My Philosophy of Education
There are four ideals that function as the cornerstones of my philosophy of education: action, equity, empathy, and hope. My philosophy of education has evolved throughout the program, but it has remained true to these essential beliefs that guide my life and enable me to find success as an educator and leader. I believe that schools should be focused not only on the academic growth of students, but equally focused on developing the emotional intelligence of students- cultivating a community climate of high academic and behavioral expectations where all students and staff are treated with dignity and engaged in high-quality, high-impact socioemotional and academic learning.
It’s important to believe that everyone in the school community, not only students, “will learn most effectively in an atmosphere where they feel safe and do not fear being ridiculed or humiliated, in which they’re challenged and assisted to meet realistic goals, in which they feel teachers genuinely care about them and respect their individuality, in which learning is seen as an exciting adventure rather than a drudgery. It is within such an atmosphere that resiliency and hope are reinforced” (Brooks, 1999, p. 65). This belief that schools are centers of resiliency, hope, and growth for all learners is an essential component of a positive culture that fosters the ongoing learning of both educators and students through high-quality professional development and high-level learning. Schools that are centers of resiliency and growth are built on the four cornerstones: action, equity, empathy, and hope.
Action
“Actions not words.”
This quote by Mother Cornelia Connelly has been the guiding precept of my education since I was in elementary school. What matters to others is not what is said, but what is done. The most beautiful words in the world are meaningless if the person behind those words is not backing them up with actions that matter.
Action is so much more than physical movement. Action is service to others, without sacrificing care of myself. Action means persistence- the pursuit of a goal despite difficulty on the road. Action is rigorous teaching practices and high expectations for students and colleagues. Action means building relationships with students, colleagues, parents, the community, and the world. Open and honest communication, reflection, and acceptance of criticism are action. Action is advocacy, research, practice. Action is inquiry. Above all, learning is action. If students “see about them adults who ask questions, read, write, pose and solve problems, work together, and struggle with important learning, they want to ask questions, read, write, pose and solve problems, and engage in and struggle with important learning” (Barth, 2001, p.24). As a leader, I take action by striving to deliberately expand my own knowledge base and expand my perspectives so that I’m in a position to best meet the constantly-changing needs of my students.
Equity
“All kids can learn but not on the same day and in the same way.”
This quote from Costa and Kallick’s Habits of Mind is significant to my theory of education and my practice as a leader. I absolutely believe in the potential of ALL students, and this ideal has been an unwavering belief I’ve held since I was a student. There is a way for every student to learn, a path to every student’s growth. There is a way to reach each and every student within the walls of a school, even if it’s not measured by the parameters of a state test. All students can learn regardless of reading level, socioeconomic status, disability, behavior issue, home life, etc. etc.
Equity is also holding others accountable: “individuals held accountable for their behavior are more likely than unaccountable ones to be high performers, develop greater accuracy, and be more attentive to the needs of others” (Fandt, 1991, p.301).
Equity is appreciation for differences. A culture which supports all learners (educators as well as students) embraces diversity, and it is important to cultivate a staff that strives to understand cultivate an equity mindset- not just an equality mindset. A school culture that respects diversity develops a common language and engages in difficult conversations in an intentional and structured manner, taking the opportunity to practice skills of understanding and talking about diversity within their small, safe community.
Empathy
“If you can learn a simple trick, you’ll get along a lot better with all kinds of folks. You never really understand a person until you consider things from his point of view…until you climb into his skin and walk around in it.”
Empathy is an all-too-often overlooked element of a positive school culture with tremendous potential to transform. Described by Harper Lee in To Kill a Mockingbird as “a simple trick” for getting along with all kinds of people, cultivating empathy can accomplish so much more. Empathy makes people feel heard, and respected, and treated with dignity. Empathy makes it just a little easier to “get comfortable with being uncomfortable”, overcome fear, and embrace difficult change- educational roadblocks that are too often barriers for children who have experienced trauma. Empathy shows the members of a school community that they are cared for and respected as individuals, despite differences of opinion or background or vision. Cultivating a mindset that embraces individuality and empathy and difficulties develops a greater capacity for compassion in both children and adults. Why is compassion important, particularly in cultivating a safe and positive school climate? “Compassion is empathy in action. Like hope, it sparks positive physiological changes that counter the negative effects of stress.” (McKee, p. 39)
In order to encourage and develop the capacity for empathy in students, school leaders must engage in the action of significant personal change and reflection. “Empathetic understanding requires a leader to develop self-awareness that can separate the leader’s own needs from those of people being led. We believe this self-knowledge can be developed through careful reflection and the patience to practice. This requires a leader to be able to identify her biases and understand what influences her. Such abilities contribute to all leadership functions, but are especially helpful in understanding the modern and diverse world of schools.” (Ketelle & Mesa, 2006, p.144)
Hope
“The best way to not feel hopeless is to get up and do something. Don’t wait for good things to happen to you. If you go out and make some good things happen, you will fill the world with hope, you will fill yourself with hope.”
It’s fitting that those words were spoken by President Barack Obama, a man who gives hope to so many of my students. Hope is a word that squeezes a lot of emotion and meaning into those four letters. Hope is persistence and courage. Hope is sticking to something. Hope is playing through pain and exhaustion. Hope is seeing yet another doctor. Hope is showing up ready to teach and to learn. Hope is the motivation that keeps us going when the world seems like a cruel place. Hope makes us believe that we can change the world to one where people aren’t judged at persecuted by the color of their skin or their ethnicity or their religion. Hope makes us keep trying to change, even when it hurts. Hope is knowing that you can make someone smile. Hope is the belief that by embracing change, we can turn any school into one with a climate of high academic and behavioral expectations where all students and staff are treated with dignity and engaged in high-quality, high-impact socioemotional and academic learning.
Conclusion
“The best way to find yourself is to lose yourself in the service of others.”
As I evolve into the educator and leader I am today and will become, Mahatma Gandhi’s quote resonates with me on a deep and emotional level. My place in the world as an educator, and a leader, became clear to me through my service to the school-aged children of Philadelphia. In becoming a teacher, I found who I am as a person- I found my mission.
In 30 years when I reflect on my life and my mission and my career in education, I would like to be known as someone who lead by example- someone whose continual aspirations to “find myself” -to learn and grow- inspired students and colleagues to find themselves as well. I strive to be remembered by the things that I did and how I made others feel. Did I live the ideals of action, equity, empathy, and hope? Did I lead and inspire ethically? As written by Kenneth Strike in Ethical Leadership in Schools, “Ethics has often been understood to involve two basic questions: What is good? and What is right?”
I personally believe that “good and right” is exemplified by cultivating a school culture where students and adults feel safe, respected, challenged, and supported. “Good and right” is a community with high academic and behavioral expectations and high-quality, high-impact socioemotional and academic learning. “Good and right” is an environment where everyone is treated with dignity. “Good and right” is a school full of lifelong learners supported by the cornerstones of action, equity, empathy, and hope.
