I chose this artifact because during composition I defined my leadership philosophy. I had never really been asked to do this before and as stated in my paper, I consider myself a transformational leader. I want those around me to benefit from my experience and opportunities. I believe that I have been given incredible chances to make the most of my career and if others are given the same, then they will also succeed. Throughout my career, people have asked me the how, why, when and where of my career path. Personnel with these types of inquiries usually portray a strong motivation to excel as well. This motivation along with leadership potential is the beginning of a journey that can lead to a number of career advances for them.
One problem I do have with this type of leadership, however, is that I have little patience for those who do not take advantage of the opportunities they are given, but are the first ones to gripe and complain about the Military. So, if I have a junior Sailor whom I believe has leadership potential but lack’s the motivation, I just keep going…and I don’t think this is a good thing. I should find a way to motivate them instead of just writing them off - this is what good leaders do. To be an even better transitional leader, I need to try and focus on their desires, not mine and continue to build a relationship with them. For instance, some Sailors have both the motivation and the potential, but do not want to use these attributes in the Navy – they want to get out and pursue civilian career tracts and it is my responsibility to support them in this endeavor. I need to really understand that a career in the Military is not for everyone and that I can still have a positive impact on those who decide to get out of the service. This concept is difficult, because we are rewarded as leaders for high retention rates. However, this should not be a factor and if I can treat each Sailor in accordance with their own desires, if our common goal could be their success – regardless of where they “serve” - this would be a true transformational leader.
My philosophy on teaching is the belief that every student wishes to succeed and it is my responsibility to help facilitate the process of life long learning. However, there are many other aspects of teaching than just teaching. The curriculum process, although arduous, is imperative for an effective postsecondary educational program. The responsibility of appropriate curriculum falls to the professor, the subject matter expert, with help from other resources as needed.
The implementation of backwards design should be the first step in the curriculum design or revision process, with the final product being what is taught on a day-to-day basis. The steps in between are extremely important for an effective product. First, the needs of society should be ascertained, to decide if the course is needed. Secondly, the course objective should be fine-tuned so that effective student learning outcomes can be developed in detail, which leads us to the assessment tools required to effectively determine learning. After the initial implementation of the new course, revisions should be made as necessary, taking into account the students input and interaction with the new or revised course material.
The entire process of curriculum design and/or revision has always been a passion of mine. I love to teach something that I wrote or improved. Not only does it make it easier to convey, the students benefit from the excitement that is generated in the classroom. Even though I was a curriculum developer, now I feel more capable of making improvements in course materials and I believe I can make lasting contributions to Naval Medicine through the Educational Department that I will be assigned to after graduation.
2 comments:
I chose this artifact because during composition I defined my leadership philosophy. I had never really been asked to do this before and as stated in my paper, I consider myself a transformational leader. I want those around me to benefit from my experience and opportunities. I believe that I have been given incredible chances to make the most of my career and if others are given the same, then they will also succeed. Throughout my career, people have asked me the how, why, when and where of my career path. Personnel with these types of inquiries usually portray a strong motivation to excel as well. This motivation along with leadership potential is the beginning of a journey that can lead to a number of career advances for them.
One problem I do have with this type of leadership, however, is that I have little patience for those who do not take advantage of the opportunities they are given, but are the first ones to gripe and complain about the Military. So, if I have a junior Sailor whom I believe has leadership potential but lack’s the motivation, I just keep going…and I don’t think this is a good thing. I should find a way to motivate them instead of just writing them off - this is what good leaders do. To be an even better transitional leader, I need to try and focus on their desires, not mine and continue to build a relationship with them. For instance, some Sailors have both the motivation and the potential, but do not want to use these attributes in the Navy – they want to get out and pursue civilian career tracts and it is my responsibility to support them in this endeavor. I need to really understand that a career in the Military is not for everyone and that I can still have a positive impact on those who decide to get out of the service. This concept is difficult, because we are rewarded as leaders for high retention rates. However, this should not be a factor and if I can treat each Sailor in accordance with their own desires, if our common goal could be their success – regardless of where they “serve” - this would be a true transformational leader.
Philosophy Statement on Education
My philosophy on teaching is the belief that every student wishes to succeed and it is my responsibility to help facilitate the process of life long learning. However, there are many other aspects of teaching than just teaching. The curriculum process, although arduous, is imperative for an effective postsecondary educational program. The responsibility of appropriate curriculum falls to the professor, the subject matter expert, with help from other resources as needed.
The implementation of backwards design should be the first step in the curriculum design or revision process, with the final product being what is taught on a day-to-day basis. The steps in between are extremely important for an effective product. First, the needs of society should be ascertained, to decide if the course is needed. Secondly, the course objective should be fine-tuned so that effective student learning outcomes can be developed in detail, which leads us to the assessment tools required to effectively determine learning. After the initial implementation of the new course, revisions should be made as necessary, taking into account the students input and interaction with the new or revised course material.
The entire process of curriculum design and/or revision has always been a passion of mine. I love to teach something that I wrote or improved. Not only does it make it easier to convey, the students benefit from the excitement that is generated in the classroom. Even though I was a curriculum developer, now I feel more capable of making improvements in course materials and I believe I can make lasting contributions to Naval Medicine through the Educational Department that I will be assigned to after graduation.
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