Leadership Philosophy
The
ever-so-popular “aha moment.” Some
people describe this as a moment of clarity, or new found wisdom. Others describe it as moment when one
realizes their own potential. However you want to try and define this magical
moment, it is the reason I became a teacher and have also pursued my
administrative degrees. I believe that leaders, at all levels, are able to
inspire those around them to reach this “aha moment.” After all, the “aha
moment” is personal and can’t be done to you, or for you. It has been, and continues to be, my job as an
educational leader to provide an environment in which students and staff have
multiple opportunities to challenge themselves and take risks in learning.
Learning is a culmination of successes and failures. In my own experience I have found many of my failures to be more valuable, in terms of growth, than the moments of success. People, namely students and staff, need an environment in which they feel safe enough to try new things and go the extra mile. Leaders at all levels, classroom, building, and district, should be modeling, guiding, and creating work that reflects highest potential effort. This type of work can be cultivated in schools and districts that emphasize the process of learning over the traditional product.
This type of culture and climate can be built through the creation of highly collaborative teams that meet regularly, focusing on issues and questions that directly affect student learning.
I have found that meaningful data and feedback used as teaching and learning tools, encourages and shifts the focus of all stakeholders. Students, parents, staff, and the community are able to take an active role in the educational process. Training teachers in best practice and supporting them through implementation will give all students the opportunity to succeed and excel according to their own potential and development. As a leader it is my job to provide the students, teachers, and parents with the resources needed to successfully carry out our shared mission of high levels of learning for all students. This may mean providing teams with support, tools, templates, data, research, etc. in order to ensure effective collaboration and avoidance of obstacles along the way.
Just like our students, staff and parents, who feel a sense of worth and value will participate in and contribute to the learning process. Building trust and credibility takes time and is built by example and modeling. I believe that the high standard of work and ethics I expect from those working with me starts with me. I need to commit to best practice, set goals, participate in shared-decision making teams, and reflect. My drive, determination, and thirst for learning will help ensure that I continue to grow and contribute as a professional. I continue to be interested in research and the new resources available to schools and classrooms. Additionally, I seek out opportunities to work on collaborative teams at a district level. The conversations and explorations had with colleagues are found to be invaluable time and again.
Having the opportunity to work in a variety of districts and classrooms has proven to be perhaps the most beneficial part of my educational experiences. I have not only worked with students in a broad spectrum of grade level and of varying abilities, I have also adapted to a variety of classroom/district climates and educational philosophies. This broad perspective has enabled me to refine my thoughts and practices. I am aware of my comfort zones, as well as the areas in which I continue to grow. As I’ve alluded to before, learning is a process not a destination. I look forward to meeting and working with the many more that will share in this journey with me.
Learning is a culmination of successes and failures. In my own experience I have found many of my failures to be more valuable, in terms of growth, than the moments of success. People, namely students and staff, need an environment in which they feel safe enough to try new things and go the extra mile. Leaders at all levels, classroom, building, and district, should be modeling, guiding, and creating work that reflects highest potential effort. This type of work can be cultivated in schools and districts that emphasize the process of learning over the traditional product.
This type of culture and climate can be built through the creation of highly collaborative teams that meet regularly, focusing on issues and questions that directly affect student learning.
I have found that meaningful data and feedback used as teaching and learning tools, encourages and shifts the focus of all stakeholders. Students, parents, staff, and the community are able to take an active role in the educational process. Training teachers in best practice and supporting them through implementation will give all students the opportunity to succeed and excel according to their own potential and development. As a leader it is my job to provide the students, teachers, and parents with the resources needed to successfully carry out our shared mission of high levels of learning for all students. This may mean providing teams with support, tools, templates, data, research, etc. in order to ensure effective collaboration and avoidance of obstacles along the way.
Just like our students, staff and parents, who feel a sense of worth and value will participate in and contribute to the learning process. Building trust and credibility takes time and is built by example and modeling. I believe that the high standard of work and ethics I expect from those working with me starts with me. I need to commit to best practice, set goals, participate in shared-decision making teams, and reflect. My drive, determination, and thirst for learning will help ensure that I continue to grow and contribute as a professional. I continue to be interested in research and the new resources available to schools and classrooms. Additionally, I seek out opportunities to work on collaborative teams at a district level. The conversations and explorations had with colleagues are found to be invaluable time and again.
Having the opportunity to work in a variety of districts and classrooms has proven to be perhaps the most beneficial part of my educational experiences. I have not only worked with students in a broad spectrum of grade level and of varying abilities, I have also adapted to a variety of classroom/district climates and educational philosophies. This broad perspective has enabled me to refine my thoughts and practices. I am aware of my comfort zones, as well as the areas in which I continue to grow. As I’ve alluded to before, learning is a process not a destination. I look forward to meeting and working with the many more that will share in this journey with me.
