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Jamie L Valenzuela-Mumau

Jamie L

Valenzuela-Mumau

Jamie L Valenzuela-Mumau

Adjunct Faculty (POC)

  •  
  • Campus:
  • Pasadena
  • Online
  • San Jose
  •  
  • Website:

  • LinkedIn
Department
Human Development and Education
Institution
Pacific Oaks College
Email
Biography

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.

Education History
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
Licenses
TX Teaching Credential, Texas
CA Admin Credential, California
Community Involvement
Role Organization
Volunteer Rotary CLub
Volunteer K12 Innovate
Volunteer National Lab for Ed Transformation
Volunteer First 5 Monterey
Areas of Expertise
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
Research

Effective Pedagogical Practices for Learners of English

Empowering Himans to Reach Their Goals

Question and Answer
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.

Professional Skills
Mentor, Learning Facilitator, Educational Innovator, Learner Empowerer
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