Statement of Teaching Philosophy

Statement of Teaching Philosophy in career and teaching today utilizes both art and science. It requires balancing evidence-based instructional practices with the ability to teach, connect, and inspire students to fulfill their goals. Within Career and Technical Education (CTE), this balance becomes especially vital because the classroom is not merely a place for acquiring knowledge but a launchpad for students’ professional futures. My teaching philosophy is grounded in that CTE serves as a bridge between education and workforce readiness, offering students the opportunity to apply academic content in meaningful, real-world contexts. I believe that my role as a CTE educator is to prepare and teach students with the technical expertise, employability skills, and adaptive capacity necessary to succeed in an ever-evolving global economy. Informed by the Association for Career and Technical Education’s (ACTE, 2018) High-Quality CTE Framework, my teaching approach emphasizes hands-on learning, equity and access, authentic assessment, and continuous professional growth. These commitments align with the broader national goals of the Strengthening Career and Technical Education for the 21st Century Act, commonly known as Perkins V (U.S. Department of Education, 2018). In my classroom I like to use different dynamics when my students are learning and in the way that I teach them. Because my class is an elective course that lasts for 1 hour and 10 minutes, I use different approaches to how I teach and how the students learn. By using my teaching methods, my curriculum allows the instruction to be connected with their lives, interests, and career aspirations. My approach is informed by constructivist learning theory, which posits that learners build knowledge actively through experiences rather than passively receiving information (Bruner, 1996). CTE classrooms are uniquely suited to this philosophy because they offer authentic, problem-based, and project-driven opportunities for learning. For example, instead of teaching abstract concepts in isolation, I design lessons that allow students to apply academic and technical skills to practical scenarios. In my 8th grade business education course, this might involve students developing a business plan for a startup, which is actually their final project for their 8th grade employment and careers class. These types of experiences not only foster deeper understanding but also develop the critical thinking, problem-solving, and collaboration skills identified in the Framework for 21st Century Learning (Partnership for 21st Century Learning, 2019). In my elective classes and in school, equity is central to my philosophy of teaching. Every student comes into the classroom with diverse backgrounds, learning styles, and aspirations, as well as IEPs and 504s. It is my goal on day 1 to make my classroom a safe place for all of my students. It is my responsibility to ensure that all students can access and engage with the curriculum. In our CTE course curriculum we employ strategies such as differentiated instruction, culturally responsive pedagogy, and the integration of universal design for learning. For instance, in a lesson on personal characters and careers or digital marketing, I may provide multiple pathways for students to demonstrate their learning: creating a social media campaign, analyzing data, or presenting a pitch to a mock client. When giving choices and a chance to go outside the box, I honor students’ strengths while ensuring they all meet the same high standards. I also intentionally integrate employability skills such as communication, teamwork, and leadership into my teaching, recognizing that these “soft skills” are just as critical as technical expertise in today’s workforce. One of the greatest strengths of CTE is its emphasis on WBL, which means work-based learning. My teaching philosophy reflects the belief that students learn best when they can apply their knowledge in authentic contexts. Whether through internships, simulations, industry partnerships, or classroom-based projects, I strive to create learning experiences that mirror real-world environments. For example, when teaching accounting, students might complete a simulation where they manage the financial records of a small business. In an accounting class (exploring business activities) that I taught last year, students may create a long-term budget plan that incorporates career goals, housing costs, and retirement savings. These projects build not only lifelong skills that students will carry into adulthood. By aligning classroom instruction with industry-recognized standards and certifications, I ensure that students graduate not only with academic credits but also with credentials that hold value in the labor market. This school year we have adopted career pathways for students. This helps our students decide on what career paths they would be interested in taking once they enter high school. Assessment should not be limited to tests and quizzes; rather, it should be ongoing and authentic. In practice, I use a blend of formative assessments (peer feedback and skill demonstrations) and summative assessments (such as capstone projects, presentations, and industry-based certifications). When we break down these assessments, I like to use websites such as Gimkit or Blooket to make it fun and interactive for my students but still with learning involved. When we look at exams, instead of a traditional exam on entrepreneurship, I may ask students to pitch a business idea to a panel of community members. This type of assessment not only demonstrates mastery of content but also cultivates public speaking, critical thinking, and problem-solving abilities. Assessments serve as feedback tools for both students and myself. This lets me know as a teacher if my students have achieved mastery or if I need to teach the content differently. I can adjust instruction to better meet the needs of my students in the classroom while encouraging students to reflect on their progress. I view teaching as a profession that requires continuous learning and adaptation. Industries evolve rapidly, and as a CTE educator, I must remain current with emerging technologies, workforce trends, and best practices in pedagogy. I actively pursue professional development opportunities, engage in networking with local employers, and integrate industry certifications into my curriculum to ensure students are prepared for modern careers. Modeling this commitment to lifelong learning is essential. When students see their teacher pursuing growth and adapting to new challenges, they are more likely to adopt the same mindset. My goal is to foster in students a spirit of resilience, curiosity, and adaptability—qualities that are essential not only for career success but also for personal fulfillment. In summary, my teaching philosophy is rooted in the transformative power of career and technical education. I believe CTE empowers students by connecting academic knowledge with practical application, preparing them not only for the workforce but also for lifelong success. My approach emphasizes student-centered learning, inclusivity, real-world engagement, authentic assessment, and professional growth. With these commitments as a classroom leader, I will strive to make my environment a safe place for my students. My students will also feel supported, challenged, and inspired to reach their potential. The vision reflects that CTE empowers students to be prepared with the knowledge and skills to thrive in college and beyond while equipping them to become more adaptable and responsible young adults in this ever-changing world. References Association for Career and Technical Education. (2018). Quality CTE program of study framework. ACTE. https://www.acteonline.org/quality-CTE-framework Bruner, J. S. (1996). The culture of education. Harvard University Press. Partnership for 21st Century Learning. (2019). Framework for 21st-century learning. Battelle for Kids. https://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf 

Keyboarding Lesson: Three-Point Narrative Essay

1. Teaching sixth-grade students the foundational skills of keyboarding and word processing is both a practical necessity and an opportunity to cultivate digital literacy. As students progress through school, technology becomes central to their academic tasks, making it critical to equip them with efficient keyboarding abilities and familiarity with basic word processing tools. This reflective analysis describes the actual delivery of a unit on keyboarding, evaluates its impact on student learning, and explores data-driven implications for future teaching. The essay is organized as a three-point narrative: (1) actual delivery of the unit, (2) impact on student learning, and (3) implications for future teaching. The instructional unit focused on developing keyboarding proficiency and introducing basic formatting skills in Microsoft Word. The central learning goals included finger placement on the home row keys, building typing accuracy and speed, and applying typing skills to produce correctly formatted documents. To achieve these goals, I employed a direct instruction with guided practice strategy, supplemented by interactive typing software. I began each lesson by modeling correct posture, hand placement, and keystrokes. Students then practiced using online typing programs that provided immediate feedback on accuracy and words per minute. Lessons concluded with short word processing tasks requiring the application of typing skills to format documents, including adjusting font styles, creating titles, and applying spacing. The diversity of the class shaped my instructional decisions. Several students were English learners (ELs), and others had limited prior experience using computers. I selected direct instruction because it allowed for clear, structured demonstrations, while the typing software provided individualized pacing. According to Echevarria, Vogt, and Short (2017), scaffolding through visuals and guided practice supports EL students by reducing linguistic barriers to content mastery. This approach also allowed advanced students to progress at their own speed, while struggling learners received repeated exposure to essential skills. Student responses to the instruction were largely positive. Many expressed enthusiasm about improving their typing scores and enjoyed the competitive element of tracking their own progress. During word processing tasks, students demonstrated increased independence and confidence, suggesting that the combination of structured teaching and interactive practice was both engaging and effective. The instructional strategy had a powerful impact on student learning by scaffolding skill development gradually. Students began with short drills emphasizing accuracy, which helped build muscle memory, and progressed toward independent typing of complete assignments. The gradual release of the responsibility model (Fisher & Frey, 2014) proved effective, as students transitioned smoothly from teacher-led demonstrations to independent application. Key strengths of the unit included consistent reinforcement of correct posture and hand placement, the integration of real-time software feedback, and the use of authentic word processing tasks. These strategies align with best practices for teaching digital literacy, which emphasize authentic application of technology skills in meaningful contexts (ISTE, 2021). However, the pacing of instruction emerged as an area needing improvement. A subset of students quickly mastered basic drills and became disengaged, indicating the need for tiered extensions to maintain engagement across ability levels. To assess student learning, I used a combination of formative and summative assessments. Formatively, I monitored student progress during typing practice and provided immediate feedback on technique. Summatively, students completed a final word processing task that required applying formatting skills, such as inserting titles, adjusting font styles, and aligning text. Evidence of learning was visible in both the typing software reports, which showed measurable improvements in accuracy and speed, and in the polished final documents. These artifacts confirmed that students had achieved the unit’s objectives. Reflecting on the outcomes of the unit, I believe students retained their understanding of keyboarding beyond the test period because the skill is both habit-forming and transferable. Students reported applying keyboarding strategies in other classes, demonstrating that they were internalizing the learning. Research suggests that repeated practice in authentic contexts promotes long-term retention of procedural skills (Anderson, 2010). The unit also revealed several challenges. Planning required balancing different ability levels, particularly between novice typists and students with prior experience. Preparing technology for classroom use demanded additional time, as did troubleshooting connectivity issues. Evaluation posed another challenge, as quantitative data (words per minute and accuracy) captured technical growth, but qualitative observations were needed to assess motivation and engagement. For future instruction, I plan to refine the unit by incorporating differentiated learning opportunities. Beginners would continue with foundational drills, while advanced students would complete more complex word processing projects, such as creating newsletters or short narratives with headings and graphics. Incorporating collaborative assignments, such as peer-editing documents, could also support EL students by embedding language practice into authentic digital tasks. Artifacts from student work provide clear evidence of progress. Final word processing assignments showed correct formatting and text alignment, while typing software logs documented significant gains in accuracy and speed. Together, these data sources confirm that the instructional strategies supported both skill acquisition and digital confidence. The keyboarding unit highlighted the importance of structured, scaffolded instruction for building digital literacy in middle school students. Through direct instruction, guided practice, and interactive technology, students developed foundational typing skills and applied them in meaningful contexts. While the unit was largely successful, pacing and differentiation remain areas for growth. The evidence suggests that students retained their skills and applied them beyond the classroom, affirming the long-term impact of the instruction. Moving forward, refining the balance between structure and flexibility will further enhance learning for diverse groups of students. References Anderson, J. R. (2010). Cognitive psychology and its implications (7th ed.). Worth Publishers. Echevarria, J., Vogt, M., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model (5th ed.). Pearson. Fisher, D., & Frey, N. (2014). Better learning through structured teaching: A framework for the gradual release of responsibility (2nd ed.). ASCD. International Society for Technology in Education (ISTE). (2021). ISTE standards for students