Teaching Philosophy: Jessica Ann Blocker

Teaching Philosophy / Worldview Essay

Jessica Blocker

      As an educator, I have always found so much wisdom in the passage titled “Imitating Christ’s Humility” in Philippians 2. It states “therefore if you have any encouragement from being united with Christ, if any comfort from his love, if any common sharing in the Spirit, if any tenderness and compassion, then make my joy complete by being like-minded, having the same love, being one in spirit and of one mind. Do nothing out of selfish ambition or vain conceit. Rather, in humility value others above yourselves, not looking to your own interests but each of you to the interests of the others” (Philippians 2:1-4). The most important traits of a humble leader are the ability to create trusting relationships, being able to truly listen, and solving problems with transparency and authenticity. In Northouse’s Introduction to Leadership, positive psychology is explained as focusing on individuals’ strengths and the factors that allow them to thrive, rather than their frailties and flaws (p. 129). This mindset, if modeled by the leader, will filter through to staff, then student, to families – continually building up a positive and successful community. Leaders in the education world must be passionate about loving and caring for their communities. “Daring leaders work to make sure people can be themselves and feel a sense of belonging” (Brene Brown, Dare to Lead). Christlike leaders must be willing to put others’ needs before their own, creating relationships by listening to others and meeting them where they are.

In a thriving community, the leader must also show the priority of intentionality and authenticity. Leaders must dedicate the time to learning details about those who are in their communities, taking time to listen and learn. In an educational community, leaders should be sitting down with their educators often – checking in on their interests, families, homes, experiences, and hearts. This also means spending time in the community, bonding with students as groups and individuals, and knowing family members by name. When people are seen, they feel valued. As the relationship grows, the members of the community develop trust for their leader – vital in the cohesiveness of a group. When big or small decisions are made, the community will trust the leader to do what is best – because they know the leader knows the community. All of this models a “people first” mentality. When Jesus came to the world to show us how God wants us to live, he explicitly modeled putting God first, others second, and then ourselves. God wants us to have a servant heart like Jesus. “And he answered, ‘You shall love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind, and your neighbor as yourself.’” (Luke 10:27, NIV).

When a leader is modeling relationships based on trust and authenticity, others naturally begin to follow. When a leader values listening and team decisions, the community will begin to absorb this value as well. Stephen Covey writes “many people do not listen with the intent to understand; they listen with the intent to reply” (The 7 Habits of Highly Effective People). Leaders must choose listening in order to understand. In an educational community, each member must be valued. This includes administration and admin staff, educators, support staff and other faculty, stakeholders and the board, each student, and each family. The Bible references the followers of Christ as a body of many parts. God created us to each be part of the body, as we have been given different strengths and talents, and the best way to come at difficulty is together (1 Corinthians 12:12-27). It is necessary for a leader to create relationships with each member of the community in order to identify the strengths each person brings to the table and what weaknesses or hurts they may need guiding through. This builds trust, the most vital part of a community or organization. “When the trust account is high, communication is easy, instant, and effective” (Stephen Covey, The 7 Habits of Highly Effective People). Adidionally, Brene Brown states, “If we want people to fully show up, to bring their unarmored, whole hearts – so that we can innovate, solve problems, and serve people – we have to be vigilant about creating a culture in which people feel safe, seen, heard, and respected” (Dare to Lead).

Effective educational leaders must dedicate themselves to creating flourishing positive communities, commit to modeling trust and authenticity, and daily choose a servant leader mindset. Some are born leaders, some develop into leaders. Regardless, continual effective leadership takes time, dedication, and a willingness to grow and evolve. Leadership is a calling, one that continually takes determination and heart.

References:

Blackaby, H. T., & Blackaby, R. (2017). Spiritual leadership: Moving people on to god's agenda. Heart Cry. 

Brown, Brene. (2019). Dare to lead: Brave work, tough conversations, whole hearts. Random House Large Print Publishing. 

Covey, S. R. (2020). The 7 Habits of Highly Effective People. Simon & Schuster UK Ltd. 

Holy Bible: New international version. (2005). . Zondervan. 

Niequist, S. (2020). Cold tangerines: Celebrating the extraordinary nature of Everyday Life. Zondervan. 

Northouse, P. G. (2015). Introduction to leadership. concepts and practice. Sage. 

Worldview Essay (.docx) 0.02mb

Resume & CV: Jessica Ann Blocker

Jessica Blocker                                                                                                      

I am a passionate K-5 and special education teacher dedicated to creating inclusive, engaging, and inspiring learning environments. With certifications in elementary and special education and a Master’s degree as a reading specialist, I am committed to fostering a lifelong love of learning in my students. I continuously strive to implement best educational practices, integrate social-emotional learning, and deliver relevant, impactful instruction that supports students' growth from early childhood through adult education programs.

Professional Experience and Accomplishments

Work Experience

VETtoCEO – Veteran Business Education, Program Producer (August 2023-current)

• Design and implement adult professional learning programs focused on best practices in education.
• Produce, edit, and manage an educational business podcast to deliver engaging and impactful content.
• Develop and schedule strategic social media campaigns across LinkedIn, Instagram, and Facebook to expand outreach.
• Coordinate and prepare Veteran guest speakers for cohort modules, ensuring meaningful learning experiences.
• Provide technical support, issue certifications, answer all questions, and curate resources to enhance Veteran participants' program engagement.
• Author monthly newsletters and craft compelling fundraising communications to support organizational initiatives.
• Administer and maintain Slack workspaces to foster collaboration among past and current program participants.
• Manage webinar platforms by organizing resources, maintaining updated content, and designing professional virtual settings.

 

Evergreen Christian School – Elementary Teacher (August 2019 – June 2022)

• Instructed 75 students across kindergarten and fifth grade over three years, teaching reading, writing, handwriting, math, science, social studies, social-emotional learning, and STEM.
• Maintained daily communication with parents/guardians through a dedicated platform, sharing class updates and addressing student successes or concerns.
• Revamped an outdated kindergarten curriculum by integrating modern content, emphasizing diverse learning styles, hands-on discovery, and inquiry-based learning.
• Coordinated lower elementary STEM weeks, designing problem-solving activities, sourcing materials, and supervising six volunteers per day for grades K-2.
• Developed weekly and daily schedules for fifth-grade online learning during COVID, supporting the elementary team with online platform setup.
• Served on the leadership team (2021–2022) for K-2, organizing school events, advocating for team needs, and fostering team well-being.
• Collected quarterly growth data, assessed individual student progress, and prepared detailed report cards for families.

West Side Christian School – Elementary Teacher (August 2017 – June 2019)

• Designed and implemented project-based learning, integrating student interests, guest speakers, field trips, and literature to create engaging final projects.
• Served on the social and spiritual life committees, planning staff recognition events and retreats.
• Taught 48 third-grade students over two years, incorporating inquiry-based learning to inspire curiosity and active engagement.

Student Teaching Internship, Special Education (January 2017-June 2017)

• Supported students with disabilities, including Down Syndrome, Autism, blindness, and learning disabilities, in general education classrooms to ensure participation alongside peers.
• Delivered daily math and English lessons for three middle school students with intellectual disabilities.
• Facilitated weekly intervention groups for K-5 students, focusing on reading fluency and math proficiency.

Student Teaching Internship, Elementary Education (August 2016-December 2016)

• Assisted a third-grade mentor teacher with daily educational duties, progressing to full teaching responsibilities by the end of the internship.
• Volunteered as a substitute teacher for grades K-5 while completing college coursework.
• Created and implemented an 8-week curriculum unit for the third-grade classroom.

Education

• Liberty University, Lynchburg, Virginia (2022-2024) M. Ed. - Reading Specialist
• Calvin University, Grand Rapids Michigan (2013-2017) B.A. – Elementary and Special Education
• Internships:
  • Grand Rapids Christian Elementary School (3^rd grade, Fall 2016)
  • West Side Christian School (Special Education K-8, Spring 2017)
  • Delton-Kellogg Elementary School (Literacy Coach, Fall 2023)
  • Meadow Brook Elementary School (MTSS Instructional Coach, Fall 2024)

Volunteer Experience

• The Esther School – Christian school in Zambia, assisted teachers during two-week visit.
• Family Night at Olympia Christian Reformed Church – Taught curriculum for a second/third grade group of students and assisted in running the full-group worship and lesson.

References

VETtoCEO – John Panaccione 917.587.6842 or Michael Horn 404.414.5974

Evergreen Christian School - Angela Flores 530.209.3243

West Side Christian School – An Kurosu 910.599.8393

West Side Christian School Special Education Department – Maria Bultsma (will provide under inquiry)

Grand Rapids Christian School – Sue Pluymert (will provide under inquiry)

Resume (.docx) 0.03mb

Skills: Jessica Ann Blocker
This file details how I have met each literacy standard through graduate program assignments, activities, and internship experiences. 241211025656_Advanced_Internship_Assessment.docx (.docx) 0.04mb

Skills: Jessica Ann Blocker
This evaluation, submitted by my host teacher for my internship, reflects that I met each of the literacy goals set in place by Liberty and the ILA. 241211032924_Liberty_University_Final_Mentor_Evaluation.pdf (.pdf) 0.12mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standards 1 and 2, as reflected in my Advanced Internship Assessment. 241206121742_Teacher_Coaching_EDRS_699.docx (.docx) 0.04mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standard 1, as reflected in my Advanced Internship Assessment. 241206121921_Synthesis_Essay_Assignment_EDRS_650.docx (.docx) 0.04mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standard 2, as reflected in my Advanced Internship Assessment. 241209074916_Lesson_Modeling.heic (.heic) 2.11mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standards 2, 5, and 7, as reflected in my Advanced Internship Assessment. 241206121833_Reading_Case_Study_Packet_Student_1.docx (.docx) 10.33mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standards 2, 5, and 7, as reflected in my Advanced Internship Assessment. 241206121807_Reading_Case_Study_Packet_Student_2.docx (.docx) 9.08mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standards 3, as reflected in my Advanced Internship Assessment. 241209072034_NWEA_MAP_Reading_Fluency_Test_Administration_2024.pdf (.pdf) 2.20mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standard 3, as reflected in my Advanced Internship Assessment. 241206121540_Client_Report_Assignment_EDUC_622.docx (.docx) 0.02mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standard 4, as reflected in my Advanced Internship Assessment. 241206121721_Ideal_Literacy_Program_EDRS_652.pdf (.pdf) 2.08mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standard 4, as reflected in my Advanced Internship Assessment. 241206122103_Professional_Learning_September_4.HEIC (.HEIC) 3.87mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standard 5, as reflected in my Advanced Internship Assessment. 241206121654_JENGA_Reading_EDRS_650.pdf (.pdf) 1.33mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standard 6, as reflected in my Advanced Internship Assessment. 241206121900_Professional_Development_EDRS_659.pdf (.pdf) 2.36mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standard 6, as reflected in my Advanced Internship Assessment. 241206121623_Christian_Educators_Association.pdf (.pdf) 0.12mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standard 6, as reflected in my Advanced Internship Assessment. 241206121607_ILA_Membership_Card.pdf (.pdf) 0.18mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standards 7, as reflected in my Advanced Internship Assessment. 241209074751_Professional_Development_Teaching.heic (.heic) 2.50mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standards 7, as reflected in my Advanced Internship Assessment. 241209074733_10.9.24_UFLI_Professional_Learning_Just_Presentation_.pdf (.9) 7.58mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standards 6 and 7, as reflected in my Advanced Internship Assessment. 241211025447_Restorative_Practices_PD.heic (.heic) 1.95mb

Skills: Jessica Ann Blocker
This aligns with my reflection of Standard 7, as reflected in my Advanced Internship Assessment. 241209072516_Thank_You_Note.HEIC (.HEIC) 2.54mb

Reflective Journal: Jessica Ann Blocker

Reflective Journal / Professional Growth Reflective Essay

Jessica Blocker

I am a very different person than I was when I began my master’s degree through Liberty University. In my personal life, I have been through completely unforeseen medical issues and unplanned surgeries, moved three times, had a baby, and juggled three jobs on top of working toward degree completion. Though schooling on top of it all put me over the edge more often than I care to admit, having an outlet that took me away from life’s stressors was also often a welcome relief. I am a naturally curious person and teaching students to read is a huge passion of mine. Both my personal life and master’s level of education grew me into one incredibly strong and resilient teacher, passionate about current research and supportive leadership. Through completing Liberty’s reading specialist program, I was able to learn more about myself as an educator, how to best equip students with equitable and informed instruction while guiding teachers toward best practices, and how my faith plays such a large part in those roles.

      A few courses and experiences in my degree have had a substantial impact on how I have evolved as an educator from the fall of 2022 until now, winter of 2024. First, Liberty’s educational leadership classes emphasized both healthy leadership skills and the impact faith makes on one’s leadership. The leadership analogy that has stuck with me since our Educational Leadership course was a video of Dr. Klamm talking about an upside-down triangle. In most cases in life, we are taught that the working world starts from the bottom of the triangle to the top point, where the leader or boss may be. The boss is in charge and sends down projects and requests to those beneath. In this analogy, the triangle is point down, the point on the bottom representing the leader. Jesus the creator of the upside-down kingdom, where the ways of this world appear almost backwards. This was such an incredible reminder to me as an educational leader, friend, family member, and spouse, to be the hands and feet of Jesus to those I both influence and love. God called us to a kingdom where the importance is “He must become greater, I must become less”. Leaders, especially in education, are the support and guidance to the community of workers. No teacher can do their job alone, but need a strong support system to become great – starting with the influence of the leader. The wisdom I learned in my educational leadership courses came through during various hands-on opportunities through my internship, where these leadership skills came into play while collaborating with other professionals (International Literacy Association, Standard 6, 2017).

                   Second, my internship placements have provided me invaluable relationships with two incredible reading specialists/literacy coaches who have modeled beautiful leadership skills, showing me firsthand the importance of building relationships with a team and coming alongside teachers to provide support and guidance (International Literacy Association, Standard 7, 2017).Leah Ruesink, a literacy coach in West Michigan, showed me her determination to build relationships with each teacher through her four years at a school. She modeled how it takes consistency in showing up as a leader and friend while sharing enthusiasm and passion for best practices and current research to establish oneself in a school setting. Ashley Jones, a MTSS Instructional Coach in West Michigan, has taught me the importance of showing up and advocating for teachers while cheering them on, and how the most trusting relationships come when showing a safe place for a listening ear, a willingness to help and servant heart, and the power of laughter. These observational and hands-on experiences have shown me the importance firsthand of ILA Standard 1, the “foundations of literacy and language and the ways in which they interrelate and the role of literacy professionals in schools” (International Literacy Association, Standard 1, 2017).Experiences in different settings with different coaches also showed me various methods of providing opportunities and supports of diversity and equity (International Literacy Association, Standard 4, 2017).These two professionals have shown me true healthy leadership and passion for staying curious and continuously learning.

                  Lastly, my coursework overall showed me the importance of the commitment to continuous learning as an effective leader and educator. Both reading through research and working with students myself has given me a well-rounded understanding of the importance of a reading specialist in diverse learners with various ability levels through all grades in both private and public school settings. I have found the most benefit in completing large projects with practical applications, such as the creation of my Ideal Literacy Program, my professional development sessions, and both my assessments and work with several case study students (ILA, Standard 6). These experiences have emphasized ILA Standard 2, the importance of my “knowledge to critique and implement literacy curricula to meet the needs of all learners and to design, implement, and evaluate evidence-based literacy instruction for all learners” (International Literacy Association, Standard 2, 2017).The experiences with students also required I use my coursework knowledge to select appropriate tools for assessing and measuring student skills that are reliable and valid and how to utilize the data to create appropriate and beneficial interventions (International Literacy Association, Standard 3, 2017).Working with students also required me to use coursework and experiential knowledge to collaborate with school personnel to create an engaging and motivating space to support the literacy development of students based on the assessment data (International Literacy Association, Standard 5, 2017). I am incredibly grateful for my education and the knowledge-building, faith-growing experience Liberty has provided me.

Reference:

International Literacy Association (2017). Standards of preparation of literacy professionals International Reading Association.

Professional Growth Reflective Essay (.docx) 0.02mb

Assignments: Jessica Ann Blocker
This assignment was to describe the ideal literacy program, set up by a reading specialist or literacy coach. I was able to use a combination of all standards here - foundational literacy knowledge, advocating for family and diversity, leadership skills, professional development, collecting data and providing specific instruction tailored to student needs, and creating a positive and literacy rich school environment. 241112113408_Ideal_Literacy_Program_EDRS_652_.pdf (.pdf) 2.08mb

Assignments: Jessica Ann Blocker
This assignment had me describe all the roles of the reading specialist, everything the term 'reading specialist' may encompass. Through each of these roles, the concept of leadership and creating a positive, literacy-rich learning environment was my key takeaway. 241112113335_Synthesis_Essay_Assignment_EDRS_650_.docx (.docx) 0.04mb

Assignments: Jessica Ann Blocker
This project had me administer the Basic Reading Inventory to a student.  I was able to use my knowledge of assessments and data through this to build further experience in standard 3, using an appropriate assessment to measure student growth. 241112113302_Client_Report_Assignment_EDUC_622_.docx (.docx) 0.02mb

Assignments: Jessica Ann Blocker
This project was to create a professional development presentation. In this, I was able to focus on the standards of creating professional development, showing leadership skills, advocating for teachers to provide necessary training and learning, and creating an inclusive and affirming space for all. 241112113228_Make_Take_Phonological_Awareness_PD_EDRS_659_.pdf (.pdf) 2.36mb

Projects: Jessica Ann Blocker
I created a professional development and follow up workshop during my internship semester, focusing on the implementation of the curriculum UFLI Foundations. After completing both presentation and workshop, I spent time coaching one of the teachers after observing her teaching a lesson using the tools I had taught in my PD session. This project helped me grow in areas of leadership, the role of a reading specialist and literacy coach, and use my knowledge of foundational literacy skills.

Projects: Jessica Ann Blocker
I created a professional development and follow up workshop during my internship semester, focusing on the implementation of the curriculum UFLI Foundations. This project helped me grow in areas of leadership, the role of a reading specialist and literacy coach, and use my knowledge of foundational literacy skills. Slides with Notes (.9) 5.16mb

Projects: Jessica Ann Blocker
This project reviews my case study of a second grade student through my internship semester. This helped me grow in standard 2, where I was able to develop a specific plan for the specific needs of a learner. 241203055039_Reading_Case_Study_Packet_Ayden.docx (.docx) 10.33mb

Projects: Jessica Ann Blocker
This project reviews my case study of a second grade student through my internship semester. This helped me grow in standard 2, where I was able to develop a specific plan for the specific needs of a learner.

Association & Society Membership: Jessica Ann Blocker

• Name of Association: International Literacy Association
• Acronym for Association:  ILA
• Date of Initial Membership: Example: November 12, 2024
• Description of Association: The International Literacy Association (ILA) is a professional membership organization for literacy professionals across 128 countries. It was founded in 1956, under the name International Reading Association, and for nearly 70 years has supported educators, researchers, and experts from every corner of the world.
• Association's Website: https://www.literacyworldwide.org/
• Level of Activity/Involvement in the Association: Member since 2024

ILA Membership Certificate (.pdf) 0.18mb

Exam History: Jessica Ann Blocker

• Score: 173
• Discussion: The average score for test takers is 164-177. Scored on the mid to high end of the average performance range for all domains in reference to raw points earned and the average performance range.