Director of Strategic Partnerships & Clinical Practices, College of Education
Doctorate in Educational Leadership, 2012
George Fox University
Administrative Licensure Program, 2007
George Fox University
Master of Arts in Teaching, 2003
George Fox University
Bachelor of Science in Sociology, 2002
Portland State University
Oregon Initial Administrator License, 2007-present
Oregon Initial Secondary Teaching Certification, 2003-present
Social Studies & English/Language Arts Endorsement, 2003-present
PROFESSIONAL EXPERIENCE HIGHER EDUCATION
Director of Strategic Partnerships & Clinical Practices, 2012-present
George Fox University
Assistant Professor, 2009-present
George Fox University
HIGHER EDUCATION TEACHING EXPERIENCE
EDUG 501: The Professional Educator
An introduction to the characteristics and role of the professional educator in today’s society. An interrogation of prevailing Western strands of thought upon education, the role of the professional educator, and the changing terrain of education.
EDUG 502: Structures for Teaching and Learning
This is a foundation course, building upon EDU 501 Professional Educator, EDU 530 Learning Theory, as well as EDU 510, Issues in Human Development. The concepts, skills, and practices learned here are critical in forthcoming courses in curriculum and instruction and the design and implementation of the work sample and action research project.
EDUG 503: Teaching Diverse and Special Populations
This course introduces you to a multiplicity of students and students’ needs. It will provide you with a context for approaching such situations and specific skills for facilitating learning for all students. The course is designed to move students towards Teacher Standards and Practices Commission OAR 584-017-0100 for initial teacher licensure as well as fulfilling specific authorization level requirements.
EDUG 510: Issues in Human Development
The course is designed to examine the principles of human development, infancy through adolescence. Specifically, the course will explore the areas of physical, cognitive, and psychosocial development with a focus on classroom application.
EDUG 521: Action Research I
Action research is the process of inquiry leading to the improvement of our own personal teaching practice. During this course, you will enter into this process of wanderings and wonderings in order to define your own emerging practice as a teacher. This course is designed to move you on your way towards empowerment as you become a teacher-researcher.
EDUG 522: Action Research II
This course builds on Action Research I. Students will complete an action research project, and participate in the research symposium during this course.
EDUG 530: Learning Theory
Theories of learning and associated teaching applications are explored with a focus will on views of knowledge, the learner, and the nature of learning and teaching. This is a foundational course, central to all other MAT courses in scope and sequence. It is designed to move students toward TSPC OAR 584-017-0100 for initial teacher licensure.
EDUG 556: Pedagogy
This course builds on the EDU 502 Special Topics for Professional Educators course, which identified six structures for best practice classroom. This course is designed to provide the student with opportunities to develop techniques and strategies that will increase the quality of their social studies and language arts instruction.
EDUG 575: Practicum I
This course will connect directly to EDUG 503 Special Topics for Educators: Teaching Diverse and Special Populations, EDUG 520 Action Research for Teachers I, and EDUG 576 and 577, the Primary and Secondary Authorization Level Student Teaching Practicums. You will find a number of other indirect connections with courses you have both taken and will take during fall semester.
EDUG 590: Professional Seminar
A seminar focusing on issues related to current6 trends and questions in education, classroom organization and management, and ethics/values in teaching. Classroom observations in minority, cross-cultural, and alternative school settings. Professional transition topics will include resume writing, job-search strategies and interviewing skills.
EDFL 501: Curriculum Development
This course will focus on designing curriculum units and instructional plans for a standards-based curriculum while utilizing research-based best practices for teaching and learning. There will be an emphasis on the development and implementation of an integrated interdisciplinary unit for your specific teaching assignment that utilizes concept-based curriculum strategies and instructional techniques to “teach beyond the facts for the thinking classroom”.
GEED 490: Liberal Arts and Critical Thinking
A course designed to encourage students to integrate their specialized knowledge and general education with Christian faith, in the context of addressing a public issue of current significance. The course explores how various disciplinary approaches to discerning truth may contribute to collaborative social action. Students will participate in groups to research the chosen public issue and formulate an action proposal. Individual students will be asked to formulate their own statement of faith, learning, and professional integration.
Morton, B. (2012). Foster youth and post-secondary education: A study of the barriers and supports that led to academic achievement. George Fox University, Newberg, OR.
Morton, B. (2013). Barriers to post-secondary enrollment for former foster youth. Northwest Journal of Teacher Education, In Press, October, 2013.
Samek, L.L., Berardi, A.A., Dee, A.L., Espinor, D.S., Morton, B.M., Bearden, S.R., Song, S., White, W. (2013). “From Cosmetic to Metabolized Change: Promoting Paradigm Shifts in a Dominant Culture University”, The International Journal of Diversity in Education, May 9, 2013. In Press.
Morton, B., Samek, L., Berardi, A., Espinor, D., Song, S., White, W., Dee, A., Bearden, S. (2013). “A Treatise on Diversity in a Dominant Culture University”, The International Journal of Diversity in Education, 12(3), 105-117.
Morton, B. & Headley, S. (2013). Literacy within the Content Areas: Building the Capacity of Oregon Teachers in High Needs Schools to Increase Literacy Development in the Content Areas. A proposal submitted to 2013-14 Oregon University/School Partnership Grant, funded by Title II, Part A, Teacher and Principal Training and Recruiting Fund, U.S. Department of Education ($240,000.00).
Morton, B. (2013). University Retention and Graduation for former foster youth: A study into the challenges and supports leading to a bachelor’s degree. A proposal submitted to The Ruth Landes Memorial Fund ($13,000.00).
Morton, B., Carr, K., Rhodes, B., DeBoard, M., Ramirez, P., Pugsley, K., (2013). Preparing the next generation of teachers. A proposal funded by the Chalkboard Project ($690,000.00). Fully funded.
Morton, B., Rhodes, B., Espinor, D., Headley, S., Pugsley, K., DeBoard, M. (2012). Preparing the next generation of teachers planning grant. A proposal funded by the Chalkboard Project ($35,000.00). Fully funded.
2013 - Child Welfare Journal - Peer reviewer at Editor request
2013 - SAGE Publications – Peer reviewer at Editor request
2013 - Journal of Childhood Research – Peer reviewer at Editor request
University Retention and Graduation for former foster youth: A study into the
challenges and supports leading to a bachelors degree. (Beginning 11/2013)
Innovative partnerships in teacher preparation programs: Re-thinking the clinical practice model for school improvement, with Dr. Ginny Birky. (2011 to Present)
Foster Youth and Post-Secondary Education: A Study of the Internal and External Characteristics Leading to Academic Achievement. (2011 to 2012)
Teacher Presence: Traits and Dispositions with Dr. Amy Lynn Dee. (2010 to 2011
Morton, B. & Espinor, D. (2013 November). University/School Partnerships: Working Together to Support All Students. For presentation at the annual meeting of the Oregon School Board Association.
Morton, B., & Birky, G. (2013 May) Creating Mutually Beneficial University-School Partnerships for Teacher Education: A Unique Co-Teaching Model. For presentation at the annual meeting of the Northwest Association of Teacher Educators.
Morton, B., & Birky, G. (2013, May) Research findings from a co-teaching partnership between a high school and university teacher education program. For presentation at the regional International Christian Colleges of Teacher Education conference.
Morton, B., & Birky, G. (2013, February) Co-teaching partnerships with professional development: A unique model of clinical practice for teacher education. For presentation at the annual meeting of The Oregon Association for Teacher Education.
Morton, B., & Birky, G. (2013, February) Reenvisioning clinical practice through partnerships: How coteaching, coresearching, and coeducating can create a mutually beneficial partnership. For presentation at the annual meeting of The American Association of Colleges for Teacher Education.
Morton, B., & Dee, A. (2013, February) Evaluating Program Content: How teacher education prepares classroom-ready candidates for a multiplicity of learners. For presentation at the annual meeting of The Association of Teacher Educators.
Morton, B. (2013, February) Promoting justice for marginalized youth: Understanding the barriers to academic achievement for foster youth. For presentation at the annual meeting of The Association of Teacher Educators.
Dee, A., & Morton, B. (2013, February) Rethinking the Core Program: Preparing Classroom-Ready Educators for a Multiplicity of Learners. For presentation at the annual meeting of The American Association of Colleges for Teacher Education.
Morton, B., & Birky, G. (2012, April). Innovative partnerships in teacher preparation programs: Re-thinking the clinical practice model for school improvement. Presented at the annual meeting of the International Network for School and Community Partnerships (INET), Vancouver, B.C.
Morton, B. (2012, January). What Do We Really Know About Educating Foster Children? Presented at the annual meeting of the Oregon Association of Teacher Educators, Salem, OR.
Morton, B. (2012, February). What Do We Really Know About Educating Foster Children? Presented at the annual meeting of the Association of Teacher Educators, San Antonio, TX.
Brazo, C., Morton, B., & Dixon, K. (2012, February). You Feel Like Family! Exploring the joys and dysfunctions of the cohort model in preservice teacher education programs. Presented at the annual meeting of the Association of Teacher Educators, San Antonio, TX.
Dee, A., & Morton, B. (2012, February). Teacher Characteristics: Dispositions for Success in Low SES Schools. Presented at the annual meeting of the Association of Teacher Educators, San Antonio, TX.
Dee, A., & Morton, B. (2011, February). Teacher presence: Traits and dispositions leading to passion and professionalism. Presented at the annual meeting of the Association of Teacher Educators, Orlando, FL.
Dee, A., & Morton, B. (2011, March). Teacher presence: Traits and dispositions leading to passion and professionalism. Presented at the annual meeting of the Oregon Association of Teacher Educators, Portland, OR. March 2011.
Standing in the Gap: Promoting justice for marginalized youth. Presented at George Fox University Professional Development day, March, 2012.
Teacher Standards and Practices Commission Licensure Redesign Committee, 2013-present
Teacher Standards and Practices Commission Teacher Work Sample Committee, 2012-present
Portland Metro Educational Partnership, Leadership & Steering Committee, 2012-present
Assessment of Essential Skills Review Panel (AESRP), Oregon Department of Education, 2010-present
Graduate Faculty Senate Representative, 2013-present
Chair, 3rd year faculty review committee, 2013
Search Committee: Special Education Director, 2013
Hispanic Initiatives Committee, George Fox University, 2012-present
School of Education Diversity Committee, George Fox University, 2010-present
Alumni Board of Directors, George Fox University, 2008-2013