I have been asked, for a class, and also as part of my Administrative Internship, to write down my philosophy of education. This is something I was never really asked to articulate, at any time, as a teacher. I just followed my instincts, best practices, and "the rules." Now, as I study and learn to become an educational leader and a school district administrator, it is time to turn inward and look at what it is I really believe about education and more so about how to lead within education. So, here it is. Let me know if you think I'm on the right track.
“Leaders don’t create followers, they create more leaders.” Tom Peters
Education and school have traditionally been the hub of our communities. Not only for the wisdom and knowledge that they create but for the connections that they foster. Leaders bring a community together to share in many different ways. Whether it is sharing cultural celebrations to promote understanding or celebrating the town’s bicentennial, our communities are resources that remain untapped unless leaders make the first move. Parents, teachers, other staff, and community members must feel they have a purpose and a place in order to have a true school community.
School leaders create and maintain trusting relationships. This starts by working with others to develop their own leadership skill in every position and level of school. By focusing on and appreciating an individual’s strengths, you show that you value their expertise first, before you look to help them develop in other areas. This strength-based focus helps to build a relationship with each individual, pushing them to be better every day. When the leader of an organization has this belief and proves it through actions, it trickles down to students in the classroom. In an effective school, staff members should feel like they are a part of a great team that works together for the success of their students. If we have a community that can focus on building leadership in all areas, we are more likely to be successful within our shared vision. Through valuing community, leadership, and learning, our schools are more open not only to navigate change but to lead change as well. This will help us reach the goal of “mastery for all,” where true mastery lies not simply in test scores and data but in learning to learn, learning to adapt to change, learning to lead - each in our own way.
School leaders must be highly visible, and more skilled at listening than telling. They must have the courage and determination to overcome difficulties. Decisions must be made keeping in mind what is in the best interest of the students, the staff, and the school. A school leader must have a grasp of the data that their school and district produces and how it relates to similar schools and districts and surrounding schools and districts. A strong leader forms teams to shepherd a shared vision based not only on data but on dreams and wishes for the future and create guiding ideas to get to the goals of that shared vision. School leaders use data to close gaps in student performance through professional development, curriculum creation, and curriculum revision.
Daniel J. Boorstin said, “Education is learning what you didn't even know you didn't know.” Leaders provide a time and space for faculty and staff to participate in meaningful professional development. Professional development is vital to teacher effectiveness and it should include information on the changing role of the teacher, the latest developments in the area of instruction, and reflective practice techniques to assist teachers in self-improvement. Quality staff development will help teachers address the diverse needs of their students and help to improve their professional skills. School leaders should be lead-learners by continuously participating in and providing this professional development. Leaders must make a serious commitment to lifelong learning for themselves and their staff, constantly renewing and improving their own knowledge and skills. Leaders must be willing to take risks when necessary for the welfare of the school. They must also allow and encourage their staff members to take risks for the good of their students. By working with people and building a community of trust and fairness, a school leader will meet with great success.
“Leaders don’t create followers, they create more leaders.” Tom Peters
Education and school have traditionally been the hub of our communities. Not only for the wisdom and knowledge that they create but for the connections that they foster. Leaders bring a community together to share in many different ways. Whether it is sharing cultural celebrations to promote understanding or celebrating the town’s bicentennial, our communities are resources that remain untapped unless leaders make the first move. Parents, teachers, other staff, and community members must feel they have a purpose and a place in order to have a true school community.
School leaders create and maintain trusting relationships. This starts by working with others to develop their own leadership skill in every position and level of school. By focusing on and appreciating an individual’s strengths, you show that you value their expertise first, before you look to help them develop in other areas. This strength-based focus helps to build a relationship with each individual, pushing them to be better every day. When the leader of an organization has this belief and proves it through actions, it trickles down to students in the classroom. In an effective school, staff members should feel like they are a part of a great team that works together for the success of their students. If we have a community that can focus on building leadership in all areas, we are more likely to be successful within our shared vision. Through valuing community, leadership, and learning, our schools are more open not only to navigate change but to lead change as well. This will help us reach the goal of “mastery for all,” where true mastery lies not simply in test scores and data but in learning to learn, learning to adapt to change, learning to lead - each in our own way.
School leaders must be highly visible, and more skilled at listening than telling. They must have the courage and determination to overcome difficulties. Decisions must be made keeping in mind what is in the best interest of the students, the staff, and the school. A school leader must have a grasp of the data that their school and district produces and how it relates to similar schools and districts and surrounding schools and districts. A strong leader forms teams to shepherd a shared vision based not only on data but on dreams and wishes for the future and create guiding ideas to get to the goals of that shared vision. School leaders use data to close gaps in student performance through professional development, curriculum creation, and curriculum revision.
Daniel J. Boorstin said, “Education is learning what you didn't even know you didn't know.” Leaders provide a time and space for faculty and staff to participate in meaningful professional development. Professional development is vital to teacher effectiveness and it should include information on the changing role of the teacher, the latest developments in the area of instruction, and reflective practice techniques to assist teachers in self-improvement. Quality staff development will help teachers address the diverse needs of their students and help to improve their professional skills. School leaders should be lead-learners by continuously participating in and providing this professional development. Leaders must make a serious commitment to lifelong learning for themselves and their staff, constantly renewing and improving their own knowledge and skills. Leaders must be willing to take risks when necessary for the welfare of the school. They must also allow and encourage their staff members to take risks for the good of their students. By working with people and building a community of trust and fairness, a school leader will meet with great success.