Teaching Philosophy
     Leadership is directed through influence, influence is dependent upon my credibility. As an aspiring educational leader, whatever I say must be congruent with the values I espouse and the values I demonstrate through action. I consistently engage in the clarification of my personal values to gain a greater self-understanding through reflection and enhanced personal awareness. That is, I become involved in the clarification of my personal values, beliefs, and visions that become effective influences in my leadership. This provides me with a framework for examining my beliefs and values concerning the purpose of education and the roles of the student, teacher, and administrator in the educational process. The analysis of these values provides a framework for clarifying other values including the nature of curriculum and the social significance of the learning, the climate and human relationships I desire to cultivate, and the administrative and supervisory implications of my values. In short, it allows me to reaffirm, examine, and better articulate my set of beliefs as I attempt to achieve leadership goals.
     In addition, I seek participation in social settings that promotes and enriches the search for my own sense of self or personal identity. These interactions with the members of the educational community provide feedback related to the articulation of my beliefs. Self-understanding takes place in a social context because the perception I have of myself is confirmed or validated on others’ perceptions of me.
     Teacher-student relationship should be “easy going”; that is, a casual and respectful relationship in which teachers share some personal information with students; make students feel like more than a number; learn student names; ask questions about their lives outside school; treat students as equals; try to create relationships with students; talk to students outside class; talk to the student instead of at the student; and listen to student anxieties, problems, and needs.
     In addition, teacher-student relationship must be cooperative rather than competitive. That is, a partnership where both partners gain from the experience, are responsible for the outcomes of the process, and must listen and be interested in each other’s needs. Humor is extremely important. I view humor as a teacher-student interaction. Humor comes from knowing students well, a kind of intimacy. The use of multimedia instructional delivery systems enhances teaching and learning and fosters a change in the learning environment from a classroom-based, teacher-centered model to a student-centered, multimedia technology-based model.
     Teaching is the mechanism I use to assist society in the training and the molding of individuals. I believe that students must be prepared with educational skills to act as critical thinkers possessing morals, attitudes, and ideas, which allow for positive action in a constantly changing society. It is exciting to be able to provide academic programs that give students the background for entry into, and advancement in, professional positions and for lifelong career success.
     Education is a service that must contribute to the meeting of the personal, professional, and emotional needs of students, schools, and communities. While a well-balanced education at home is required, I have the opportunity to mold my students into brilliant individuals who must be taught to set goals for themselves and that learning is contagious, one idea will spark another. In addition, I believe that it is my responsibility to motivate students to strive for academic excellence and become all that they can be and provide them with equal opportunities to enhance their development.
     I am a teacher because I have an endless commitment to providing quality education and to maximizing the potential of all students who come to me with their educational and career aspirations. Teachers must possess and draw on a solid knowledge base of content area and related disciplines, pedagogy, and technology to provide important and meaningful learning experiences for students. I also believe that teachers must be nurturing role models. They must be knowledgeable, constantly learning, demonstrate effective professional and interpersonal communication skills, and maintain professional ethics and personal integrity. Furthermore, teachers should be empowered to contribute to the growth of the student and to develop students with courage and skill to create.
     I strongly believe that teachers must create student-centered, inclusive learning environments, should be allowed to grow and develop their skills and knowledge, and should modify their instruction to meet the needs and demands of a diverse group of students. In addition, teachers must ensure that graduates are able to effectively work with individuals and groups representing diverse backgrounds and experiences associated with race, ethnicity, gender, socioeconomic class, exceptionality, religion, and other characteristics. Furthermore, teachers must assume the responsibility for the creation of a learning environment in which students from diverse backgrounds have an equal chance of receiving a high-quality education. Teachers must be vigorously committed to inclusion and democratic values, ensuring that all learners have equal access to power.
     Finally, I believe that teachers must be critical thinkers and problem solvers, playing a variety of roles when teaching. As coaches, teachers observe, evaluate, and change directions and strategies whenever necessary. As facilitators, teachers help students link ideas in the content area to familiar ideas, to prior experiences, and to relevant problems. As managers, teachers effectively acquire, allocate, and conserve resources.