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Teaching Philosophy

I promote a teaching strategy that fosters collaboration and innovation in the classroom. I want my students to be capable and confident in creating solutions to design problems.

 

Lifelong Learning

Teachers are students themselves. Because of the learning environment in which I surround myself it's only normal for me to want to learn. I believe in continuous professional development and I am always looking for ways to stay current with design trends and technological innovation in graphic communications.

 

What's important to me is that students are current with their creative thinking and technological knowledge and skills. I believe employers are looking for graduates who can make connections between several areas of understanding. I strive to foster innovation by promoting such skills as critical thinking, problem-solving, design, and cooperative and collaborative learning.

      What is most important is meeting the needs of students and inspiring creativity and innovation in the classroom, for the workplace, and for life.

 

college teaching

For more information click on the section tabs below

Classes Taught

Student Work

Teaching Effectiveness

More than Just Skills

With over 14 years of teaching experience in Graphic Communications and 4 degrees in the same field, I'd say I'm pretty skilled in teaching design, from prepress to finished product whether it's for print or for the web.

Printing and Packaging

From flexographic packaging printing to multi-color screen printing, I have taught students how to design for multiple products utilizing various printing methods on various substrates.

Web Design & Development

Since 2008, I have been working with students to develop the skills needed to design and develop websites. I teach my students how to utilize Adobe Photoshop and Illustrator to develop graphics for the web, while implementing Adobe Dreamweaver and Muse for site development.

Digital Photography

I was lead instructor for the Digital Imaging and eMedia course while at Clemson University. During that time students were taught introductory skills in digital photography utilizing a DSLR camera for indoor and outdoor photography, in addition to studio lighting and product photography techniques.

 

The term "teaching effectiveness" is often connected to evaluation activities and end-of-course ratings are often thought of as measures of teaching effectiveness. My teaching effectiveness is centered on three important abilities:

   • Cultivating thinking skills

   • Stimulating interest in the subject

   • Motivating students to learn

 

In my courses, I strive to deliver instruction that is interesting, to be approachable to all of my students, and to provide direction and instruction that is clear. I believe the information provided on these course evaluations characterize my teaching abilities.

School Year 2016-2017

Fall 2016 End-of-Course Evaluations

• Spring 2017 End-of-Course Evaluations

 

School Year 2015-2016

Fall 2015 End-of-Course Evaluations

Spring 2016 End-of-Course Evaluations

2015 Faculty Evaluation

 

School Year 2014-2015

Fall 2014 Midterm Evaluations

Fall 2014 End-of-Course Evaluations

Spring 2015 Midterm Evaluations

• Spring 2015 End-of-Course Evaluations

 

School Year 2013-2014

• Fall 2013 End-of-Course Evaluations

• Spring 2014 End-of-Course Evaluations

 

School Year 2010-2011

Fall 2010 End-of-Course Evaluations

Spring 2011 End-of-Course Evaluations

Fall 2011 End-of-Course Evaluations

 

School Year 2009-2010

Fall 2009 End-of-Course Evaluations

Spring 2010 End-of-Course Evaluations

 

School Year 2008-2009

Fall 2009 End-of-Course Evaluations

Spring 2010 End-of-Course Evaluations

 

School Year 2007-2008

Fall 2007 End-of-Course Evaluations

Spring 2008 End-of-Course Evaluations

 

School Year 2006-2007

Fall 2006 End-of-Course Evaluations

Spring 2007 End-of-Course Evaluations

 

 

 

high school teaching

For more information click on the section tabs below

Classes Taught

Teaching Effectiveness

Classes Taught:

NC Licensed Teacher at East Wake High School

79112A Printing Graphics I

79112B Printing Graphics II

64112T Computer Applications I

 

Click the links above to see the VoCATS course blueprints for the courses I taught at East Wake High School.

NC Career & Technical Education (CTE)

The department of Public Instruction's CTE Division is responsible for implementing the state's career and technical education curriculum. The CTE Division develops, disseminates, and implements the CTE curriculum and evaluates student achievement using the Vocational Competency Achievement Tracking System (VoCATS).

 

VoCATS

VoCATS is a competency-based instruction management system that supports North Carolina's public school career and technical education program. North Carolina's public school CTE program is based on the state's career clusters model. VoCATS issued throughout the state by high school CTE teachers for:

• Course and lesson planning

• Student assessment before, during, and after instruction

• Documentation of student achievement, including evaluation of the mastery of
   required competencies

• Accountability and generating reports by student, teacher, class, school, and
   district

NC Educator Evaluation

The goal behind the evaluation process was to assess my performance in relation to the North Carolina Professional Teaching Standards and to assist in designing a plan for professional growth. My administrator conducted the evaluation while I actively participated through the use of self-assessment, reflection, presentation of artifacts, and classroom demonstration.

 

     Hope has created a learning environment that encourages students to become involved and responsible for their learning.

 

 

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 - Sebastian Shipp, Assistant Principal, EWHS