners work in groups, how are the clusters structured? (Circle all that relate) At random Interests Skill Let them decide Learning ways 4. How frequently do groups alternate? (Circle all that relate) They stay the same Every time When they request When actions affirm With a fresh unit By task 4. Have your learners taken a learning technique inventory this year? (Circle the relevant one) Yes No 5. Kindly state any resources that you employ to establish your students’ willingness. 6. How frequently are learners given alternatives in how they do their projects or assignments? (Kindly explain your answer) At all times Nearly every time a few times Roughly never Never 7. Rate the work your learners do in school Extremely Easy At times easy Precise At times hard Extremely hard 8. Rate the cultural diversity of the of the students in your class (Circle the relevant one) Too Diverse Semi Diverse Uniform 9. How frequently do you give a specific student choice in projects or class assignment? (Circle one) At all times Nearly every time a few times Roughly never Never 10. How frequently do you work in groups with your students? (Circle one) At all times Nearly every time a few times Roughly never Never Method of Administering the Survey, Interpreting, and Reporting the Data School teaching staff will be informed of the exercise that will be taking place in their institution (Koeze, 2007). They will be asked to sign consent forms, which will also assure their confidentiality in the procedure. The interviews will be carried in the staffroom, which will consume a minimum of 20 minutes. Pre-assessment techniques will be used frequently to educators who have differentiation training. This will not be a mark awarding survey, but it will be interpreted according to the way the teachers understand differentiation in education (Koeze, 2007). The information will be reported in journals, and the findings also given to major schools to show them just how they need to stress on differentiation in their institutions. References Hohmann, U. (2007). Quantitative methods in education research. New York: Oxford University Press. Koeze, P. (2007). Differentiated instruction: The effect on student achievement in an elementary school. Retrieved from http://commons.emich.edu/cgi/viewcontent.cgi?article=1030&context=theses Maleyko, G. (2011). The impact of No Child Left Behind (NCLB) on school achievement and accountability. American Journal of Education, 6(7), 89-107. McCarthy, K. (2012). How to conduct a survey: Ethics involved. Upper Saddle River, NJ: Pearson Press. Miller, B. (1990). A review of the quantitative research on multi-grade instruction. Research in Rural Education, 7(1), 1-8. Resume: Charles K. Blanks 56 Patton Lane Richmond Hill, GA 31324 WAREHOUSING ● LOGISTICS SUMMARY OF QUALIFICATIONS Accomplished professional possessing experience directing logistics, and transportation of freight for the US Army and Federal Express. Strong technical and analytical skills researching and analyzing projects for US Armed Forces. Spearheaded global transportation of products ensuring timely delivery. Possess exceptional leadership background, training of new and existing personnel. Served as mentor managing a staff of 50 plus. Possess technical and analytical skills researching and analyzing projects for US Armed Forces. Excellent communications skills across all platforms including liaison with community leaders, associations, educational systems; served as public relations specialist throughout career. Core Competencies  Tenured Talent Acquisition Specialist  Leadership role for new recruit training, mentoring, performance review and counseling  Skilled in managing personnel, and new employee orientation  Liaison with community leadership and interested parties regarding recruitment  Knowledge of inventory control, managing supplies and procurement  Facilities equipment management  Managing logistics and transportation  Creative, self-motivated professional with strong work ethics  Organization and management of pertinent legal documentation  Persistent, determined communicator skilled in direct sourcing  Recipient of numerous awards for outstanding service and leadership  Conduct applicant evaluations including drug and academic testing ACCOMPLISHMENTS 1 Served in the United States Armed Forces receiving numerous letters of commendation for service, performance, leadership and overall performance during twenty year career. 2 Orchestrated and ensured global logistics/transportation of 5000 rounds were delivered in a safe and timely matter receiving a commendation from management during Desert Shield/Desert Storm. 3 Directed the logistics of government material in Iraq for US government meeting crucial deadlines. 4 Recipient of high rating managing maintenance of equipment and inventory during inspections from executive management 5 Received the Meritorious Service Medal, awarded by Senior Executives, for “exceptional performance of duties and professionalism”. 6 Awarded the Army Volunteer service award for Outstanding Community Service. PROFESSIONAL WORK HISTORY JROTC Instructor Richmond Hill, High School, GA 2008-present Serves as an instructor of military science subjects in the Junior ROTC Program at the school assigned. In this capacity, performs and/or assists the Senior Instructor in performing the following duties: Prepares, updates lesson plans for LET-I and/or LET-II classes. Conducts first and/or second year military science courses (LET-I, LET II classes). In the absence of the SAI, conducts second-, third-, and fourth-level military science courses. Insures proper wear of uniforms and equipment. Conducts uniform and equipment inspections monthly. Prepares cadets for ceremonies and various competitions. Teaches leadership lab classes. Writes and conducts squad and platoon drill competition. Prepares cadets for Tri-annual Formal Inspection. Assists SAI in administration for JROTC department in maintaining all cadet records. Responsible for awards program, cutting orders, posting to cadets records and organizing ceremony to honor cadets. Maintains publication account with U.S. Army Publication Center and ensures textbooks, maps, workbooks, and blank forms for the program are present. Maintains file management. Maintains organization chart, prepares company roster, keeps Hall of Honor and bulletin boards updated, and keeps Standard Operating Procedures updated and posted. Prepares master schedule for all ROTC department instruction for the new school year and submits to ROTC Region for approval and prepares all weekly schedules for new school year. Reviews curriculum for update of lesson plans, assists in supply functions for department. Coach Corp of Cadets Rifle, Ranger and Color Guard Team. Attends summer camp when necessary. Federal Express, Richmond, GA 2006-2008 Material Handler 1 Direct responsibility for the transportation and delivery of freight for businesses and consumers working in a fast paced environment with strict deadlines for delivery. Coordinate logistics and warehousing of assigned material and process documentation on shipments. Prepare pertinent reports on shortages, overages and damaged freight to management. Work with transportation computer system processing data. Interface with various couriers coordinating shipments. PROFESSIONAL EXPERIENCE Human Resource Manager 3/85 to 2006 U.S. Army, Fort Stewart, GA Contributions 1 Directed training program for over 65 staff members ensuring knowledge and new hire information met organizational goals. 2 Achieved enlisted recruiting goals/new contract objectives while managing, training and providing performance feedback for the enlisted teams. 3 Scheduled, developed and facilitated infantry skills, minor medical procedures, and physical fitness for new recruits. 4 Managed broad range of human resource projects meeting initiatives and deadlines. 5 Served as mentor/coach for personnel regarding diversified employee issues. 6 Developed, managed and implemented training program that enabled division to successfully accomplish all assessments/reviews for project goals. Operations Manager U.S. Army, Fort Lewis, WA Contributions 1 Directed inventory control for facilities equipment and managed global transportation services ensuring time sensitive scheduling. 2 Directed management of personnel and coordination of assignments. 3 Coordinated personal data evaluations to authenticate and confirm real time status. 4 Researched and prepared summaries to communicate to operational division’s critical information. Manager U.S. Army, Ft. Richardson, AK Contributions 1 Directed and provided team performance enhancement for basic training of recruits. 2 Utilized Firing Desk automation to provide feedback to enlisted personnel regarding over/under corrections. 3 Served as technical troubleshooter on division testing of equipment maintaining safety regulations were maintained. 4 Lead teams on critical training events accomplishing directives by providing maintenance services for hydraulics, pneumatics and electromechanical systems. Army Recruiter U.S. Army, Florence, AL Contributions 1 Supervised civilian recruitment via direct sourcing and various communication channels resulting in increased enlistment into the United States Armed Forces. 2 Directed and participated in public relations campaigns with educational systems, community representatives, and parents of applicants providing key intelligence and information resulting in increased enlistment. 3 Validated accuracy of candidate credentials including academic confirmation, drug screening and criminal background check to ensure recruit’s viability. 4 Spearheaded mentoring programs with candidates to ensure consistent acclimation for basic training success. EDUCATION A.A.S Degree in General Studies: Central Texas College, June 1997 Grantham University SEMINARS Attended numerous seminars in Management, leadership, training, and technical processes throughout career. Read More