Gary Troxell

VITAE

Dr. Gary L. Troxell

PREVIOUS RANK:

             Full Professor / Director of Educational Research – Lancaster Bible College

 DEPARTMENT:

             Counseling & Social WorK

EDUCATIONAL PREPARATION:

Ed. D. – Widener University, 2004: Educational Leadership; Pupil Services; Superintendent Certification; Assistant Superintendent Certification

M.Ed. – Widener University, 1994: Secondary Education Administration

M.Ed. – Kutztown University, 1993: Secondary Counseling

B.S. – Messiah College, 1975: K – 12 Music Education

PROFESSIONAL EXPERIENCE:

Full-Time Faculty – Counseling & Social Work Department, Lancaster Bible College, Lancaster, PA (2009 – 2020)

             Responsible for:

             Teaching courses in the undergraduate and graduate degree program for counseling.  

Director of Educational Research (2017- 2020)

             Responsible for:

             Research and data collection, and analysis – course effectiveness

Adjunct, Assistant, Associate Professor – Counseling & Social Work Department, Lancaster Bible College, Lancaster, PA (2003 – 2009)

               Responsible for:

               Teaching courses in the undergraduate and graduate degree program for counseling.   

Adjunct Faculty – Worship & Performing Arts Lancaster Bible College, Lancaster, PA (2010 – 2012)

             Responsible for:

            Teaching courses in the undergraduate program for worship & performing arts. 

Adjunct Faculty – Graduate School, Messiah College, Grantham, PA (2013 – 2015)

             Responsible for:

             Teaching courses in the graduate degree program for school counselor education.  

Consultant & Trainer – The Education Trust, Washington, DC (2009 – 2011)

Board Member – PAPSA: Pennsylvania Association of Pupil Service Administrators. (2008 – 2014)

District Supervisor of Counseling Services – Hempfield School District, Landisville, PA (2001 – 2009)

              Responsible for:

              • district counseling programs supervision

              • district counselor assessment and evaluation

              • in-service training of district counselors and psychologists

              • district crisis post-vention counseling service program developer & coordinator

              • curriculum writing – career education

              • AP Testing

              • budget development

               • student transcripts

               • K-12 career education program

               • student scheduling

               • 504 educational service plan development

               • LEA & consultant to special education 

               • homebound instruction coordinator

               • career development 

 Principal – Hempfield High School, Landisville, PA (2008)

               Responsible for:

               • grade 10 discipline and attendance issues

               • development of student schedules

               • educational consultant to teachers

               • LEA for special education

               • responsible for affidavit student enrollments

               • AP test coordinator

               • team leader (Gr. 10 career prep students)

               • solution-focused brief therapy; gr. 9 at-risk student study

               • Teacher assessment

               • Master schedule development

               • District strategic plan

 Assistant Principal – West Shore School District, New Cumberland, PA (1994 – 2001)

                Responsible for:

               • teacher evaluations

               • student discipline grades 10 &12

               • high school activities coordinator

               • teacher multi-evaluator team

               • SAT program coordinator

               • budget development

               • building maintenance and custodial services

               • intensive scheduling research & development

               • coordination of guidance services and counselor ratings

               • director of summer school program

               • senior awards program coordinator

               • commencement coordinator

               • counseling services supervisor

Assistant Principal – Salisbury Township School District, Allentown, PA (1992 – 1994)

                Responsible for:

                • supervision of guidance program

                • teacher evaluation                  

                • administration of student discipline 10-12 

                • coordinator of school activities and district calendar

                • teacher multi-evaluator team

                • SAT coordinator

                • development of building budget, work orders, maintenance and custodial services

                • intensive scheduling research

                • coordination of guidance services and assessment 

                • building budget management

                • summer school program coordinator

                • alternative school administrator 

                • commencement coordinator

Educational Consultant & Counselor – Center for Self-Esteem, Reading, PA (1992)

Director of Instrumental Music & Bands; Choral Director – Governor Mifflin School District, Shillington, PA (1983 – 1992)

Director of Instrumental Music & Bands – Daniel Boone School District, Birdsboro, PA (1978 – 1983)

Classroom Music Teacher, Choral Director & Director of Bands – Catasauqua School District, Catasauqua, PA (1975 – 1978)

ADDITIONAL PROFESSIONAL EXPERIENCES IN MUSIC:

Cantata Director – New Life Bible Fellowship Church, Oley, PA: 1985 – 1990

Professional Study in Clarinet Performance (2006, 2011): Mr. Richard Hawkins, Professor of Clarinet Studies, Oberlin Conservatory, Oberlin College; Clarinetist: The Cleveland Orchestra, New York Metropolitan Opera Orchestra 

Professional Study in Clarinet Performance:  Ms. Beverly Butz, Principal Clarinetist: The Maryland Symphony – 2000 – 2003

Clarinetist with the Central PA Symphony Orchestra: 2004 - 2007

Principal Clarinetist with the Hershey Symphony Orchestra: 2000 – 2004; 2021 - Present

Clarinetist with the Allentown, PA Marine Band: 1975 – 1978

Studied Conducting Under Drs. Ron J. Miller and William R. Higgins:  Messiah College (1971 – 75)

Clarinet Performance Major and Woodwinds Minor: Messiah College (1971 – 75)

Musician: Lancaster Bible College Winterim Theatrical Productions

Clarinetist: Franklin & Marshall Symphonic Wind Ensemble – Community Volunteer (2013 – Current)

Clarinetist: Allegro Chamber Orchestra of Lancaster (Current)

Studio Teacher – Lititz Academy of Music (2017-2019)

Studio Teacher - Menchey Academy of Music (2022 - Present)

Board Member – Allegro Orchestra of Lancaster

CERTIFICATIONS:

     PA Music Education: K-12

     PA K-12 Professional School Counseling

     PA Administration - Principalship

     PA Pupil Services

     PA Assistant Superintendent – Letter of Eligibility

     PA Superintendent – Letter of Eligibility

PROFESSIONAL MEMBERSHIPS (previous):

American School Counseling Association (ASCA)

Pennsylvania School Counseling Association (PSCA)

Pennsylvania Association of Counselor Educators (PACE)

American Association of Christian Counselors (AACC)

PA Professional School Counselor Educator Consortium (PAPSCEC)

COURSES TAUGHT:

 LBC:

CPS 505 / PSC 504     Research Statistics & Design for Counselors

PSC 523                        Leadership and Advocacy in Education

PSC 555                        Group Counseling in School

CPS 510                         Human Growth & Development 

MAT 216                        Statistics for the Social Sciences

CPS 530                        Professional Ethics in Counseling

PCN 411                        Theories of Personality

CPS 501                         Orientation to Counseling & Psychology

PSC 550                        Career Stewardship Development

CNS 575                        Counseling Youth in Educational Contexts 

SG 541                           Elementary & Secondary Guidance Systems

SG 604                          Elementary Counseling Internships (M.Ed.)

SG 605                          Secondary Counseling Internships (M.Ed.)

SG 601                           Counseling Practicum (M.Ed.)

COUN 508                     Foundations of Counseling Children and Adolescents in Schools 

COUN 526                     Organization and Administration of School Counseling Programs 

MUE 321                         Instrumental Methods

ENS 103                         Jazz Lab Band 

MAP 223                        Applied Music – Clarinet

ENS 130                         Symphonic Band                                                                                   

ENS 121                          Clarinet Choir

ENS 126                         Woodwind Quintet 

Messiah College (2007-2010):

COUN 508         Foundations of Counseling Children and Adolescents in Schools 
COUN 526         Organization and Administration of School Counseling Programs

PRESENTATIONS:

PAPSA Conference (2011): 

 

“Advances in School Counseling: New Paradigms, Programs, and Preparation”

Gary L. Troxell, Ed.D, Lancaster Bible College & Kevin Wilkerson, Ph.D.,Co-Director- School Counseling

Program, University of Scranton

West Shore School District (2012)

“School Counseling Program Evaluation”

Gary L. Troxell, Ed.D, Lancaster Bible College

 

PA Western Center for Technology (2009)

“CTC Counselor Training – Education Trust & PDE”

Gary L. Troxell, Ed.D, The Education Trust, Washington, DC

 

Central Montgomery County Technical HS. (2009)

“CTC Counselor Training – Education Trust & PDE”

Gary L. Troxell, Ed.D, The Education Trust, Washington, DC

 

York County School of Tech. (2009)

“CTC Counselor Training – Education Trust & PDE”

Gary L. Troxell, Ed.D, The Education Trust, Washington, DC

  

Franklin County CTC (2010)

“CTC Counselor Training - PDE”

Gary L. Troxell, Ed.D, The Education Trust, Washington, DC

 

PaTTAN – PDE (2012)

Session I: Development of Evaluation Rubrics/Instrument for PA School School Counselors 

PaTTAN – PDE (2013)

Session II: Development of Evaluation Rubrics/Instrument for PA School School Counselors

 

PAPSA Conference (2013): 

“Rubrics for Evaluating Educational Specialists and Special Education Teachers” Gary L. Troxell

 

Franklin & Marshall College (2013 to Present)

Dr. Troxell performed with the Franklin & Marshall College Symphonic Wind Ensemble on the occasion of the ensemble’s 75thanniversary.  Dr. Troxell assisted the ensemble as they performed the works of Ogren, Carbon, Kozhevnikov, Holst, De Meij, and the most difficult work of Husa. Dr. Troxell continues to perform each semester with the ensemble, demonstrating the role of the professional musician in ensemble.

Immaculata College (2015)

 Dr. Troxell presented a lecture on the role and function of the professional school counselor in the Ed. D. Educational Leadership Program at Immaculata College

Lancaster Bible College (2016)

Dr. Troxell presented a professional in-service program entitled “Data Analysis & Disaggregation for School Counselors,” for local school counselors.

 

Gary L. Troxell, Ed. D.                                                                                    Edited: 2022
Philosophy of Education
 
Basic Premises:
1.     Purpose
Central to my philosophy of education is the premise that all students can learn.  The success of this educational philosophy lies in the concept that education must assume the responsibility to identify the needs of its students and then implement programs and services designed to meet these needs.  The role of the teacher in this philosophy suggests that various methodologies and techniques be employed in order for students to learn in all types of environments. 
2.     What do I believe about the learner?
First, and foremost is the premise upon which my educational philosophy is built: all students can learn.  Learning is a teachable skill, and it is a process which involves life-long engagement for the learner.  Further, a strong Biblical worldview encompasses the notion that the learner engages in a “priestly endeavor,” a “high-calling” that should be considered sacred in nature. Finally, the student owns the learning process.
3.     What do I believe about learning?
Learning is a process that is emotionally driven. It is approached by multiple teaching methodologies and modalities. Since there are many styles of learning, it logically follows that there must be at least and equal number of teaching styles. In short, learning has strong cognitive, psychological, social, and emotional components. Further, successful learning is highly correlated to reading and writing skill levels.
4.     What is the role of the teacher?
It can be said that good teachers teach students first, their academic subjects second. Teachers are people-centered in their approaches. They can be accurately described as learners first, teachers secondly. Perhaps most importantly, successful teachers assist in the process of removing barriers to learning, thereby permitting students to successfully engage in the learning process.
5.     What is the role of the curriculum and knowledge?
Curriculum is the structured approach to the learning. It is the delivery tool. Since all truth is God’s truth, it can be said that learning is the integration of the book of God’s Word with the book of God’s works.  Growth, learning, and change are the ultimate goals of the curriculum process. This process yields knowledge. Further, curriculum and knowledge lead to acquire skills and competency.
6.     How is this process fleshed-out in my specific discipline and subject area?
The learning process is not an affirmation of what one already knows, but rather what one has now discovered in light of a-priori learning.  As a result, it is cyclical in nature. In my courses, I work to identify such pre-learning so that the process can move forward successfully. I demonstrate a passion for teaching and learning, modeling to my students what I most desire for them.
 
Philosophy of Teaching
My philosophy of teaching evolved from many years of teaching experience. As I reflect on my beliefs regarding teaching and learning, I find that my mission as a teacher has five important components:
to promote positive learning;
to spark learner enthusiasm for learning;
to provide a strong foundation for lifelong learning;
to promote a strong, critical worldview in my students
To accomplish this, I apply a wide variety of strategies based on essential educational principles encompassing cognitive functioning, learning theory, diversity issues, instructional planning and assessment.
Cognitive functioning level(s) of the learner: Considering the cognitive functioning of learners is essential in order to implement and apply strategies that are appropriate for either concrete operational and/or formal operational learners. I utilize activities, such as brief writings, that can help me determine the cognitive levels of my students and tailor my instruction accordingly. Without this consideration, I would risk the possibility of my students experiencing ‘hit or miss’ learning.
Learning theory: I apply significant contributions from various learning theories in my teaching. For example, Cognitive-Behavioral Theory offers a wealth of principles that can benefit classroom learning and management at all levels. Further, these principles offer significant contributions from the state-of-the-art neurosciences, particularly in brain-based research regarding memory systems and active processing of intellectual operations.
Cultural diversity, group culture and learning style: Understanding both the learning style of individual learners and the cultural diversity of the class/group helps me both design effective instruction by implementing appropriate global and/or concrete strategies. Although a variety of learning styles are likely represented by learners in any large class/group setting, I routinely design my instruction using the research-based learning cycle; thereby utilizing a repertoire of effective strategies, which can both accommodate individual preferences, engage diverse learners, and help establish a respect for differing preferences and perspectives.
Curriculum and Instructional Planning: An essential consideration for teachers pertains to overall curriculum and instructional planning. Whether the instructional approach is based on a behavioral model (direct instruction, mastery learning), a cognitive model (exposition/presentation), or a constructivist model (inquiry-based/Socratic methods, cooperative learning), I plan and implement lessons that clearly identify the lesson objective, anticipatory set, strategies for effective student engagement, and assessment options to measure student mastery.
Assessment: I believe that one can employ numerous options to accurately assess understanding of course content among diverse groups of learners. As a result, I work with a firm foundation in assessment basics, from alternative types of assessment (rubrics, checklists, projects, portfolios, performance/diagnostic checks, presentations, etc.) to traditional exams/test construction.
Following these basic principles provided me a solid directional approach to teaching and learning, working with enthusiasm and empathy that ultimately connects with my students. As a result, teaching with clarity, passion, empathy, and sincere enthusiasm, effectively impacts learners, ultimately connecting them to their ‘passion’ and lifelong learning goals. Most importantly, my teaching style and design is purposed towards assisting all students to incorporate a critical worldview in their thinking, with an integrationist perspective.

My Pattern and Manner of TeachingPattern of teaching involves:

1.     Introduction: intrigues interest in investigation
2.     Interpretation: defines in framework of known to unknown
3.     Interaction: encourages participation deepening impressions
4.     Integration: assimilates new truth into enlarged life

Manner of instruction is:

1.      More than telling or showing; engaging in participation
2.     Many times unconscious in effort as well conscious
3.     Multiplied in various activities as worship, camp, play, etc.
4.     Manifested by imparting, counseling, discussing, living!
 
 
Summary
All of the foregoing items are carried on in the interest of a constantly changing and improving programs of education, supported by a community that exhibits great interest in the education of its students.  Such a process is driven, in part, by exceptional visionary educational leadership. I am eager to personify this leadership.