PHILOSOPHY OF EDUCATION
"Student engagement from bell to bell"
One of the most important lessons that I have learned is to be dynamic and adaptive. Classrooms are not created equally, and all students will find themselves at different levels of ability and control as they continue through their education. It is the overall role of a teacher, despite conditions and ability levels, to be a connection between the curriculum and the student. This role as a dynamic and adaptive teacher must also come paired with the solid and inexhaustible content knowledge of the curriculum and subject-matter that will be implemented in the classroom; including cross-curricular goals and objectives that bring multiple subjects together as one. This will manifest in a teacher’s ability to answer questions, provide explanations, and find alternative ways to go about educating students if the primary methods and approaches fail while bolstering more than one learning skill simultaneously.
I've always seen the frontlines and frontiers of education as the best setting for my growth. While studying at Oswego State University, I was eager to get out of the lecture halls and through the theory in order to dive into application and practice in the classrooms. It was not long before my eagerness for diverse experience grew even further. As my career expanded beyond the state lines of New York and into the global community, so did my abilities. This experience has been magnified by the unforeseen professional opportunities that I have encountered. Even the smallest new ventures in the global community, a new country to adapt to, or even smallest new requirements, have built me as an educator. I have not only earned a TESOL certificate, but also completed a master’s degree in Educational Leadership. I have gone on to further back my knowledge and skills by attending certificate programs in an online Harvard program.
To think, without having gone to New Zealand in 2010 as part of an optional requirement for my student teaching hours, I would never have considered working in Japan, South Korea, Malaysia, China, or Taiwan, and would not have been on the path I am today in this dynamic system of education and administration that I have adopted.
There is a great deal of personal and professional reflection that can be done in comparing the education systems of the six countries that I have taught within. This diversity of experience thus far has strengthened me as a teacher and given me more material to use for all my students’ benefits. As teachers, we must continue to grow and learn and become excited to do so for the benefit of ourselves and the benefit of our students.
One of the most important lessons that I have learned is to be dynamic and adaptive. Classrooms are not created equally, and all students will find themselves at different levels of ability and control as they continue through their education. It is the overall role of a teacher, despite conditions and ability levels, to be a connection between the curriculum and the student. This role as a dynamic and adaptive teacher must also come paired with the solid and inexhaustible content knowledge of the curriculum and subject-matter that will be implemented in the classroom; including cross-curricular goals and objectives that bring multiple subjects together as one. This will manifest in a teacher’s ability to answer questions, provide explanations, and find alternative ways to go about educating students if the primary methods and approaches fail while bolstering more than one learning skill simultaneously.
I've always seen the frontlines and frontiers of education as the best setting for my growth. While studying at Oswego State University, I was eager to get out of the lecture halls and through the theory in order to dive into application and practice in the classrooms. It was not long before my eagerness for diverse experience grew even further. As my career expanded beyond the state lines of New York and into the global community, so did my abilities. This experience has been magnified by the unforeseen professional opportunities that I have encountered. Even the smallest new ventures in the global community, a new country to adapt to, or even smallest new requirements, have built me as an educator. I have not only earned a TESOL certificate, but also completed a master’s degree in Educational Leadership. I have gone on to further back my knowledge and skills by attending certificate programs in an online Harvard program.
To think, without having gone to New Zealand in 2010 as part of an optional requirement for my student teaching hours, I would never have considered working in Japan, South Korea, Malaysia, China, or Taiwan, and would not have been on the path I am today in this dynamic system of education and administration that I have adopted.
There is a great deal of personal and professional reflection that can be done in comparing the education systems of the six countries that I have taught within. This diversity of experience thus far has strengthened me as a teacher and given me more material to use for all my students’ benefits. As teachers, we must continue to grow and learn and become excited to do so for the benefit of ourselves and the benefit of our students.
PHILOSOPHY OF LEADERSHIP
"Enable others to be their best and accomplish their goals"
Fulfilling a leadership role is a journey that requires strategic planning, cooperation, transparent communication practices, patience, and dedication for all the stakeholders involved. It is noteworthy that while it is essential for leaders to manage time and resources in an educational environment, a leader must also be so much more. A leader must transcend simple task delegation to a level of integration within the educational community that not only involves the duties of time and resource management, but also creates a partner, a contributor, a role model and an example by which to lead. Of course, the highest ability for a leader is also to create more leaders.
To accomplish this, it is critical to understand the motivations of the educators within a school environment. Educators often fall into three main categories: transactional, intrinsic, and transcendental. While transactional teachers are inspired to fulfill their duties exclusively from the outlines of their contract, intrinsic employees are self-motivated to do their best on their own no matter the influence around them, while transcendental educators await proper inspiration from a leader to find their motivation. A leader must reach all three groups and, at once, appeal to all three to either fulfill their duties or go beyond expectations and flourish.
Understanding these motivators allows school leadership to make objectives appear to be interesting and affords the possibility of solutions that are constructive in order for all stakeholders to work together cohesively. A leader must be a part of that constructive solution in such an integrated manner that all involved feel as if it was a team effort and not a managed effort. In the best scenarios, exceptional leadership is also in passing down positive feedback and ideas to educators and allowing that positive attitude to then reach the students in turn. Like teaching practices in the classroom, adding value, the creation of relevance and fostering belonging is also the responsibility of a leader. This may pertain to the curriculum, staff events, extra-curricular activities, or general educator community interactions. Leaders must be involved in the discussions and concerns that teachers may have on any of these topics, and work consistently and cooperatively together with educators toward a beneficial and positive result. In all circumstances, leaders should contribute by providing a unique part of themselves. A leader must also take part in the development and success of the stakeholders; from students to the educators to members of the surrounding community as well. The ideal leader can make connections from the community to the school and find solutions that extend the normal reach and broaden the normal boundaries of the school environment.
Finally, a leader must adhere to the highest standards for each decision and interaction they make in fostering a shared vision, building a school culture, the efficient management of both big and small tasks, the preservation of diversity, the practice of fairness and integrity, and in understanding both a surrounding community and school community. For this, a leader must always grow and persevere to exceed expectations and maintain themselves as a reliable source of guidance and wisdom. It is the duty of a leader to strive for the best and, most of all, create other leaders by providing the best example
Fulfilling a leadership role is a journey that requires strategic planning, cooperation, transparent communication practices, patience, and dedication for all the stakeholders involved. It is noteworthy that while it is essential for leaders to manage time and resources in an educational environment, a leader must also be so much more. A leader must transcend simple task delegation to a level of integration within the educational community that not only involves the duties of time and resource management, but also creates a partner, a contributor, a role model and an example by which to lead. Of course, the highest ability for a leader is also to create more leaders.
To accomplish this, it is critical to understand the motivations of the educators within a school environment. Educators often fall into three main categories: transactional, intrinsic, and transcendental. While transactional teachers are inspired to fulfill their duties exclusively from the outlines of their contract, intrinsic employees are self-motivated to do their best on their own no matter the influence around them, while transcendental educators await proper inspiration from a leader to find their motivation. A leader must reach all three groups and, at once, appeal to all three to either fulfill their duties or go beyond expectations and flourish.
Understanding these motivators allows school leadership to make objectives appear to be interesting and affords the possibility of solutions that are constructive in order for all stakeholders to work together cohesively. A leader must be a part of that constructive solution in such an integrated manner that all involved feel as if it was a team effort and not a managed effort. In the best scenarios, exceptional leadership is also in passing down positive feedback and ideas to educators and allowing that positive attitude to then reach the students in turn. Like teaching practices in the classroom, adding value, the creation of relevance and fostering belonging is also the responsibility of a leader. This may pertain to the curriculum, staff events, extra-curricular activities, or general educator community interactions. Leaders must be involved in the discussions and concerns that teachers may have on any of these topics, and work consistently and cooperatively together with educators toward a beneficial and positive result. In all circumstances, leaders should contribute by providing a unique part of themselves. A leader must also take part in the development and success of the stakeholders; from students to the educators to members of the surrounding community as well. The ideal leader can make connections from the community to the school and find solutions that extend the normal reach and broaden the normal boundaries of the school environment.
Finally, a leader must adhere to the highest standards for each decision and interaction they make in fostering a shared vision, building a school culture, the efficient management of both big and small tasks, the preservation of diversity, the practice of fairness and integrity, and in understanding both a surrounding community and school community. For this, a leader must always grow and persevere to exceed expectations and maintain themselves as a reliable source of guidance and wisdom. It is the duty of a leader to strive for the best and, most of all, create other leaders by providing the best example
