My philosophy for teaching lies in guiding students to go beyond, beyond their reach, their thinking, their capabilities. My desire is to guide my students in the development of their intellectual and professional abilities and to challenge them to re-conceptualize the possible. My hope is that my students will be intellectually curious and develop their own scholarly interests and professional practice. My philosophy of teaching maintains a focus on the humanness of curriculum, pedagogy, and schooling; it lies within the interpretation of lived experiences and the extension and application of these experiences to the classroom.
By means of research, reflection, analysis, and synthesis, students engage in rigorous coursework through which they might achieve their goals as self-directed, self-regulated, self-efficacious learners. I expect my students to submit thoughtful, quality work in which they demonstrate a commitment to excellence. They should exhibit proficiency of content, practice, and scholarship within the field of curriculum and instruction. I structure course requirements to include diverse research-based projects, reflective activities, evaluative discussion (both written and oral) on readings, and field experiences. The course design, activities, and teaching strategies, reflect the high standards I hold for my students and that I expect them to hold for themselves as scholars and practitioners, and subsequently for their own students.