Curriculum Connections by Pierce

As a dedicated high school teacher based in Southern California, I am nearing a significant milestone of ten years in the field of education. My journey in teaching has been both unique and enriching, as I am the sole educator of American Sign Language (ASL) at my high school. This role has not only allowed me to impart language skills but also be an advocate for our Deaf community and ASL learners. Working alongside a remarkable collective of language teachers, I've been actively involved in enhancing our community of practice, focusing on diverse languages. Our collaborative efforts are driven by a shared goal: to elevate the standards of language education and create an inclusive, dynamic learning environment. Over the years, I have taught a range of courses, from study skills to ASL Levels 1 through 3. Each class has been a journey of discovery and growth, for both my students and myself. In an exciting development, I am preparing to expand our ASL program by introducing ASL 4 in the 2024/2025 academic year, a testament to the growing interest and dedication of our students. I am well-versed in the 'Signing Naturally' curriculum, a renowned program for ASL education. Additionally, I have developed a repertoire of supplemental materials and have created my own curriculum content, tailored to meet the diverse needs of my students. These resources reflect my commitment to providing a comprehensive, engaging, and adaptable learning experience. My teaching philosophy centers on the belief that language learning is not just about communication but also about cultural understanding and empathy. As I continue my journey in education, I remain committed to fostering a nurturing environment where students can explore, learn, and appreciate the richness of American Sign Language and Deaf culture.

In my classroom, the teaching style is an energetic blend of fun, challenge, and a fast-paced environment, where learning American Sign Language (ASL) becomes an adventure for every student. My approach is notably dynamic, leveraging gamified instruction to transform traditional learning into an engaging, interactive experience. I integrate educational technology seamlessly, not just as a tool, but as an integral part of the learning journey, enhancing the way students interact with and internalize the language. At the heart of my teaching philosophy is empathy. I believe in creating a family-like environment in my classroom, where each student feels valued, understood, and supported. This nurturing atmosphere fosters a sense of belonging, crucial for the emotional and mental well-being of my students. I prioritize mental health, recognizing its vital role in the overall learning process. My instructional methods are both encouraging and structured, adhering to the ACTFL proficiency guidelines and the 2019 California World Language Standards Framework. These benchmarks ensure that my teaching remains focused on developing language proficiency while also embracing cultural competence. In every lesson, I strive to inspire and motivate, creating a space where students are not only challenged academically but also encouraged to grow personally. I aim to not just teach a language but to cultivate a community of learners who are empathetic, culturally aware, and equipped to use their language skills in a diverse world.

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My educational journey is deeply rooted in the very community I now serve as a high school teacher. A graduate of the high school where I currently teach, my path in education began with an early graduation. Following high school, I attended community college, a period during which I balanced academic pursuits with practical work experience, gaining valuable insights into the working world while exploring my future academic path. My passion for Deaf studies and literature guided me to California State University, Northridge, where I immersed myself in Deaf culture and history. There, I earned my Bachelor of Arts in Deaf Studies with a minor in Deaf Literature, graduating cum laude with honors – a reflection of my academic rigor and commitment to the field. Eager to translate my academic learning into practical teaching skills, I pursued and obtained my teaching credential. My student teaching experience spanned across two diverse school sites in the Los Angeles Unified School District, providing me with a broad perspective on different educational settings and student needs. In a full-circle moment, I returned to Southern California to take over the classroom of my former high school teacher, continuing the legacy she began. This transition was not just a professional move but a personal homage to the place and the people who shaped my early educational experiences. While engaging in the day-to-day challenges and joys of teaching, I continued my own educational journey by pursuing a Master's degree in Curriculum Design and Instruction. This advanced degree not only enriched my teaching methodologies but also deepened my understanding of curriculum development, allowing me to craft more effective and engaging learning experiences for my students. Throughout my educational journey, I have consistently sought to blend academic excellence with practical application, always with an eye towards enriching the lives and learning of my students.

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