INTRODUCTION:
BELIEF STATEMENT:
I believe that every child should have the right to an amazing and life changing education, which not only teaches them the core curriculum essential to graduate high school, but moreover opens the doors to new explorations and opportunities. I think that there needs to be a better standard to which all schools are held that prepares students for all options of life after high school.
My grandfather Stanley Stones, a veteran of WW II, use to tell me that his education in life was divided in two. He said he got part of his education attending school and the other half of his education was discovered through life experience when he enlisting in the Royal Army at the age of 17. I never really understood what he was trying to explain, until the day I became a Fireman.
Against my parents wishes, I applied to the fire department at 18 and after much consideration, my parents persuaded me that I need to attend college. My mom said that once I completed college I could do whatever I want. In 2006 I graduated SDSU and Fire Academy and persuade my dream of a fireman.
I was lucky! I had a college degree and was able to pursue the career of my choice. This is the opportunity I would like to offer all my students. That is my ultimate goal as an educator! For students to realize that college is available to all, even if you have to finance your students loans, as I did. Or through different means, create student experiences in high school that seek out the things that interests the student, so one day they can make the decision which will make them most successful.
I don't mean success in a monetary way, that is a bonus! To me success is that an individual is happy to wake up everyday, to go to work and positively contribute something to society. Moreover, the foundation for success is a loving school community which provides all the necessary opportunities for the students. Referring back to my grandfather, instead of having two different experiences via two different means, why not be able to combine the two and create a truly amazing and inspiring high school experience.
MY STORY:
I was born in Leicester, England and moved to the United States when I was three. My father was the vice president of sales for a heavy equipment company and they asked him to expand the business. As a result, my mum, brother, myself, the dog, the cat, and the rabbit relocated to Southern California. I consider myself to be very blessed, as I have been raised with the customs of my English heritage and attended some of the finest schools in Southern California.
I grew up in Rancho Bernardo. Half the reason my parents moved to RB was because of the safety and the renowned Poway Unified School District. I attended Turtleback Elementary Bernardo Heights Middle School and Rancho Bernardo High School.
From a young age I knew I was looked up to as a leader, whether it be the captain of a sports team or by receiving high marks and honors in school. However, I often made a critical mistake. I became complacent and needed a challenge or added pressure to push me or make me rise to the occasion. Maybe that is why I did so well in Fire Academy and excelled in the fire service. However, initially it caused me a lot of work and money.
In middle school I had a 4.0 GPA and was able to attain it by doing the bare minimum. When I made the transition to high school, I failed my freshmen year based upon that mentality. I didn't adapt to the new circumstances, instead relied on old habits. However, as the pressure grew, so did my success and after attending summer school and a ridiculous amount of work, I was back at the top. I was now a successful high school student, graduating Rancho Bernardo with a 3.85 and was off to SDSU.
I entered SDSU in the fall of 2000 and thought that I could skate, literally, through this school with the same practices from high school. Turns out I was wrong. I was placed on academic probation my freshman year and almost kicked out of school based upon my failure to get a passing grade point average. It cost me a few thousand dollars and a year of my life.
The reason I am so honest is I believe my best success has come from failure. Consequently this has made me a better teacher. I tell my students that I went into SDSU as a business major, as my father wanted me to take over the family business. However, I did horrible in business courses. Truth be told, I struggled in Math and Economics. It wasn't until I met an amazing counselor at SDSU that I found my passion. This wonderful lady looked at my appalling freshman grades and saw that I did horrible in Business, but excelled in English. She supported me and helped me transition into a new major. In doing so, I was on the Deans List every semester and graduated with a degree and a fine GPA. It was at this point that I realized that as she guided me on the right path, I wanted to do the same.
As a fireman and a Training Captain for San Diego, I wanted to help open new doors for the future fire cadets. No one had ever supported me, like this counselor did at SDSU, and I wanted to make that difference. It was at this point that I decided to become an instructor for the fire service and help those on their journey. I am forever thankful for those that have supported me on my journey and only hope that I can do the same.
PROFESSIONAL EXPERIENCE:
My first professional experience with leadership probably took place in college, where I was a Nike Golf Camp Coach at Carmel Mountain Country Club. I was 19 years old and was offered a position to teach Junior Golfers. I spent the entire summer aiding the junior golfers in perfecting all aspects of their golf game. I was so successful that I was offered the management position and lead instructor at The Lake Hodges Driving Range when I was 21.
While I loved working at the golf course and loved to teach golf lessons, my true desire was to become a firefighter. At the age of 24, I attended a Fire Fighter One Academy in Ramona. I had one more year left at San Diego State and decided that I could manage school, academy and work.
The fire service is para military style command and training. Unbeknown to me, I happen to excel in this environment. At first I was an Engine Company Leader in the fire academy overseeing four to five people. In a short time, I had earned the rank of Academy Chief and was responsible for 32 people and the day to day operations of the fire academy. If cadets were struggling, it was up to me to help guide them and coach them to success. Under my command, we graduated 28 cadets and I did so well, I was offered a job an instructor for the future fire academies.
Over the past few years, I have taught numerous Fire Academies within Southern California. I earned the rank of Training Captain in Ramona and was in charge of all training for several fire stations. While managing a duty crew of 4 to 8 people and all day to day station operations, I was able to lead the other crews in training, polishing and fine tuning their firefighting and emergency medical response skills.
In 2012/2013, I was asked by a fellow Fire Captain to help the Fire Science Program at Lincoln High School. I enjoyed developing a curriculum and helping the students, but I felt that the school limited the programs potential. In August of 2013, I was fortunate to meet with Dr. Fisher of Health Sciences High Middle College. Dr. Fisher was looking for a new Internship program and was excited about my ideas. The program I proposed offered a full fire academy experience, with para military style training to high school students. In September, the program was introduced to HSHMC and I had 43 students.
When I was in Fire Academy, the lead instructor was a retired Navy Chief Petty Officer and he based the program on Honor, Courage and Commitment. While I believe these are great values, I wanted my programs three core values to transcend all jobs and all walks of life. I base my Fire Technology curriculum on three core values: Communication, Teamwork and Discipline. I know and strongly believe that these three core values will help support students throughout their life.
I was offered a full time Instructor position at HSHMC after the first semester. I use the Fire program to help create better students and it had shown. Others from the school had seen the improvements in the students, as did the parents. While I can help save lives and conserve property as a firefighter, I had found that I can positively influence more lives as an Instructor at HSHMC. As a result, I retired from active fire fighting duties and now just focus on growing my program and supporting the community.
Currently, I am working on expanding the HSHMC Fire Academy, creating a partnership with Poway Fire and Miramar College. Through the hard work and dedication of my students, we are now able to train at the multi million dollar Poway training facility. In addition, my seniors are now able to obtain college credit for Fire Technology 101. In addition,
I am an American Heart Association certified BLS instructor and as of this year, I have successfully certified 220 people at HSHMC.
I want to continue to expand the program and offer the experience to all students, as I use fire Technology to teach life skills and better prepare students for the future.
In regard to my own personal growth, this Masters program is a blessing. I look forward to obtaining my masters and eventually my Administration Credential and becoming a more active voice in the school community.
LEADERSHIP STYLE
I am the lead instructor of Fire Technology at HSHMC and this is a program that I created. I am the leader and I am very proud of this program. I believe that my program offers the HSHMC Fire Cadets a unique insight to a new style of leadership. The Fire Program is based strongly on a para military style command system, where ultimately I am in charge. It is almost like a drill sergeant dictatorship, not a democracy. I say “jump!” The students say “how high?”
However, I believe I have been successful in blending this style of teaching with the five pillars and core values of HSHMC. While I am often viewed as an authoritarian leader, I encourage leading by example and student leadership. I will always model and do what I ask of my students. In addition, the Fire Technology Program offers students who have great grades and excellents citizenship , the right to be an academy chief. This is a unique opportunity, where students are nurtured and aided by me, but have the chance to lead their peers. I would say that the paramilitary style of teaching may be more authoritative, but I believe that I do gradually release the responsibility of leadership to the students, throughout the course, which makes the program and my style of teaching more democratic.
In the beginning of first semester, I teach students about the incident command system and explain my expectations and goals. As the students progress and understand my expectations as a leader, I slowly release the responsibility onto the students and let them manage themselves. It is an incredible experience to watch a high school student command their peers.
Moreover, as I am an internship Instructor, I make an effort to build relationships with the students, parents, teachers and community to ensure the success of this program. I want everyone to be able to rely upon me and know that I am there to help. The end result is that students grow and learn that they can do more than they ever thought. Students can work harder, push harder and be valued and recognized in a community which supports their well being.
NON NEGOTIABLES:
My first non negotiable is that every student and staff member should feel safe while at school. I am partly in charge of the safety planning and organization for HSHMC, working closely with the administration staff. If students and staff don't feel safe at school, learning will be affected. If teachers feel unsafe, they will not focus on what matters most and that is helping educate our amazing students. Students should feel welcome and loved while at school knowing that school is a place that is safe and is an environment that will make them successful and support them throughout their high school career. That being said, keep them safe both physically and mentally.
My second non negotiable and this is something I have recently discovered is that every students should have a voice. This can be interpreted in many ways, but ultimately to me it means that each students has a relationship with a staff member where they feel they can be honest and that they are valued. My six year old son came home today, after being pinched all day for not wearing green and was afraid to tell his teacher about those who scratch and bullied him. He has scratches all over his neck and arms and I am not happy. While I am upset and angry that Aiden experienced this today, it makes me think of those students who don't have an adult voice, someone to be in their corner to listen and support them. It upsets me that Aiden didn't feel comfortable enough to tell his teacher. I want to make sure that all the students at school have someone that they can come and speak to, no matter the circumstance, and know that the staff member will support and help the student.
My third non negotiable relates to my first and second non negotiable and that is the formation of a strong community. While I want the students and staff to feel safe and have a voice, I want the community to appreciate and value the work ethic and commitment of these incredible high school students. HSHMC is located in an impoverished area in San Diego and I want the community to see that these students are trying to better themselves. I have a great relationship with both residents and business owners, both who value the HSHMC Fire Program. Several times a week, I get residents who have been on the wrong side of the law, encouraging my students to make good decisions. They residents and business owners support see the leadership and guidance of the HSHMC fire program and encourage the students to make the right choices. They often say that they wish they had this opportunity in high school and that if they did, they might not be where they are today. They could have done greater things.
SUBSECTIONS:
Regarding Curriculum and Instruction,
I believe that the curriculum must be relevant to the students and be able to relate or connect with them on a personal level. Moreover, I think that a strong curriculum helps manage student learning to ensure that students understand the subject content. Mastery of the content can be measured in a few ways, but testing often is the best. That being said, it doesn't have to be a long, hand written test. Make the test hands on or have the students work together to achieve a common task or complete and assignment. At the end of the day, our goal as teachers is to ensure the students mastery of the material. I think that teachers should do whatever it takes to engage students in the instruction.
I believe this because at one point in time, I think every person has taken a class and thought, “When will I ever use this?” I took a class with Dr. Nancy Frey last summer and this concept was discussed heavily throughout the course. When a student makes that blanket statement, “when will I ever use this in life?” I learned that there is a disconnect between the relevance of the material to the student. The teacher has not made the connection of the importance and relevance to what the student is learning. An antiquated curriculum, old power points or texts, is not exciting to this new generation of learners. Instead, we must ensure that we are meeting their needs and approaching teaching on their level. I will address this further in the subsection of technology. Ultimately, curriculum and instruction must be designed to engage students
Certainly there are a lot of aspects to be discussed when addressing curriculum and instruction. At HSHMC, teachers use a variety of instructional methods, such as gradual release, blended learning, cooperative learning or specified student instruction. While I think all are essential, when I teach my students, for my program, I think that Direct instruction combined with inquiry based learning is the winning combination.
My curriculum for the Fire Technology program is standard per IFSTA (International Fire Training Association). I am currently working on aligning my Fire Program with that of Miramar College, so my students can earn college credit, therefore it is essential that I use the IFSTA Six Edition Curriculum. Now while the curriculum is standard and can be slightly dry, it doesn't mean that I can’t bring in supplementary materials or even change the style in which the material is taught. That being said, I would like to talk about direct instruction and inquiry based learning in my classroom. When teaching the students a new lesson, for example say the use of ladders in the fire service, rather than start with the provided power point, I have the students meet outside and circle up around the ladders. I take the time to explain the various types of ladders, use of ladders in the fire service and identify the 16 essential parts of a ladder. After this, we go back into the classroom and we go through the powerpoint from IFSTA. To finish out the lessons, I show the students a fun and interactive powerpoint that I created which I believe is more interesting and connects better with the students.
When it comes to testing for my program, there are two tests per chapter. A written competency based test and a manipulative test. Students must pass both. It is essential for me to test my fire cadets, to ensure that I as the instructor, have done a great job in communicating the subject material. If I have, then the students will pass. If i have not, then I need to make adjustments to the course. That being said, I think a curriculum should be a resource that is always changing. While it provides an outline as to what will be taught, just like life, we need to adapt to what works and change what doesn't. Teachers should make notes of what works and what doesn't, adjusting the material to make the students more engaged and more successful.
Regarding Parent and Community Involvement:
I believe that when parents and the surrounding community are supportive and active within the school, it fosters a safer and stronger learning environment, making the students more successful.
I believe this because HSHMC has a strong connection with families and the surrounding community. I want parents and the community to appreciate and value the work ethic and commitment of these incredible high school students. HSHMC is located in an impoverished area in San Diego and I want the community to see that these students are trying to better themselves. I have a great relationship with both residents and business owners, both who value the HSHMC Fire Program. Several times a week, I get residents who have been on the wrong side of the law, encouraging my students to make good decisions. The residents and business owners support the students. They see a positive benefit in the leadership and guidance of the HSHMC fire program and encourage the students to make the right choices. They often say that they wish they had this opportunity in high school and that if they did, they might not be where they are today. They could have done greater things.
Certainly there are a lot of aspects to be discussed that pertain to parent and community involvement. I think that making parents aware of the student’s academic achievements is a plus. The more the staff reaches out to the parents, it will help build and create a stronger bond, aligning the goals of both the school and the parents and better prepare the students for either life in the workplace or college. Regarding the community, I think that it is important for the local community to see that the school is active in improving the area. HSHMC is an incredible school and has been highlighted for many awards, but some of the local residents are not aware of the school’s success. I want to make it known how successful students are in the school and how much of an impact they have on the community. Whether it be running to a cadence during fire academy or picking up trash. When the community see’s the student giving back, it creates a tighter bond and supports the students and staff even more.
HSHMC has currently aligned its goals to improve parent involvement within the school. As I stated earlier, when parents are involved, students are more successful. However, I want more community involvement. My goal is to let the community know that HSHMC is providing students an amazing education and more importantly further supporting the students by providing pathways to make them more successful whether it is college or the workforce. I am fortunate in my setting, as I spend the majority of my instructional time outside. HSHMC fire runs drill daily on the pathway in front of the school. The community is able to see the students perform the techniques and skills. The community gets to see the student’s hard work and dedication. That being said, my goal is for the community to see all aspects of HSHMC internship pathway.
While the school holds one symposium a year in which all the internships are showcased, I would like to reach out to other events. I took some students to a High School Science Fair in October. It was an amazing opportunity to showcase our CNA program and the Fire Technology Program. Recently, I organized a Best of the Best Firefighter Competition that included two others schools. I think it helps spread the brand and quality of HSHMC, making the students proud of the school. A positive connection with the community creates a better connection with the students and fosters a better partnership for an educational experience.
School Discipline, Culture and School
I believe that school safety is very important. It is essential for students and staff to feel safe at school. Safety creates a welcoming environment which harness a better learning environment. Regarding discipline, I think that the use of discipline can be used in a positive way. I support the use of restorative practices and student accountability. If an infraction has occurred deciding the best outcome for the student and the community is essential.
Working with my administration team, I have been put in charge of school safety. Through my training and experiences as a Firefighter, I have gained an extensive amount of knowledge regarding safety. I quickly found out, that while I understand how to save people and ensure the school fire drills and evacuation plans are complete, the true “safety“ within a school depends on the schools culture.
I believe that school safety can be achieved and best served by incorporating the concept into the culture of the school. For example, we learned about the concept of “Do No Harm!” In my opinion, do no harm is to make sure that you don't harm or hurt anyone physically or emotionally. Furthermore, I think that it includes “Do No Harm” to yourself. Make sure that you live a healthy and active lifestyle, promoting both physical and mental activity. Healthy students are happy students. Moreover, based upon my readings, I believe that establishing a school culture/community where all students are excepted is one of the most important concepts. If students feel “Welcome” at school and are comfortable expressing themselves, this fosters a positive and safe learning environment. The community/culture built within the school will be the backbone that supports and encourages students to positively express themselves and to further us their personalities and talents to better the school and community.
Technology:
I believe that technology should be used to support curriculum and aid students in mastery of material. Technology drives our students and they have access to anything at any point throughout the day. They have the ability to google a question and get a response within seconds vs. having to look it up in an encyclopedia like I did. Students of this generation have “instant gratification” due to technologies and I believe it is important and necessary to be mindful of this new mindset when planning curriculum and lessons for class.
My personal experience with technology was rather limited prior to this program. I spent so much time at the fire station, other than my smartphone, I was able to avoid all the new technologies. However, now I am an instructor at a high school, it is essential for me to be current and educated on the latest technologies. I am fortunate that I have an incredible IT department at HSHMC. As well, I am very thankful for this masters program. I have learned so much about technology and how to effectively implement it into the classroom to support students and foster growth.
I believe that it is essential to properly implement technology into the classroom to support student learning. I am fortunate as HSHMC is a school which promotes blended learning and the use of technology in the classroom. Again, this refers to culture, the standards which were set and established from the beginning. That being said, it can be difficult to monitor students and their use of the personal devices. Students are often obsessed with using their phones and checking or responding to the latest social media. Therefore, I have found that instead of bringing in outside devices like chromebooks or Ipads, I have the students use their own devices.
First, the students are comfortable and familiar with the device. This aids in the progression of education, as class time is not lost explaining the use of the device. Second, if their device is in their hand, they are now taking control of what needs to be accomplished. A small sense of gradual release and leadership is exhibited in this process.
However, what happens if students don't have their own devices. In this instance, students may use a computer in the lab or check out a chromebook or laptop from a computer cart. It is essential to make sure that students have the accessibility to technology. As I mentioned earlier, HSHMC is located in a more impoverished area in San Diego and as a result not all families can afford the technology or internet access. Therefore, we have an amazing computer lab at school that is available from 6am to 6 pm. While those with their own devices have access to the internet and all its possibilities 24/7. Those who are not able to be so lucky are able to gain access, 12/5. Twelve hours a day, five days a week.
It is my goal as an emerging leader to ensure that students are able to access all types of technologies, which help prepare students for a specific career or college classes. In addition, as my class is based upon power points and hands on manipulative skills, I want to ensure that time spent on the computer is essential for student success. I want to make sure that I am incorporating the latest technologies, but still challenge my students to use critical thinking and problem solving skills.
Thank you,
Nick
Captain Swift
BELIEF STATEMENT:
I believe that every child should have the right to an amazing and life changing education, which not only teaches them the core curriculum essential to graduate high school, but moreover opens the doors to new explorations and opportunities. I think that there needs to be a better standard to which all schools are held that prepares students for all options of life after high school.
My grandfather Stanley Stones, a veteran of WW II, use to tell me that his education in life was divided in two. He said he got part of his education attending school and the other half of his education was discovered through life experience when he enlisting in the Royal Army at the age of 17. I never really understood what he was trying to explain, until the day I became a Fireman.
Against my parents wishes, I applied to the fire department at 18 and after much consideration, my parents persuaded me that I need to attend college. My mom said that once I completed college I could do whatever I want. In 2006 I graduated SDSU and Fire Academy and persuade my dream of a fireman.
I was lucky! I had a college degree and was able to pursue the career of my choice. This is the opportunity I would like to offer all my students. That is my ultimate goal as an educator! For students to realize that college is available to all, even if you have to finance your students loans, as I did. Or through different means, create student experiences in high school that seek out the things that interests the student, so one day they can make the decision which will make them most successful.
I don't mean success in a monetary way, that is a bonus! To me success is that an individual is happy to wake up everyday, to go to work and positively contribute something to society. Moreover, the foundation for success is a loving school community which provides all the necessary opportunities for the students. Referring back to my grandfather, instead of having two different experiences via two different means, why not be able to combine the two and create a truly amazing and inspiring high school experience.
MY STORY:
I was born in Leicester, England and moved to the United States when I was three. My father was the vice president of sales for a heavy equipment company and they asked him to expand the business. As a result, my mum, brother, myself, the dog, the cat, and the rabbit relocated to Southern California. I consider myself to be very blessed, as I have been raised with the customs of my English heritage and attended some of the finest schools in Southern California.
I grew up in Rancho Bernardo. Half the reason my parents moved to RB was because of the safety and the renowned Poway Unified School District. I attended Turtleback Elementary Bernardo Heights Middle School and Rancho Bernardo High School.
From a young age I knew I was looked up to as a leader, whether it be the captain of a sports team or by receiving high marks and honors in school. However, I often made a critical mistake. I became complacent and needed a challenge or added pressure to push me or make me rise to the occasion. Maybe that is why I did so well in Fire Academy and excelled in the fire service. However, initially it caused me a lot of work and money.
In middle school I had a 4.0 GPA and was able to attain it by doing the bare minimum. When I made the transition to high school, I failed my freshmen year based upon that mentality. I didn't adapt to the new circumstances, instead relied on old habits. However, as the pressure grew, so did my success and after attending summer school and a ridiculous amount of work, I was back at the top. I was now a successful high school student, graduating Rancho Bernardo with a 3.85 and was off to SDSU.
I entered SDSU in the fall of 2000 and thought that I could skate, literally, through this school with the same practices from high school. Turns out I was wrong. I was placed on academic probation my freshman year and almost kicked out of school based upon my failure to get a passing grade point average. It cost me a few thousand dollars and a year of my life.
The reason I am so honest is I believe my best success has come from failure. Consequently this has made me a better teacher. I tell my students that I went into SDSU as a business major, as my father wanted me to take over the family business. However, I did horrible in business courses. Truth be told, I struggled in Math and Economics. It wasn't until I met an amazing counselor at SDSU that I found my passion. This wonderful lady looked at my appalling freshman grades and saw that I did horrible in Business, but excelled in English. She supported me and helped me transition into a new major. In doing so, I was on the Deans List every semester and graduated with a degree and a fine GPA. It was at this point that I realized that as she guided me on the right path, I wanted to do the same.
As a fireman and a Training Captain for San Diego, I wanted to help open new doors for the future fire cadets. No one had ever supported me, like this counselor did at SDSU, and I wanted to make that difference. It was at this point that I decided to become an instructor for the fire service and help those on their journey. I am forever thankful for those that have supported me on my journey and only hope that I can do the same.
PROFESSIONAL EXPERIENCE:
My first professional experience with leadership probably took place in college, where I was a Nike Golf Camp Coach at Carmel Mountain Country Club. I was 19 years old and was offered a position to teach Junior Golfers. I spent the entire summer aiding the junior golfers in perfecting all aspects of their golf game. I was so successful that I was offered the management position and lead instructor at The Lake Hodges Driving Range when I was 21.
While I loved working at the golf course and loved to teach golf lessons, my true desire was to become a firefighter. At the age of 24, I attended a Fire Fighter One Academy in Ramona. I had one more year left at San Diego State and decided that I could manage school, academy and work.
The fire service is para military style command and training. Unbeknown to me, I happen to excel in this environment. At first I was an Engine Company Leader in the fire academy overseeing four to five people. In a short time, I had earned the rank of Academy Chief and was responsible for 32 people and the day to day operations of the fire academy. If cadets were struggling, it was up to me to help guide them and coach them to success. Under my command, we graduated 28 cadets and I did so well, I was offered a job an instructor for the future fire academies.
Over the past few years, I have taught numerous Fire Academies within Southern California. I earned the rank of Training Captain in Ramona and was in charge of all training for several fire stations. While managing a duty crew of 4 to 8 people and all day to day station operations, I was able to lead the other crews in training, polishing and fine tuning their firefighting and emergency medical response skills.
In 2012/2013, I was asked by a fellow Fire Captain to help the Fire Science Program at Lincoln High School. I enjoyed developing a curriculum and helping the students, but I felt that the school limited the programs potential. In August of 2013, I was fortunate to meet with Dr. Fisher of Health Sciences High Middle College. Dr. Fisher was looking for a new Internship program and was excited about my ideas. The program I proposed offered a full fire academy experience, with para military style training to high school students. In September, the program was introduced to HSHMC and I had 43 students.
When I was in Fire Academy, the lead instructor was a retired Navy Chief Petty Officer and he based the program on Honor, Courage and Commitment. While I believe these are great values, I wanted my programs three core values to transcend all jobs and all walks of life. I base my Fire Technology curriculum on three core values: Communication, Teamwork and Discipline. I know and strongly believe that these three core values will help support students throughout their life.
I was offered a full time Instructor position at HSHMC after the first semester. I use the Fire program to help create better students and it had shown. Others from the school had seen the improvements in the students, as did the parents. While I can help save lives and conserve property as a firefighter, I had found that I can positively influence more lives as an Instructor at HSHMC. As a result, I retired from active fire fighting duties and now just focus on growing my program and supporting the community.
Currently, I am working on expanding the HSHMC Fire Academy, creating a partnership with Poway Fire and Miramar College. Through the hard work and dedication of my students, we are now able to train at the multi million dollar Poway training facility. In addition, my seniors are now able to obtain college credit for Fire Technology 101. In addition,
I am an American Heart Association certified BLS instructor and as of this year, I have successfully certified 220 people at HSHMC.
I want to continue to expand the program and offer the experience to all students, as I use fire Technology to teach life skills and better prepare students for the future.
In regard to my own personal growth, this Masters program is a blessing. I look forward to obtaining my masters and eventually my Administration Credential and becoming a more active voice in the school community.
LEADERSHIP STYLE
I am the lead instructor of Fire Technology at HSHMC and this is a program that I created. I am the leader and I am very proud of this program. I believe that my program offers the HSHMC Fire Cadets a unique insight to a new style of leadership. The Fire Program is based strongly on a para military style command system, where ultimately I am in charge. It is almost like a drill sergeant dictatorship, not a democracy. I say “jump!” The students say “how high?”
However, I believe I have been successful in blending this style of teaching with the five pillars and core values of HSHMC. While I am often viewed as an authoritarian leader, I encourage leading by example and student leadership. I will always model and do what I ask of my students. In addition, the Fire Technology Program offers students who have great grades and excellents citizenship , the right to be an academy chief. This is a unique opportunity, where students are nurtured and aided by me, but have the chance to lead their peers. I would say that the paramilitary style of teaching may be more authoritative, but I believe that I do gradually release the responsibility of leadership to the students, throughout the course, which makes the program and my style of teaching more democratic.
In the beginning of first semester, I teach students about the incident command system and explain my expectations and goals. As the students progress and understand my expectations as a leader, I slowly release the responsibility onto the students and let them manage themselves. It is an incredible experience to watch a high school student command their peers.
Moreover, as I am an internship Instructor, I make an effort to build relationships with the students, parents, teachers and community to ensure the success of this program. I want everyone to be able to rely upon me and know that I am there to help. The end result is that students grow and learn that they can do more than they ever thought. Students can work harder, push harder and be valued and recognized in a community which supports their well being.
NON NEGOTIABLES:
My first non negotiable is that every student and staff member should feel safe while at school. I am partly in charge of the safety planning and organization for HSHMC, working closely with the administration staff. If students and staff don't feel safe at school, learning will be affected. If teachers feel unsafe, they will not focus on what matters most and that is helping educate our amazing students. Students should feel welcome and loved while at school knowing that school is a place that is safe and is an environment that will make them successful and support them throughout their high school career. That being said, keep them safe both physically and mentally.
My second non negotiable and this is something I have recently discovered is that every students should have a voice. This can be interpreted in many ways, but ultimately to me it means that each students has a relationship with a staff member where they feel they can be honest and that they are valued. My six year old son came home today, after being pinched all day for not wearing green and was afraid to tell his teacher about those who scratch and bullied him. He has scratches all over his neck and arms and I am not happy. While I am upset and angry that Aiden experienced this today, it makes me think of those students who don't have an adult voice, someone to be in their corner to listen and support them. It upsets me that Aiden didn't feel comfortable enough to tell his teacher. I want to make sure that all the students at school have someone that they can come and speak to, no matter the circumstance, and know that the staff member will support and help the student.
My third non negotiable relates to my first and second non negotiable and that is the formation of a strong community. While I want the students and staff to feel safe and have a voice, I want the community to appreciate and value the work ethic and commitment of these incredible high school students. HSHMC is located in an impoverished area in San Diego and I want the community to see that these students are trying to better themselves. I have a great relationship with both residents and business owners, both who value the HSHMC Fire Program. Several times a week, I get residents who have been on the wrong side of the law, encouraging my students to make good decisions. They residents and business owners support see the leadership and guidance of the HSHMC fire program and encourage the students to make the right choices. They often say that they wish they had this opportunity in high school and that if they did, they might not be where they are today. They could have done greater things.
SUBSECTIONS:
Regarding Curriculum and Instruction,
I believe that the curriculum must be relevant to the students and be able to relate or connect with them on a personal level. Moreover, I think that a strong curriculum helps manage student learning to ensure that students understand the subject content. Mastery of the content can be measured in a few ways, but testing often is the best. That being said, it doesn't have to be a long, hand written test. Make the test hands on or have the students work together to achieve a common task or complete and assignment. At the end of the day, our goal as teachers is to ensure the students mastery of the material. I think that teachers should do whatever it takes to engage students in the instruction.
I believe this because at one point in time, I think every person has taken a class and thought, “When will I ever use this?” I took a class with Dr. Nancy Frey last summer and this concept was discussed heavily throughout the course. When a student makes that blanket statement, “when will I ever use this in life?” I learned that there is a disconnect between the relevance of the material to the student. The teacher has not made the connection of the importance and relevance to what the student is learning. An antiquated curriculum, old power points or texts, is not exciting to this new generation of learners. Instead, we must ensure that we are meeting their needs and approaching teaching on their level. I will address this further in the subsection of technology. Ultimately, curriculum and instruction must be designed to engage students
Certainly there are a lot of aspects to be discussed when addressing curriculum and instruction. At HSHMC, teachers use a variety of instructional methods, such as gradual release, blended learning, cooperative learning or specified student instruction. While I think all are essential, when I teach my students, for my program, I think that Direct instruction combined with inquiry based learning is the winning combination.
My curriculum for the Fire Technology program is standard per IFSTA (International Fire Training Association). I am currently working on aligning my Fire Program with that of Miramar College, so my students can earn college credit, therefore it is essential that I use the IFSTA Six Edition Curriculum. Now while the curriculum is standard and can be slightly dry, it doesn't mean that I can’t bring in supplementary materials or even change the style in which the material is taught. That being said, I would like to talk about direct instruction and inquiry based learning in my classroom. When teaching the students a new lesson, for example say the use of ladders in the fire service, rather than start with the provided power point, I have the students meet outside and circle up around the ladders. I take the time to explain the various types of ladders, use of ladders in the fire service and identify the 16 essential parts of a ladder. After this, we go back into the classroom and we go through the powerpoint from IFSTA. To finish out the lessons, I show the students a fun and interactive powerpoint that I created which I believe is more interesting and connects better with the students.
When it comes to testing for my program, there are two tests per chapter. A written competency based test and a manipulative test. Students must pass both. It is essential for me to test my fire cadets, to ensure that I as the instructor, have done a great job in communicating the subject material. If I have, then the students will pass. If i have not, then I need to make adjustments to the course. That being said, I think a curriculum should be a resource that is always changing. While it provides an outline as to what will be taught, just like life, we need to adapt to what works and change what doesn't. Teachers should make notes of what works and what doesn't, adjusting the material to make the students more engaged and more successful.
Regarding Parent and Community Involvement:
I believe that when parents and the surrounding community are supportive and active within the school, it fosters a safer and stronger learning environment, making the students more successful.
I believe this because HSHMC has a strong connection with families and the surrounding community. I want parents and the community to appreciate and value the work ethic and commitment of these incredible high school students. HSHMC is located in an impoverished area in San Diego and I want the community to see that these students are trying to better themselves. I have a great relationship with both residents and business owners, both who value the HSHMC Fire Program. Several times a week, I get residents who have been on the wrong side of the law, encouraging my students to make good decisions. The residents and business owners support the students. They see a positive benefit in the leadership and guidance of the HSHMC fire program and encourage the students to make the right choices. They often say that they wish they had this opportunity in high school and that if they did, they might not be where they are today. They could have done greater things.
Certainly there are a lot of aspects to be discussed that pertain to parent and community involvement. I think that making parents aware of the student’s academic achievements is a plus. The more the staff reaches out to the parents, it will help build and create a stronger bond, aligning the goals of both the school and the parents and better prepare the students for either life in the workplace or college. Regarding the community, I think that it is important for the local community to see that the school is active in improving the area. HSHMC is an incredible school and has been highlighted for many awards, but some of the local residents are not aware of the school’s success. I want to make it known how successful students are in the school and how much of an impact they have on the community. Whether it be running to a cadence during fire academy or picking up trash. When the community see’s the student giving back, it creates a tighter bond and supports the students and staff even more.
HSHMC has currently aligned its goals to improve parent involvement within the school. As I stated earlier, when parents are involved, students are more successful. However, I want more community involvement. My goal is to let the community know that HSHMC is providing students an amazing education and more importantly further supporting the students by providing pathways to make them more successful whether it is college or the workforce. I am fortunate in my setting, as I spend the majority of my instructional time outside. HSHMC fire runs drill daily on the pathway in front of the school. The community is able to see the students perform the techniques and skills. The community gets to see the student’s hard work and dedication. That being said, my goal is for the community to see all aspects of HSHMC internship pathway.
While the school holds one symposium a year in which all the internships are showcased, I would like to reach out to other events. I took some students to a High School Science Fair in October. It was an amazing opportunity to showcase our CNA program and the Fire Technology Program. Recently, I organized a Best of the Best Firefighter Competition that included two others schools. I think it helps spread the brand and quality of HSHMC, making the students proud of the school. A positive connection with the community creates a better connection with the students and fosters a better partnership for an educational experience.
School Discipline, Culture and School
I believe that school safety is very important. It is essential for students and staff to feel safe at school. Safety creates a welcoming environment which harness a better learning environment. Regarding discipline, I think that the use of discipline can be used in a positive way. I support the use of restorative practices and student accountability. If an infraction has occurred deciding the best outcome for the student and the community is essential.
Working with my administration team, I have been put in charge of school safety. Through my training and experiences as a Firefighter, I have gained an extensive amount of knowledge regarding safety. I quickly found out, that while I understand how to save people and ensure the school fire drills and evacuation plans are complete, the true “safety“ within a school depends on the schools culture.
I believe that school safety can be achieved and best served by incorporating the concept into the culture of the school. For example, we learned about the concept of “Do No Harm!” In my opinion, do no harm is to make sure that you don't harm or hurt anyone physically or emotionally. Furthermore, I think that it includes “Do No Harm” to yourself. Make sure that you live a healthy and active lifestyle, promoting both physical and mental activity. Healthy students are happy students. Moreover, based upon my readings, I believe that establishing a school culture/community where all students are excepted is one of the most important concepts. If students feel “Welcome” at school and are comfortable expressing themselves, this fosters a positive and safe learning environment. The community/culture built within the school will be the backbone that supports and encourages students to positively express themselves and to further us their personalities and talents to better the school and community.
Technology:
I believe that technology should be used to support curriculum and aid students in mastery of material. Technology drives our students and they have access to anything at any point throughout the day. They have the ability to google a question and get a response within seconds vs. having to look it up in an encyclopedia like I did. Students of this generation have “instant gratification” due to technologies and I believe it is important and necessary to be mindful of this new mindset when planning curriculum and lessons for class.
My personal experience with technology was rather limited prior to this program. I spent so much time at the fire station, other than my smartphone, I was able to avoid all the new technologies. However, now I am an instructor at a high school, it is essential for me to be current and educated on the latest technologies. I am fortunate that I have an incredible IT department at HSHMC. As well, I am very thankful for this masters program. I have learned so much about technology and how to effectively implement it into the classroom to support students and foster growth.
I believe that it is essential to properly implement technology into the classroom to support student learning. I am fortunate as HSHMC is a school which promotes blended learning and the use of technology in the classroom. Again, this refers to culture, the standards which were set and established from the beginning. That being said, it can be difficult to monitor students and their use of the personal devices. Students are often obsessed with using their phones and checking or responding to the latest social media. Therefore, I have found that instead of bringing in outside devices like chromebooks or Ipads, I have the students use their own devices.
First, the students are comfortable and familiar with the device. This aids in the progression of education, as class time is not lost explaining the use of the device. Second, if their device is in their hand, they are now taking control of what needs to be accomplished. A small sense of gradual release and leadership is exhibited in this process.
However, what happens if students don't have their own devices. In this instance, students may use a computer in the lab or check out a chromebook or laptop from a computer cart. It is essential to make sure that students have the accessibility to technology. As I mentioned earlier, HSHMC is located in a more impoverished area in San Diego and as a result not all families can afford the technology or internet access. Therefore, we have an amazing computer lab at school that is available from 6am to 6 pm. While those with their own devices have access to the internet and all its possibilities 24/7. Those who are not able to be so lucky are able to gain access, 12/5. Twelve hours a day, five days a week.
It is my goal as an emerging leader to ensure that students are able to access all types of technologies, which help prepare students for a specific career or college classes. In addition, as my class is based upon power points and hands on manipulative skills, I want to ensure that time spent on the computer is essential for student success. I want to make sure that I am incorporating the latest technologies, but still challenge my students to use critical thinking and problem solving skills.
Thank you,
Nick
Captain Swift