1. Pedagogical Content Knowledge
1.1. Academic Research
1.1.1. EDUC 701 Education Research and Design
1.1.1.1. This course formed the foundation for my academic research for my Master's of Education program.
1.1.1.1.1. I created my literature review and identified my research question.
1.1.2. EDUC 794 Culminating Experience
1.1.2.1. This course has given me the opportunity to reflect on what I have learned through my time as Master's of Education student.
1.1.3. Focus: Graduate Studies, Research Design, Research Proposal
1.2. Education and Leadership Background
1.2.1. EDUC 630 History and the Profession of Education
1.2.1.1. Learning from education's history explains the reasoning for particular policies, pedagogy or philosophies.
1.2.1.1.1. A great tool I learned from this course is to use art and illustrations as learning platforms. A project that helped me to reflect on the difference between Perennialist and the Progressive teaching philosophies was this comic strip. https://drive.google.com/file/d/1Q7bKi6jXtJjqEhKMhinlwq3sinzpnQup/view?usp=sharing
1.2.2. EDUC 620 Teaching in an Area of Specialization
1.2.2.1. EDUC 620 provided me with the necessary instructional knowledge to be an effective teacher
1.2.2.1.1. Using Harry and Rosemary Wong’s information about classroom management I created a management plan that I currently use in my classroom
1.2.3. EDUC 600 Introduction to the Master's of Education Degree Program
1.2.3.1. One assignment was to identify my teaching philosophy, "My teaching philosophy roots itself in acknowledging the culture and the student before introducing the content."
1.2.4. EDUC 623 Teaching Strategies: Secondary
1.2.4.1. Foundation for teaching.
1.2.4.1.1. Course discussions about culturally responsive teaching, student engagement and curriculum planning has guided me to my understanding of a well rounded education.
1.2.5. Focus: Foundation of teaching, Strategies, Education fundamentals
1.2.6. As the Science Department Head at my School I use the knowledge gained to support the staff in my department
1.2.6.1. Mentor first year teachers about National Common Core Standards (Next Generation Science Standards)
1.2.6.2. Use my role on the schools leadership team to support staff
1.2.6.3. Utilize my understanding of Education laws, history, and structure to participate in crucial school planning and decision making.
2. Education for Service, Peace and Justice (Pono)- Marianist Values
2.1. Cultrually Responsive Teaching
2.1.1. Making education relevant to students' real lives
2.1.2. Project Based Learning (PBL) - Creating meaningful projects that are student-centered and student-led. PBL promotes projects that relate content to real-life problems.
2.2. Social Justice
2.2.1. EDUC 790 Issues of Peace Social Justice and Educational Reform
2.2.1.1. A culturally responsive pedagogy was the focus of my final paper in this course. The final assignment was a scenario of being a new principal at a fictional school that faced a lot of problems.
2.2.1.1.1. Understanding the struggles of low-income schools gave me a better understanding of the issues that affect many of the schools in our nation.
2.2.2. EDUC 643 Hawaiian Culture and Language
2.2.2.1. I ka 'ōlelo nō ke ola, i ka 'ōlelo nō ka make (In language there is life, and in language there is death). In this course, we learned that the Hawaiian language is the heart of Hawaiian culture and needs to be perpetuated. Also, language has "Mana" and can strengthen a culture to rise.
2.2.3. Focus: Culture, Hawaiiana, Equity
2.3. Diverse Learning
2.3.1. EDUC 652 Multicultrual Education and Diversity
2.3.1.1. Cultural pluralism and religious pluralism were new terms for me, and the course discussions helped me to understand what they meant and how they are used in a multicultural classroom.
2.3.1.1.1. Learning "Pluralism" helped me to develop lessons that include other cultures to counteract student's ethnocentric views
2.3.2. EDUC 633 Diverse Learners
2.3.2.1. Differentiated Lesson Planning- Creating a lesson plan that meets a student's IEP by providing proper modifications and accommodations.
2.3.3. EDUC 660 SPED Introduction to Exceptional Children
2.3.3.1. Universal Design for Learning (UDL) was influential in shaping my idea of an inclusive classroom. UDL is differentiating the class to meet the needs of many students.
2.3.4. Focus: IDEA, Pluralism, Inclusion
2.3.5. Students in my inclusion class benefit from my differentiated lesson planning
2.3.5.1. Understanding that my students are "Diverse Learners"
2.3.5.2. Utilizing the knowledge gained in this program to create, a curriculum that meets all of my students' needs through accommodations and modifications.