Educational Leadership: Teaching & Learning Philosophy
Education plays a significant role in the development of our society and directly affects people's lives and their communities. As an education leader, I hope to facilitate social, emotional and cognitive growth while empowering those around me by providing the supports necessary for success. Developing socially, emotionally and academically is beneficial for all because communication is essential to daily life and people with a larger range of knowledge, skills and values can empower others and overcome conflicts they may encounter in their lives. Thus, the purpose of education is to empower and support students, teachers, families and communities as they develop and respond to our complex, ever-changing world. Overall the expectation I have for all those around me is to be life-long learners who question and seek out a multitude of possibilities for the benefit of all. |
To facilitate learning, I must know those around me (knowledge, skills, values, multiple intelligences, modalities and interests) and collaboratively co-construct a positive learning culture. To create a positive learning culture, leadership structures should be inclusive and support collaboration, communication and meaningful involvement including decision making with all stakeholders. The learning community needs to support each other for the good of the whole, so building trust and open communication is essential. Likewise, diversity should be celebrated, and I strongly believe diversity enriches schools and communities. The diverse experiences people have are opportunities for sharing and learning to build community and cultivate appreciation.
A safe, engaging classroom and contextual, differentiated teaching and learning supports and motivates students and teachers to access their prior knowledge and take learning risks. Schools should meet all students' needs and provide flexible learning experiences with a variety of groupings, modalities, strategies, methodologies and assessment techniques for student, teacher and community improvement/development. When stakeholders including students are involved in co-constructing teaching and learning, it increases participation and accountability. Thus, contextual learning helps develop identity, connects meaningfully to learners' lives, creates motivation and is a platform to solve relevant problems.
Educational leaders play an important role in educational improvement and reform. Gathering and analyzing data and creating and implementing improvement plans collectively addresses individual, classroom, community and global needs. When implementing educational reform, having a shared vision and ensuring the necessary supports are in place is paramount to initial success. Throughout the change process, stakeholders should be involved in providing feedback and making decisions for a stronger, professional learning community and overall success. Furthermore, myself and all leaders must question assumptions, beliefs, values, habits and cultural norms and address them to achieve significant and sustainable school improvement.
In spite of wanting to assist students, teachers and all stakeholders, it is important to develop accountability and responsibility for teaching and learning. For this reason, I believe learner-centered activities are beneficial including activities where all stakeholders are involved in decision-making processes, self-assessment and feedback about school initiatives. As an educational leader, I want to oversee and plan for these opportunities and guide stakeholders through processes. However, I do think gradual release and mindfulness are needed to support stakeholders as they build capacity for the benefit of all.
Another important factor in education improvement is to continue to develop professionally by attending workshops, networking, researching and conducting research related to the curriculum, instruction and structural features in schools such as inclusion, accountability and education of students with special needs and so forth. It would be unfortunate if educational professionals did not take advantage of the theories and ideas as well as their own experiences that offer many insights about teaching and learning. However, research must be approached critically and local school context should always be a key determiner.
Some of the valuable epiphanies I have had about education are that educational professionals are role models that love to learn and students, parents and communities respond to the humanity of knowing that their school leaders love learning. This knowledge can ignite a classroom and school in becoming a mini-community that enjoys learning meaningful things together.
A safe, engaging classroom and contextual, differentiated teaching and learning supports and motivates students and teachers to access their prior knowledge and take learning risks. Schools should meet all students' needs and provide flexible learning experiences with a variety of groupings, modalities, strategies, methodologies and assessment techniques for student, teacher and community improvement/development. When stakeholders including students are involved in co-constructing teaching and learning, it increases participation and accountability. Thus, contextual learning helps develop identity, connects meaningfully to learners' lives, creates motivation and is a platform to solve relevant problems.
Educational leaders play an important role in educational improvement and reform. Gathering and analyzing data and creating and implementing improvement plans collectively addresses individual, classroom, community and global needs. When implementing educational reform, having a shared vision and ensuring the necessary supports are in place is paramount to initial success. Throughout the change process, stakeholders should be involved in providing feedback and making decisions for a stronger, professional learning community and overall success. Furthermore, myself and all leaders must question assumptions, beliefs, values, habits and cultural norms and address them to achieve significant and sustainable school improvement.
In spite of wanting to assist students, teachers and all stakeholders, it is important to develop accountability and responsibility for teaching and learning. For this reason, I believe learner-centered activities are beneficial including activities where all stakeholders are involved in decision-making processes, self-assessment and feedback about school initiatives. As an educational leader, I want to oversee and plan for these opportunities and guide stakeholders through processes. However, I do think gradual release and mindfulness are needed to support stakeholders as they build capacity for the benefit of all.
Another important factor in education improvement is to continue to develop professionally by attending workshops, networking, researching and conducting research related to the curriculum, instruction and structural features in schools such as inclusion, accountability and education of students with special needs and so forth. It would be unfortunate if educational professionals did not take advantage of the theories and ideas as well as their own experiences that offer many insights about teaching and learning. However, research must be approached critically and local school context should always be a key determiner.
Some of the valuable epiphanies I have had about education are that educational professionals are role models that love to learn and students, parents and communities respond to the humanity of knowing that their school leaders love learning. This knowledge can ignite a classroom and school in becoming a mini-community that enjoys learning meaningful things together.