Jamie has demonstrated success in supporting the professional growth of teachers and administrators. He has been a mathematics teacher, as well as a site, district, and county administrator at both elementary and secondary level educational institutions. Jamie has been in educational executive management at the county level as well as served as Superintendent of Schools. His work includes positions in publicly funded school districts as well as charter schools. Jamie remains involved in the delivery of professional learning as an instructor in higher education as well as a partner consultant for a reputable educational service consultancies.
Jamie's passion is to support all students to become assessment-capable
learners who will build their capacity to set goals, move along the learning continuum developing agency and efficacy, and employ evidence-based strategies to reach their greatest potential.
Degree | Institution | Year |
---|---|---|
BS Elementary Education | Oklahoma City University, OKC, OK | 1977 |
MA in Ed Leadership | University of Texas Arlington, Arlington, TX | 2002 |
EdD in Ed Leadership | Argosy University Online, Phoenix, AZ | 2015 |
TX Teaching Credential, Texas |
CA Admin Credential, California |
Role | Organization |
---|---|
Volunteer | Rotary CLub |
Volunteer | K12 Innovate |
Volunteer | National Lab for Ed Transformation |
Volunteer | First 5 Monterey |
Area | Expertise |
---|---|
Critical Thinking | General Expertise |
Curriculum and Program Development | General Expertise |
Diversity | General Expertise |
Early Childhood Education | General Expertise |
Higher Education | Active Learning for Adults |
Adult Teaching and Learning | |
Teaching Adult Learners | |
Bilingual Education | |
General Education | |
K-12 Education | Special Education |
Educational Leadership | |
Leadership | Transformational Leadership |
Disabilities | |
Education | |
Social Justice | LGBTQIA |
Poverty | |
Therapeutic/Theoretical Orientation | General Expertise |
Effective Pedagogical Practices for Learners of English |
Empowering Himans to Reach Their Goals |
Please describe your teaching philosophy. |
In exceptional framework for teaching and learning is centered on the learner and learning activities are developed to ensure learner dignity, self-regulation, self-mastery, and metacognition. To that end I codeveloped The Human Learning System (HLS) The HLS Framework can be applied to any content for any learner. Content is delivered in ways that focus on the learner’s needs, learning progress, and scaffold content mastery over time. Not all learners learn at the same pace or in the same way, so individualized adjustments are made to meet the learner where they are. The learning environment provides multiple opportunities for learner expressiveness, agency, efficacy, resilience, and self-directedness through robust project based learning, service learning, and reflective practice. Teacher/facilitators apply a variety of interactive strategies that make learning visible. The facilitator/teacher has strong content knowledge and is self-aware. They use authentic assessment strategies before, during, and after learning events to inform instructional decision-making and make adjustments to their delivery. Teacher/facilitators are versed in trauma-informed practices and strategies to mitigate learning stress due to outside-of-class factors, such as Adverse Childhood Experiences (ACEs). The facilitator/teacher uses autonomy supportive instruction (ASI) to ensure that each learner’s psychosocial need for belonging, competence, and autonomy are met, and to promote engagement across learning activities. As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences. The HLS Framework can be applied to any content for any learner. Content is delivered in ways that focus on the learner’s needs, learning progress, and scaffold content mastery over time. Not all learners learn at the same pace or in the same way, so individualized adjustments are made to meet the learner where they are. The learning environment provides multiple opportunities for learner expressiveness, agency, efficacy, resilience, and self-directedness through robust project based learning, service learning, and reflective practice. Teacher/facilitators apply a variety of interactive strategies that make learning visible. The facilitator/teacher has strong content knowledge and is self-aware. They use authentic assessment strategies before, during, and after learning events to inform instructional decision-making and make adjustments to their delivery. Teacher/facilitators are versed in trauma-informed practices and strategies to mitigate learning stress due to outside-of-class factors, such as Adverse Childhood Experiences (ACEs). The facilitator/teacher uses autonomy supportive instruction (ASI) to ensure that each learner’s psychosocial need for belonging, competence, and autonomy are met, and to promote engagement across learning activities. As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences. The learning environment provides multiple opportunities for learner expressiveness, agency, efficacy, resilience, and self-directedness through robust project based learning, service learning, and reflective practice. Teacher/facilitators apply a variety of interactive strategies that make learning visible. The facilitator/teacher has strong content knowledge and is self-aware. They use authentic assessment strategies before, during, and after learning events to inform instructional decision-making and make adjustments to their delivery. Teacher/facilitators are versed in trauma-informed practices and strategies to mitigate learning stress due to outside-of-class factors, such as Adverse Childhood Experiences (ACEs). The facilitator/teacher uses autonomy supportive instruction (ASI) to ensure that each learner’s psychosocial need for belonging, competence, and autonomy are met, and to promote engagement across learning activities. As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences. The facilitator/teacher has strong content knowledge and is self-aware. They use authentic assessment strategies before, during, and after learning events to inform instructional decision-making and make adjustments to their delivery. Teacher/facilitators are versed in trauma-informed practices and strategies to mitigate learning stress due to outside-of-class factors, such as Adverse Childhood Experiences (ACEs). The facilitator/teacher uses autonomy supportive instruction (ASI) to ensure that each learner’s psychosocial need for belonging, competence, and autonomy are met, and to promote engagement across learning activities. As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences. The facilitator/teacher uses autonomy supportive instruction (ASI) to ensure that each learner’s psychosocial need for belonging, competence, and autonomy are met, and to promote engagement across learning activities. As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences. As a result, learners and teacher/facilitators develop intrinsic motivation for engagement in the environment, content, and each other, take learning/instructional risks, use inquiry and problem solving, and identify meaningful links between the content and their lived experiences. |
Mentor, Learning Facilitator, Educational Innovator, Learner Empowerer |