Resume & CV: Daniel Keith Byrtus

Daniel K. Byrtus

University Place, WA 98467 | (951)760-8784 | daniel.byrtus01@gmail.com

Summary of Qualifications

Solution-driven Army veteran with experience in high level organizational management as well as establishing annual curriculums and learning objectives for large teams. Highly adaptive and eager to engage in further professional development opportunities, providing excellent instruction to students across a multicultural landscape.

Curriculum Development Time Management

Decision Making Instructional Delivery

Quick Learner Detail Oriented

Education and Training

• MAT: Secondary Education, Liberty University, Lynchburg, VA June 2024 - December 2025
• Bachelor of Arts in History, Ohio Dominican University, OH August 2017 - May 2021
• International Baccalaureate High School Diploma, Great Oak High School, CA August 2013 - May 2017

Certification and Licensure

• Washington State Education Certificate - Secondary Education, Social Studies Anticipated February 2025
• CPR/First Aid Certification January 2025-Current
• Professional Association of Christian Educators January 2025-Current

Teaching and Practicum Experience

Capital High School, Olympia, WA                            09/2025-12/2025

Eleventh Grade Student Teacher

• Designed and delivered daily IB History of the Americas instruction to a diverse group of 11th-grade students with class sizes of up to 34, including units on Indigenous Studies and the American Revolutionary War.
• Assessed the learning of 125 students through research-based formative and summative assessment strategies, providing timely feedback and maintaining accurate records to support academic growth.
• Collaborated with experienced teachers through weekly PLCs, individual engagements, and department meetings to reinforce social-emotional skills in the classroom and support students with diverse learning needs.

Aquinas Classical Academy, Bremerton, WA            03/2025-04/2025

Ninth-Twelth Grade, Civics, Art, History, Latin Practicum

• Co-taught and independently taught American and Ancient History lessons to 9th and 12th graders in a private school setting, delivering instruction to classes of up to 15 students.
• Observed and analyzed instructional practices across multiple disciplines including Art History, Civics, Theology, and Latin in order to deepen understanding of varying pedagogical approaches.
• Assisted with lesson planning, formative assessment, and classroom management while collaborating closely with mentor teachers to support student engagement and learning.

Work Experience/Achievements

St. Patrick’s Catholic Church, Tacoma, WA                            08/2022-Current

Youth Group Leader

• Facilitated weekly youth group programming for over 20 children ages 11–18, creating engaging activities that supported faith-inspired social, emotional, and community-building skills.
• Assisted in the execution of several service events and community outreach projects, guiding students through impactful, age-appropriate volunteer experiences.

Confirmation Leader

• Coordinated and executed a confirmation program for over 25 students ages 12–18, developing faith based curriculum and delivering structured weekly instruction that strengthened content understanding, engagement, and spiritual development.
• Communicated consistently with over 20 families and collaborated with church leadership to support student progress, build community, and maintain an inclusive learning environment.
• Planned, organized, and supervised annual retreats and service-learning events, ensuring safe,  and developmentally appropriate experiences for all participants.

U.S Army, Joint Base Lewis-McChord, WA            10/2021-07/2025

Home Station Organization Director

• Solved over 100 emergency situations involving immediate legal, ethical, and safety implications for employees and their families across the military and civilian realm and multiple states, facilitating critical, time sensitive administrative, financial, and emotional support while also ensuring that key objectives were met to support the main team deployed.
• Oversaw the deployment and return of over 500 personnel, ensuring living quarters were secured and cleaned prior to as well as following travel for over 200 personnel, managing storage and paperwork for over 150 personal vehicles, and overseeing the main deployment node for luggage, personnel, and weapons being shipped out and returning. 
• Demonstrated ability to work independently of the organization manager and leadership team who were deployed in a different country with limited communication, overseeing the well-being, performance, professional development, judicial, and non-judicial disciplinary actions of over 250 personnel at home station while still meeting their set organizational objectives.

Deputy Director for Engineer Organization

• Planned, directed, and managed the deployment and return of over 20 vehicles, 100 weapons, and 100 other associated pieces of equipment as well as over 100 personnel, ensuring proper vehicle maintenance, overseeing logistics operations, and managing personnel accountability throughout the process.
• Coordinated resources such as food, water, equipment, maintenance, and medical support for over 100 specialized personnel across multiple organizations and locations in a deployed environment, ensuring all logistics needs for soldiers and equipment were met over a two-month period.
• Appointed to the role of Director for a one-month period, in addition to duties as Deputy Director and took independent responsibility for assessing risks and making key decisions about how to achieve organizational goals in the absence of the primary leader for over 100 soldiers and 200 pieces of equipment to include sensitive, high-security assets that required special handling and procedures.

Current Operations Officer

• Planned, resourced, and managed two major competency assessments, coordinating with multiple teams and departments to ensure that over 100 participants met U.S Army required learning objectives prior to deployment to a foreign country.
• Served as the main advisor to the organization senior head for all ongoing activities, proposing multiple strategies on how to accomplish 54 taskings or projects while concurrently meeting the organization's goals and objectives (received an award).
• Monitored, tracked, and recorded the progress of individual and team competencies through two hands-on training exercises, ensuring that over 300 personnel met U.S Army required essential learning objectives.

Engineer Mobility Support Department Manager

• Maintained and accounted for over $10 million in heavy equipment, developing customized learning paths for over a dozen personnel to meet learning objectives on five unique construction assets (bulldozers, grader, backhoes, etc). 
• Organized and facilitated two training exercises with one in collaboration with an external partner organization, providing hands-on learning opportunities for over a dozen personnel on new equipment to meet previously overdue essential learning objectives.
• Worked with organization manager and team managers to establish a one year curriculum to match five engineer mobility support essential learning objectives to 45 specific lessons as well as five instructors, ensuring all required skills and competencies were addressed throughout the curriculum.

Chemical, Biological, Radiological, and Nuclear (CBRN) Reconnaissance Department Manager

• Mastered the U.S Army’s instructional strategies and theories, becoming the only team in Washington State to fully meet the U.S Army’s six semi-annual learning objectives for vehicle-based CBRN reconnaissance (received an award).
• Oversaw the health, welfare, and assessment of a multicultural, highly specialized team of over 12 personnel, resulting in the successful completion of required skill and weapons-based competency assessments for nearly all personnel.
• Acquired the specialized knowledge of the CBRN field while serving as an engineer officer, establishing a two year curriculum progression and professional development program for over a dozen personnel.

Organization Administrative Manager

• Oversaw operations schedule for an organization of over 560 personnel, while also managing the daily schedule for the organization’s senior manager, directly facilitating all three of the organization's annual goals.
• Managed social media accounts for the organization and oversaw communication with the families of over 560 personnel, ensuring families received guidance, technical assistance, and community resource expertise as needed.
• Educated over 560 personnel on how to utilize the Army Emergency Relief (AER) program for financial support and aid other personnel facing financial hardship, strengthening the sense of unity and collaboration within the organization.

Assistant Intelligence Officer

• Acquired the specialized knowledge of the military intelligence field while serving as an engineer officer, conducting and communicating expert military intelligence analysis across 12 organizations, that contributed to mission success for 3,000+ personnel.
• Provided nearly a dozen detailed briefings on the social and geographical features of three major cities and 15 important pieces of terrain, setting the stage for the successful capture of 10 key urban areas.

 

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Reviews & Evaluations: Daniel Keith Byrtus
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Teaching Experience: Daniel Keith Byrtus

Field Experience Summary: SECONDARY (6-12)

§ List all field experiences on this Field Experience Summary (FES) that you completed in your endorsement area through practicums and student teaching. Refer to the Field Experience Rubric below to review target goals for placement expectations. § Although not required, you may also list experiences related to service in actual elementary schools (i.e., after-school tutoring programs, substitute teaching, etc.) on this FES under the section labeled “Previous Experiences”.  § You may use your resume and portfolio to highlight all of your other experience with children (i.e., teaching Sunday school, summer camps, etc.), but those experiences should not be included on this FES.

Teacher Candidate:  Daniel K. Byrtus

LU ID:  L28352155

LU Email:   dkbyrtus@liberty.edu

Hours Indirect vs. Direct

Placement Description

Course Indicate N/A if not course-based experience

Date(s)

Indirect Observe

Direct Teach/ Assist

School Name/Location

Age/Grade/ Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

Ethnicity

SES

Gender

Language

Urban

Rural

Other

Learning Disability

Autism

Emotional Disturbance

Intellectual Disability

Other Health Impairment

Developmental Delay

Multiple Disabilities

Traumatic Brain Injury

Other

EXAMPLE

EDUC 588

01/27/2021-05/14/2021

44

1

Linkhorne Elementary School (Lynchburg, VA)

1st Grade All Subjects

Public

X

X

X

X

X

X

EDUC 588

03/03/25-04/11/25

45

1.25

Aquinas Classical Academy (Bremerton, WA)

Early Modern History, Latin, Ancient History // 9-12th Grade

Christian

X

X

X

X

X

X

EDUC 688

03/03/25-04/11/25

40

5

Aquinas Classical Academy (Bremerton, WA)

American History, Government and Economics, Theology, Art // 9-12th Grade

Christian

X

X

X

X

X

Student Teaching Semester [EDUC 476/477, EDUC 590, EDUC 591, EDUC 592, EDUC 593, or EDUC 599; or EDST 480, EDST 481, EDST 590, EDST 592, EDST 593, or EDST 599]

EDST 560

09/05/25-12/01/25

53

180

Capital High School (Olympia, WA)

International Baccalaureate (IB) History of the Americas and Psychology

Public

X

X

X

X

X

X

X

X

X

X

TOTAL HOURS

138

186.25

Minimum of 150 direct teaching hours must be included.

Previous Experiences

Date(s)

Position/Role Held during Previous Experience (Substitute, IA/TA, paraprofessional, etc.)

School Name/Location

Age/Grade/ Subject Area

Christian, Private, or Public School

Cultural Diversity

Exceptionalities

Ethnicity

SES

Gender

Language

Urban

Rural

Other

Learning Disability

Autism

Emotional Disturbance

Intellectual Disability

Other Health Impairment

Developmental Delay

Multiple Disabilities

Traumatic Brain Injury

Other

Professional Organization Memberships

Name of Organization See recommended organizations

Initial Membership

Renewal Date

Month

Year

Month

Year

Christian Educators

JAN

2025

JAN

2026

 

Field Experience Summary: SECONDARY (6-12)

Use this Field Experience Rubric as a guide in seeking diverse field experiences throughout your program.  Your University Supervisor will use this rubric to evaluate your FES during your student teaching semester. Membership and participation in professional organization(s) is also expected.  Current membership (valid through the end of the student teaching semester) is required in an organization for your endorsement area (e.g., PDK, KDP, ILA, NAEYC, NMSA, CEC, ASU, CEAI, other state and local organizations, etc.)

Teacher Candidate:   Daniel K. Byrtus					LU ID:  L28352155
CAEP	InTASC	Setting	Recommended	Required
R1.1, R1.3, R2.3	1, 3, 7	Christian School	One or more field experiences in a Christian school setting (must be an in-person visit).	One field experience in a Christian school setting (may be virtual if an in-person visit is not available.)
R1.1, R1.3,  R2.3	3, 7, 8	Public School	Two or more field experiences in public school setting.	One field experience in public school setting.
R1.1, R2.3	1, 2, 3	Cultural diversity (ethnicity, SES, gender, language, urban, rural, etc.)	Combined field experiences include placements with secondary students who represent three or more types of cultural diversity.	Combined field experiences include placements with secondary students who represent two types of cultural diversity.
R1.1, R1.3, R2.3	1, 2, 8	Exceptionalities:  (learning disability, autism, emotional disturbance, intellectual disability, other health impairment, developmental delay, multiple disabilities, traumatic brain injury, etc.)	Combined field experiences include placements with secondary students who represent three or more types of exceptionalities.	Combined field experiences include placements with secondary students who represent two types of exceptionalities.
R1.3, R2.3	7, 8	Grades 6-12	Three or more field experiences in grades 6-12. (experiences in both 6-8 and 9-12 strongly recommended)	Two field experience in grades 6-12. (experiences in both 6-8 and 9-12 strongly recommended)
R1.4, R3.2	9, 10	Professional Organizations	Two or more current memberships (valid through the end of the student teaching semester) in an educational professional organization.	One current membership (valid through the end of the student teaching semester) in an educational professional organization. (eg. CEAI membership)
R1.3, R2.3	7, 8	Student Teaching	Successfully completed all required weeks of student teaching with more than 150 direct teaching hours.	Successfully completed all required weeks of student teaching with 150 direct teaching hours.

 

Teaching Philosophy: Daniel Keith Byrtus






Biblical Worldview in Christian Education

Daniel K. Byrtus
Student, Liberty University
EDLC 504: Educational Philosophy and Theories of Learning
Dr. Pamela Griffin
July 21, 2024





















The Christian practice of education is inseparable from a biblical worldview, grasped principally through the Incarnation and the Eucharist and Christian educational philosophy, which details that teachers must be Christ-like, drawing the hearts and minds of students towards God. Such realities are manifested through the appreciation of education as a vocation as well as the deliberate and virtuous verbal instruction of students.  
The biblical worldview can be principally understood through the Incarnation, the Eucharist, and the response these life altering phenomena necessitate in every Christian heart. The Incarnation is the focal point of all human history in which God takes on flesh and unifies himself with mankind in all things except sin. This incredible act of love and the desire to be one with His creation is summed up beautifully in the prologue to John’s gospel that, “the Word became flesh and made his dwelling” and “to those who did accept Him He have the power to become children of God”. The Incarnation is the key moment in history through all Christians must view the world in the biblical, monumental love of Christ. God’s unity with His creation is furthered through the institution of the Holy Eucharist, when we partake in the body, blood, soul, and divinity of Christ (Thomas, 2000). The Eucharist is the source and summit of the life of a Christian, expressing “Communion with divine life and the unity of the People of God” (Church, 2008). It is only in the Eucharist that we are united with the heavenly liturgy and have the grace of tasting eternal life. Moreover, in allowing us to receive Him in the Eucharist, the Lord pours out a fountain of love and mercy for us, seeing out capacity for Holiness despite our failings. All Christians must in turn see and live in the world with this perspective, that we ought to love all abundantly, knowing the potential for incredible Holiness that they have in Christ. Such an understanding of the universe is essential to a biblical worldview. In response to the salvific love we are bathed in through the Incarnation, Eucharist, Passion, and Resurrection of Christ man must live a communal life in the Holy Spirit. In the Lucan account of the early Christian church Acts of the Apostles, community is central to living the sacred scriptures out in ones life, “The community of believers was of one heart and mind” (New American Bible Revised Edition, 2011, Acts 4:32). Furthermore, both in the early Church and today, Christian community is a place of deep, human discipleship that is modeled after the relationships between Christ and the Twelve Apostles. When surrounded by others with a biblical worldview we are driven to develop ours and bring the light of Christ to the nations just as the early Christians did, “With great power the apostles bore witness to the resurrection of the Lord Jesus” (New American Bible Revised Edition, 2011, Acts 4:33). Finally, the too easily neglected Third Person of the Holy Trinity, the Holy Spirit leads us to live out the sacred scriptures in our everyday life. Before the coming of the Holy Spirit, Matthew writes that when the Eleven saw the risen Christ they worshipped but doubted (New American Bible Revised Edition, 2011, Matthew 28:17). In contrast, after Pentecost Peter’s incredible Spirit filled speech has three thousand converted to the Gospel, showing the incredible power the Holy Spirit has in shaping our walk with Christ. Without deliberate, consistent invoking of the Holy Spirit through bold, honest prayer we as Christians simply cannot live with a biblical worldview. The Incarnation, Eucharist, and response they must invoke shape the biblical, Christian worldview.
Christian educational philosophy can be most easily understood through the lens of metaphysics and axiology, which illustrate that teachers have an obligation to live in the created world as Christ did. Metaphysics is defined as the study of the nature of reality and existence and asks critical questions about the origins of the world as well as how to know something is real (Gutek 5). To understand the Christian metaphysical perspective, we must first investigate Genesis when God, “created the heavens and the earth” (New American Bible Revised Edition, 2011, Genesis 1:1). Everything for the Christian is directly or indirectly made by a good God who desired to instill his goodness within all that is. The purpose of life is to share in the divine life of God through prayer and the Sacraments, ultimately attaining the joys of eternal life in the beatific vision, where we will endlessly worship the Lamb in glory (New American Bible Revised Edition, 2011, Revelation 7:15-17). Though it is the duty of all Christians to spread the Good News to the ends of the earth, educators have a particular responsibility to share the love of Christ with their students. Axiology is defined as the efforts towards prescribing how to live a good and righteous life. As St. Augustine said, the desire to know God is written on each human heart and we come to know Him through living a Christ-like life in union with Him. Moreover, at the heart of all Christian axiology is the desire to live as Christ did when he walked among us, most clearly seen through the virtues. In living out the cardinal and theological virtues of prudence, justice, temperance, fortitude, courage, faith, hope, and love, in the classroom, educators ultimately draw the hearts and minds of students towards God. 
Teaching within the framework of a biblical worldview and Christian educational philosophy have significant implications to both the general practice of education and more specifically, to the teaching of history. Generally, teaching must be understood for the Christian as a vocation that we use to serve humanity (Gutek, 2014). Through deliberate verbal instruction, with sentences and words carefully formed to impart wonder at Creation and the Creator, teachers carry out the evangelistic work of the Church. This work is critical, particularly as the age of Christendom has drawn to a close and the Apostolic age is upon the Church for the first time since the Edict of Constantinople in 321 AD (Shea, 2020). Within the context of history, a skilled and faithful teacher ought to impart the knowledge of God’s grace and cooperation with man moving through history to their students. Furthermore, the sense that God has and always will cooperate with mankind and throughout history, should inspire a comfort and awe for the student.
The Christian practice of education is driven primarily by the biblical worldview, understood principally through the Incarnation and the Eucharist and Christian educational philosophy, which illustrates that teachers must live as Christ did to ultimately draw the hearts and minds of students towards God. Such realities are manifested through the appreciation of education as a vocation as well as the deliberate and virtuous verbal instruction of students.
















References
Church, C. (2008). Compendium of the Catechism of the Catholic Church. St. Pauls.
Gutek, G. L. (2014). Philosophical, Ideological and Theoretical Perspectives on Education (2nd ed.). Pearson Central Pub.
New American Bible Revised Edition. (2011). American Bible Society. (Original work published 2011)
Shea, J. P. (2020). From Christendom to Apostolic Mission: Pastoral Strategies for an Apostolic Age. University Of Mary Press.
Thomas, A. S. (2000). The Aquinas Catechism: A Simple Explanation of the Catholic Faith by the Church’s Greatest Theologian. Sophia Institute Press.