About Hilary
Guiding Principles
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Student-Centered Instruction
Quality Time Outdoors
Intentional Technology Use
Collaborative Group Work
Sense of Connectedness and Community
Stewardship
My Story
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My journey as an educator started at a nature camp in Beaverton, Oregon. I was hired for the summer as an Environmental Educator. Having earned my bachelor's degree in Environmental Politics, fostering a fascination and connection with nature seemed like an appropriate cause. It was an excellent fit, and led me down the professional path that I am still on.
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Before teaching at the nature park, I yearned for a career that would help people connect with nature, and help build an interest in stewardship. That summer, I realized that being an educator was about more than brainwashing kids into behaving the way I wanted them to. It gave me opportunities to inspire and to nourish curiosity, while also helping young people learn how to care for each other and the natural world.
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For the year following my time at the nature camp, I worked as a technology lab assistant at an elementary school in southeast Portland. I wanted to be sure that teaching was a good fit before committing to something as serious as a graduate program. As a specials teacher, I was able to explore the benefits of intentional technology use, and the drawbacks of screen overindulgence. I had my own sort of classroom space, and was able to really consider whether this was the type of thing I wanted to do for the rest of my life.
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As you may have already deduced, I felt at home in my unofficial classroom and at the end of the school year I decided to apply to Pacific University's graduate program.
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As a teacher, my goal is to help students build confidence and a sense of independence. I also want them to feel comfortable using technology, and exploring the world around them.