philosophy of leadership in education essay

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My Philosophy of Educational Leadership 2017

An effective educational leadership philosophy involves mindful adherence to a set of approaches and core beliefs about teaching, learning and work environments. Educational philosophies are as diverse and unique as the individuals who espouse them. My core beliefs about educational leadership are drawn from a wide array of loosely connected concepts and " theories of action " that work in complimentary fashion to facilitate a well-run educational institution that positively impacts teacher effectiveness and student learning. Below I have clustered some key concepts that I embrace because various literatures, and my own research, indicate that they make a difference. In general, I believe the problems of today, dreams for tomorrow, and challenges of the future are best met by positive leaders who are informed, in touch, and involved in facilitating the success of those served. I strive to live and teach this philosophy of leadership in all I do. –XX The ultimate aim of education, as I see it, should be to teach students to use their minds well. In the 21 st century it is imperative that students access, comprehend, evaluate and judiciously act upon information, and then learn to generate and communicate new knowledge. Education at all levels should involve dynamic student-centered learning environments, which spark individual student achievement. Constructivist approaches, such as Active Learning, and Authentic Pedagogies hold much promise for improving student achievement because they emphasize student engagement and application in real-world contexts. When implemented well, on an institutional level, I believe students in social cognitive constructivist programs have numerous advantages over peers in traditional settings because the stimulating learning activities tend to engage and motivate learners. Educational leaders must clearly articulate institutional goals, philosophies and approaches to avoid competing ideologies from within the school from nullifying potential gains and creating cultures that are disjoint and competitive. Educational leaders can magnify the impact of the systems human and other resources by unifying faculty and staff under a common direction and approach. Clearly articulating a philosophical approach (such as social cognitive constructivism) involves critical evaluation and coordination of multiple aspects of the system operations for philosophical consistency, including vision and mission statements, curricula, instructional materials, professional development, programs, policies and practices so that they are aligned to the core tenants of the embraced philosophy. Leaders who dare to take a systemic approach are more likely to unite their staff in thought and action toward common goals. Leadership that Builds Collegiality and Shared Leadership A diverse faculty and staff unified by a common vision and mission is an extremely valuable asset. Team approaches reduce isolation and allow professionals to work collectively to develop the knowledge, skills and resources to meet challenges, while still fostering individuality and unique contributions. Healthy school cultures are typically found in high challenge, high trust, and high engagement work environments, that emphasize collaboration and problem solving. Effective teams can go a long way towards building productive collegial relationships., characterized by non-threatening and respectful professional debate. Shared leadership approaches can also provide faculty with a sense of empowerment and purpose, as well as providing a mechanism for problem solving. Shared leadership and improvement planning can also give voice to multiple groups within educational communities including students, parents, support staff, sister communities, and such and can increase community support for educational programs. In general, the administrative approach should place a high premium on building a non-competitive collaborative environment. Maintaining high faculty morale and vibrant teams of caring staff is among the most important aspects of school operations, including curricula and policy, because a caring and engaged staff the feels valued will have higher motivation. A motivated, challenged, collegial staff can do more to spark student learning than most any other aspect of operations, thus this must remain a priority of effective educational leaders. Professional Orientation has to do with the attitude and work habits of teachers and staff, and is greatly influenced by leadership priorities and approaches. Teacher norms in schools with a strong Professional Orientation involve assuming personal responsibility for student learning by increasing internal capacity to meet student needs. In school cultures high in Professional Orientation teachers tend to be perpetually preoccupied with finding more and better ways to engage learners. This typically creates a stimulating and vibrant work culture, characterized by highly committed and resourceful teachers with a large repertoire of instructional skills. Frequently, these schools have higher teacher morale and job satisfaction, which is associated with greater teacher retention. I espouse educational leadership styles that structure resources including, time, space, staff schedules, funding and so forth in order to maximize teacher professional learning and exposure to new instructional approaches and resources. Administrative practices that prioritize collaborative planning, ongoing job embedded learning, and in-class peer instructional support are more likely to facilitate higher Professional Orientation. Leadership for Professional Orientation also involves encouraging innovation and learning by trial and error. Routine monitoring and recognition of teacher leadership play crucial roles. Instructional Leadership that involves modeling, mentoring and clinical supervision such as frequent informal class visits and feedback, go a long way toward establishing strong Professional Orientation. Knowledgeable, engaged and supportive leadership over time helps to cultivate a culture where professional learning flourishes. Managing this type of robust culture requires leaders who are well-informed, open-minded, collaborative, flexible, highly involved with teachers, staff and students and are willing to take initiative to build to the intellectual community of the school.

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Journal of Staff Development

John DAURIA

In this article, the authors illustrate the three fundamental elements of school leadership: academic focus, shared beliefs and values, and productive professional relationships. These three elements purportedly produce strong organizational cultures, more teaching expertise, and better student achievement and more thoughtful and caring citizens. Academic focus provides rigor, direction and coherence; shared beliefs generate commitment, while productive professional relationships generate energy where honest, open communications, and and other norms are evident. Together these elements define a professional culture. (Contains 24 resources.)

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Journal of Research on Leadership Education

Tricia Browne-Ferrigno

hoptac quocte

• Instructional leadership is the set of practices that principals use in relation to the improvement of teaching and learning. It is a strong predictor of how teachers collaborate and engage in a reflective dialogue about their practice. In most countries and economies, the majority of principals act as instructional leaders, though one-third rarely engage in any of this type of action. • Distributed leadership is the ability of schools to incorporate different stakeholders in their decision-making processes. This type of leadership appears to advance the creation of a shared sense of purpose within schools. Nearly all schools involve their staff in decision-making processes, but they differ concerning the opportunities that are offered to students and their parents/guardians to be involved in school decisions. • Principals who acquired instructional leadership competencies through training, or in a separate course, are more engaged in instructional leadership actions in their school than principals who have not participated in such training.

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Oxford Bibliographies

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Santamaría, L. J. (2016). Theories of educational leadership. Oxford Bibliographies, Oxford University Press, DOI: 10.1093/OBO/9780199756810-0153 http://www.oxfordbibliographies.com/view/document/obo-9780199756810/obo-9780199756810-0153.xml Introduction General Overview of Educational Leadership Styles and Related Theories Textbooks and Handbooks Journals and Professional Organizations Historical and Philosophical Foundations Conceptual Approaches and Frameworks Exemplars Large Data Sets and Empirical Evidence Complementary, Diverse, and Alternative Perspectives Critical, Global, and International Applications Introduction Prior to understanding theories of educational leadership, it is important to begin with a comprehensive definition of educational leadership. In this bibliographic entry, educational leadership is the professional practice of a leader (or leaders) in an administrative role(s) working with, guiding, and influencing educators in a particular context toward improving learning and other educational processes in early childhood education centers, elementary, secondary, and postsecondary institutions. These people are most often individuals or small teams employed as school site leaders, principals, assistant or associate administrators. In early childhood, higher education or other educational settings these individuals may serve as center director, head of school, department chair, academic dean, provost, or president. Theories of educational leadership have origins in the United States (U.S.) where frameworks have been largely drawn from industry and commerce management principles. Leadership theories and practices drawn from business-oriented frames of reference have been adopted and adapted for use in educational settings in the U.S. and similarly developed nations. Therefore, theories of educational leadership have been derived from a diversity of interdisciplinary conceptualizations and models over time. As a result, theories of leadership can be considered emergent, dynamic and subject to further evolution. In fact, every theory of educational leadership is subject to investigation by researchers in educational centers, schools and university settings who seek to better understand the dynamics of leadership in a variety of educational contexts. Beyond seminal notions and ideations of educational leadership, there are developing and sometimes ground-breaking theories contributing to the existing canonical literature in the field. Nonetheless, most theories of educational leadership comprise key elements, which often include capabilities, approaches, and practices. A closer look at these elements further reveals theoretical types of educational leadership (e.g., styles, traits, behaviors), characteristics of educational leadership (e.g., management vs. leadership, power, coercion, conceptual frameworks), or the activities or practices educational leaders engage as expressions of their leadership in action (e.g., approaches, ways of leading). Each element is dependent on the educational context within which it occurs and warrants the consideration of multiple and international perspectives for 21st century relevance in a diverse and global society. This bibliography therefore includes a representative sampling of influential textbooks, handbooks, journals, and relevant literature as exemplars of sources to explain, illuminate, introduce, interrogate, and evaluate a variety of educational leadership theories. Additionally, this entry provides historical and philosophical foundations, general overviews, conceptual frameworks, supporting literature on large data sets, and multiple complementary international perspectives of the theories considered. Pertinent examples are provided from each area for further reader exploration, consideration, and study.

Leadership, education, organization

H. Afandi, Afandi

Leadership theory for educational in organization as an introduction to organizational and leadership theory for educational administration, and addresses fundamental processes inherent to school organizational behavior and leadership. Two major themes are developed. Leadership is an important attitude in education. The impact of educational leadership is felt throughout schools, nonprofits, and private sector organizations. Leaders of educational institutions stand to influence everything from curricular decisions to public perception of their campus. The first, involves an examination of organizational structures and basic components of organizations to understand the systemic operations of educational organizations. Concepts and theories related to bureaucracy, social systems, power, and organizational climate are introduced as a framework for becoming acquainted with schools' organizational structure. The second theme involves leaderships processes that are essential to school effectiveness. These includes decision making, communication, understanding human motivation, and guiding change.

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Mohd Syahir

Main Issues Of Pedagogy And Psychology

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There is great interest in educational leadership in the early part of the 21st century because of the widespread belief that the quality of leadership makes a significant difference to school and student outcomes. There is also increasing recognition that schools require effective leaders and managers if they are to provide the best possible education for their learners. Schools need trained and committed teachers but they, in turn, need the leadership of highly effective principals and support from other senior and middle managers. While the need for effective leaders is widely acknowledged, there is much less certainty about which leadership behaviors are most likely to produce favourable outcomes. I examine the theoretical underpinnings for the field of educational leadership and management, assess different leadership models, and discuss the evidence of their relative effectiveness in developing successful schools.

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An Educational Leadership Philosophy for School Leaders

• School Administration
• An Introduction to Teaching
• Tips & Strategies
• Policies & Discipline
• Community Involvement
• Technology in the Classroom
• Teaching Adult Learners
• Issues In Education
• Teaching Resources
• Becoming A Teacher
• Assessments & Tests
• Elementary Education
• Secondary Education
• Special Education
• Homeschooling
• M.Ed., Educational Administration, Northeastern State University
• B.Ed., Elementary Education, Oklahoma State University

School Mission

A school mission statement often includes their focus and commitment on a daily basis. A school leader's mission should always be student-centered. They should always be focused on bettering the students they serve. You want every activity that occurs in your building to revolve around what is best for the students. If it is not beneficial for the students, then there is no reason that it should continue or even begin to happen. Your mission is to create a society of learners where students are constantly challenged by teachers as well as their peers. You also want teachers who accept a challenge to be the best they can be on a daily basis. You want teachers to be facilitators of learning opportunities for students. You want students to experience meaningful personal growth every day. You also want to involve the community in the learning process, because there are many community resources that can be utilized to promote growth throughout a school.

School Vision

A school vision statement is an expression of where a school is going in the future. A school leader must realize that it is typically best if vision is implemented in small steps. If you approach it as one large step, then it will likely overwhelm and consume you as well as your faculty, staff, and students. The first thing you have to do is to sell your vision to the teachers and the community and get them to invest in it. Once they truly buy into your plan, then they can help you carry out the rest of the vision. You want all stakeholders to be looking to the future while focusing on the now. As a school, we want to set long-term goals that will ultimately make us better, while maintaining focus on the current task at hand.

School Community

As a school leader, it is necessary to establish a sense of community and pride within and around your building site. A sense of community and pride will promote growth among all members of your stakeholders which includes administrators, teachers, support staff, students, parents , businesses, and all taxpayers within the district. It is beneficial to include every aspect of a community within the daily school life. Too many times we only focus on the community inside the building, when the outside community has much that they can offer that will benefit you, your teachers, and your students. It has become increasingly necessary to create, implement, and evaluate strategies to use outside resources for your school to be successful. It is essential to have such strategies in place to make sure that the entire community is involved with the education of your students.

Effective School Leadership

Effective school leadership is transcended through qualities that enable an individual to step to the forefront of a situation and take command by overseeing, delegating, and providing guidance. As a school leader, you want to be the kind of person that people trust and respect, but that does not come through a title alone. It is something that you will earn with time and hard work. If you expect to gain the respect of my teachers, students, staff, etc., you have to give respect first. That is why it is important as a leader to have an attitude of servitude. That does not mean that you allow people to step all over you or do their job, but you make yourself readily available to help people out should the need arise. By doing this, you set up a pathway for success because the people you oversee are more likely to accept changes, solutions, and advice when they respect you.

As a school leader, it is also crucial for you to be prepared to make tough decisions that go against the grain. There are going to be times when it is necessary to make these types of decisions. You have a responsibility to make choices based upon what is best for your students. It is important to realize that you will step on people’s toes and that some may be angry with you. Understand that if it is best for the students, then you have a rational reason for making those decisions . When making a tough decision, have confidence that you have earned enough respect that the majority of your decisions are not questioned. However, as a leader, you should be prepared to explain a decision if it has the best interest of your students in mind.

Education and Legislation

As a school leader, you should realize the importance of adhering to all laws governing the school including federal, state, and local school board policy. If you do not follow the law, then understand that you could be held liable and/or insubordinate for your actions. You cannot expect your faculty, staff, and students to follow the rules and regulations if you, in turn, are not willing to follow the same rules and regulations. You can only trust that there is a compelling reason for a specific law or policy to be put in place, but realize that you must follow it accordingly. However, if you believe that a policy is detrimental to your students, then take the necessary steps to have the policy rewritten or thrown out. You will still need to adhere to that policy until that happens. It is also necessary to check before reacting. If there is a topic that you do not have a lot of knowledge about, then you may need to consult other school leaders, attorneys, or legal guides before you address that issue. If you value your job and care about the students under your care, then you will always remain within the confines of what is legal.

School Leader Duties

A school leader has two main tasks that their day should revolve around. The first of these duties is to provide an atmosphere that promotes intense learning opportunities on a daily basis. The second is to advance the quality of the daily activities for each person within the school. All of your tasks should be prioritized based on seeing those two things take place. If those are your priorities, then you will have happy and enthusiastic people in the building that are teaching or learning on a daily basis.

Special Education Programs

Understanding the importance of special education programs is vital to a school administrator. As a school leader, it is essential to know and care about the legal guidelines established by Public Law 94-142, the Individuals with Disabilities Education Act of 1973, and other related laws. You also need to make sure that all of those laws are being carried out within your building and that every student is given fair treatment based upon their Individualized Education Program (IEP). It is critical that you make the students who are being served in special education relevant and that you value their learning as much as any other student in your building. It is equally pertinent to work hands-on with the special education teachers in your building and be willing to assist them with any problems, struggles, or questions that may arise.

Teacher Evaluations

The teaching evaluation process is a significant part of a school leader's job. The evaluation of teachers is an ongoing assessment and supervision of what is going on within and around a school leader's building. This process should not take place on a one or two-time basis but should be something that is ongoing and done either formally or informally almost every day. School leaders should have a clear idea of what is going on in their buildings and within each individual classroom at all times. This is not possible without constant monitoring.

When you supervise and evaluate teachers, you want to enter their classroom with the idea that they are an effective teacher. This is essential because you want to build on the positive aspects of their teaching ability. However, understand that there are going to be areas in which every teacher can improve. One of your goals should be to build a relationship with each member of your faculty where you can comfortably offer them advice and ideas on how to improve in areas where refinement is needed. You should encourage your staff continuously to look for better ways and be ongoing in their pursuit of a quality education for all students. An important part of supervision is to motivate your staff to improve in every area of teaching . You also want to provide a large quantity of resources and strategies available in areas where teachers might want or need assistance.

School Environment

Administrators should create a school environment where respect is the norm among all administrators, teachers, support staff, students, parents, and community members. If mutual respect is truly present among all stakeholders within a school community, then student learning will increase substantially. An important component of this theory is that respect is a two-way street. You must respect your teachers, but they also have to respect you. With mutual respect, your goals will line up, and you can proceed with doing what is best for the students. An environment of respect is not only conducive to increased student learning, but its impact on teachers is significantly positive as well.

School Structure

A school leader should work hard to ensure that their building has a structured learning environment with aligned programs and a supportive atmosphere. Learning can occur under a variety of circumstances and conditions. Understand that what works best in one place may not always work in another. As a school leader, you will have to get a feel of a particular building before you change how things are structured. On the other hand, you know that significant changes can promote strong resistance towards those changes. If it is the best alternative for the students, then you should try to implement it. Nevertheless, a change such as a new grading system should not be done without significant research as to how it will affect the students.

School Finance

When dealing with school finance as a school leader, it is essential that you always follow the guidelines and laws of the state and district. It is also important to understand the intricacies of school finance such as budgeting, ad valorem, passing school bond issues , etc. It is pertinent to ensure that all money that comes into the school is immediately receipted and deposited on a daily basis. Understand that because money is such a powerful entity that it only takes a small amount of wrongdoing or even the perception of wrongdoing to get you fired. Therefore, it is necessary that you always protect yourself and follow the set guidelines and policies for handling finances. It is also critical that you ensure that other personnel responsible for handling money be given appropriate training.

• 10 Things a Successful School Principal Does Differently
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• Characteristics of a Highly Effective School Principal
• Guidelines for Establishing Effective School Discipline for Principals
• 25 Things Every Teacher Wants From Their Stakeholders
• Twelve Reasons I Love and Hate Being a Principal of a School
• The Role of the Principal in Schools
• Why Respecting Students Is Essential for Teacher Effectiveness
• Top 10 Characteristics of a Quality School
• School Communication Policy
• 10 Essential Policies for Your Student Handbook
• Exploring the Steps Necessary to Become a School Principal
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Educational Leadership Philosophy

Strong educational leadership empowers great schools to thrive and troubled schools to transform. In fact, educational leaders rank second only to teachers in their importance in student learning, according to the landmark report “How Leadership Influences Student Learning” by The Wallace Foundation. The best principals and administrators build school environments that enable teachers to flourish and, in turn, students to excel. School leaders do this by giving clear direction, cultivating the talent of teachers, and establishing high expectations for students and teachers.

To address the challenges in education, such as closing the achievement gap and ensuring that different student populations meet national standards, leaders in education must develop evidence-based approaches. With a thoughtful educational leadership philosophy, school leaders can tackle the obstacles that prevent students from thriving.

Developing the skills to effectively lead in education demands an in-depth understanding of instructional policies and strategies, collaboration in school settings, and school organization. Those interested in creating strong educational communities and directing positive change should explore the LSU Online Master of Education in Educational Leadership. By earning this degree, graduates gain the skills and knowledge needed to become trusted leaders and make meaningful differences in the lives of students and teachers.

What Components Constitute an Educational Leadership Philosophy?

Becoming an educational leader requires a clear philosophy and a plan for implementing that philosophy. The following are key components that constitute an educational leadership philosophy.

Core Beliefs About Leadership in Education

Principals and school administrators need core beliefs about what it means to serve as an effective and inspirational leader. These beliefs can come from experience as a teacher under an effective or ineffective leader, literature, and experience in leadership positions. Regardless of origin, school administrators should know how to articulate why they hold their beliefs. They should also have a plan for how to motivate teachers and students to reach goals and develop a leadership style that creates a community that trusts them.

For example, principals and school administrators often use different styles of leadership, pulling aspects from various styles to form personalized versions.

• Servant leadership, for instance, focuses on providing the conditions that enable students and teachers to succeed. Using this style, school leaders build a culture of trust through guidance, consensus building, and listening.
• Transformational leadership focuses on giving teachers and students a sense of ownership over what they do in order to motivate them. It honors the knowledge and abilities of teachers and gives them the independence to develop curricula and be creative.

School communities are inherently collaborative. As a result, school leaders should consider how to use their leadership positions to create an atmosphere of teamwork. They must also consider how to make themselves accessible to the concerns of teachers and students. Ultimately, school leaders with thoughtful philosophies about leadership can better empower teachers and students to do their best work.

A Meaningful Vision

An educational leadership philosophy must have a vision. School leaders must adopt a vision that they believe encompasses the best teaching practices and most valuable learning goals. They must demonstrate that their vision aligns with the core values and ideas of their teachers and must demonstrate that the goals they want to achieve are important.

They must then communicate their vision to teachers and staff, ensuring that everyone holds a common understanding of the school’s direction. Some school leaders find value in seeking input from their staff regarding school vision, believing it improves buy-in when the people involved in manifesting a vision help develop it. Likewise, laying out incremental steps that show how a school community can achieve a vision encourages everyone to meet goals.

Core Beliefs About Teaching and Learning

Many factors influence and determine student learning. School leaders must possess a comprehensive system of beliefs about what meaningful instruction looks like. This often includes considering the following questions:

• What type of instructional designs and which types of learning experiences make the greatest impact on students?
• How should a school integrate special education into its overall curriculum?
• What technology should a school use to deliver instruction, and how?

A philosophy of how to best support teachers must also guide school leaders. Teachers with varying levels of experience, different skills, and an array of talents make up school communities. As a result, school leaders need to tailor their support and tap into the different abilities of the people they lead. For example, novice and veteran teachers may benefit from very different kinds of professional development. A one-size-fits-all approach to professional development often fails someone in the teaching community.

Learn How To Make a Difference as a School Leader

Establishing a layered, nuanced educational leadership philosophy takes time. However, by devoting years to classroom teaching and building knowledge through the right education, school leaders can make a huge impact in the field of education. The LSU Online Master of Education in Educational Leadership is designed to train aspiring school leaders. Students study topics such as best leadership practices for principals, ethics in leadership, and methods in school improvement, preparing them to inspire and guide their fellow educators.

Developing expertise in educational leadership enables school leaders to transform schools. Discover how earning the LSU Online Master of Education in Educational Leadership can launch a career as a successful school leader.

ASCD, “How to Help Your School Thrive Without Breaking the Bank”

Houston Chronicle, “Careers in Educational Leadership”

Lexia Learning, “Four Key Factors of Effective School Leadership”

Louisiana State University, Master of Education in Educational Leadership

The Edvocate, “4 Major Types of Educational Leadership”

The Hechinger Report, “Why School Leadership Matters”

ThoughtCo, “An Educational Leadership Philosophy for School Leaders”

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40 Philosophy of Education Examples, Plus How To Write Your Own

Learn how to define and share your teaching philosophy.

These days, it’s become common for educators to be asked what their personal teaching philosophy is. Whether it’s for a job interview, a college class, or to share with your principal, crafting a philosophy of education can seem like a daunting task. So set aside some time to consider your own teaching philosophy (we’ll walk you through it), and be sure to look at philosophy of education examples from others (we’ve got those too!).

What is a philosophy of education?

Before we dive into the examples, it’s important to understand the purpose of a philosophy of education. This statement will provide an explanation of your teaching values and beliefs. Your teaching philosophy is ultimately a combination of the methods you studied in college and any professional experiences you’ve learned from since. It incorporates your own experiences (negative or positive) in education.

Many teachers have two versions of their teaching philosophy: a long form (a page or so of text) and a short form. The longer form is useful for job application cover letters or to include as part of your teacher portfolio. The short form distills the longer philosophy into a couple of succinct sentences that you can use to answer teacher job interview questions or even share with parents.

What’s the best teaching philosophy?

Here’s one key thing to remember: There’s no one right answer to “What’s your teaching philosophy?” Every teacher’s will be a little bit different, depending on their own teaching style, experiences, and expectations. And many teachers find that their philosophies change over time, as they learn and grow in their careers.

When someone asks for your philosophy of education, what they really want to know is that you’ve given thought to how you prepare lessons and interact with students in and out of the classroom. They’re interested in finding out what you expect from your students and from yourself, and how you’ll apply those expectations. And they want to hear examples of how you put your teaching philosophy into action.

What’s included in strong teaching philosophy examples?

Depending on who you ask, a philosophy of education statement can include a variety of values, beliefs, and information. As you build your own teaching philosophy statement, consider these aspects, and write down your answers to the questions.

Purpose of Education (Core Beliefs)

What do you believe is the purpose of teaching and learning? Why does education matter to today’s children? How will time spent in your classroom help prepare them for the future?

Use your answers to draft the opening statement of your philosophy of education, like these:

• Education isn’t just about what students learn, but about learning how to learn.
• A good education prepares students to be productive and empathetic members of society.
• Teachers help students embrace new information and new ways of seeing the world around them.
• A strong education with a focus on fundamentals ensures students can take on any challenges that come their way.
• I believe education is key to empowering today’s youth, so they’ll feel confident in their future careers, relationships, and duties as members of their community.
• Well-educated students are open-minded, welcoming the opinions of others and knowing how to evaluate information critically and carefully.

Teaching Style and Practices

Do you believe in student-led learning, or do you like to use the Socratic method instead? Is your classroom a place for quiet concentration or sociable collaboration? Do you focus on play-based learning, hands-on practice, debate and discussion, problem-solving, or project-based learning? All teachers use a mix of teaching practices and styles, of course, but there are some you’re likely more comfortable with than others. Possible examples:

• I frequently use project-based learning in my classrooms because I believe it helps make learning more relevant to my students. When students work together to address real-world problems, they use their [subject] knowledge and skills and develop communication and critical thinking abilities too.
• Play-based learning is a big part of my teaching philosophy. Kids who learn through play have more authentic experiences, exploring and discovering the world naturally in ways that make the process more engaging and likely to make a lasting impact.
• In my classroom, technology is key. I believe in teaching students how to use today’s technology in responsible ways, embracing new possibilities and using technology as a tool, not a crutch.
• While I believe in trying new teaching methods, I also find that traditional learning activities can still be effective. My teaching is mainly a mix of lecture, Socratic seminar, and small-group discussions.
• I’m a big believer in formative assessment , taking every opportunity to measure my students’ understanding and progress. I use tools like exit tickets and Kahoot! quizzes, and watch my students closely to see if they’re engaged and on track.
• Group work and discussions play a major role in my instructional style. Students who learn to work cooperatively at a young age are better equipped to succeed in school, in their future careers, and in their communities.

Students and Learning Styles

Why is it important to recognize all learning styles? How do you accommodate different learning styles in your classroom? What are your beliefs on diversity, equity, and inclusion? How do you ensure every student in your classroom receives the same opportunities to learn? How do you expect students to behave, and how do you measure success?

Sample teaching philosophy statements about students might sound like this:

• Every student has their own unique talents, skills, challenges, and background. By getting to know my students as individuals, I can help them find the learning styles that work best for them, now and throughout their education.
• I find that motivated students learn best. They’re more engaged in the classroom and more diligent when working alone. I work to motivate students by making learning relevant, meaningful, and enjoyable.
• We must give every student equal opportunities to learn and grow. Not all students have the same support outside the classroom. So as a teacher, I try to help bridge gaps when I see them and give struggling students a chance to succeed academically.
• I believe every student has their own story and deserves a chance to create and share it. I encourage my students to approach learning as individuals, and I know I’m succeeding when they show a real interest in showing up and learning more every day.
• In my classroom, students take responsibility for their own success. I help them craft their own learning goals, then encourage them to evaluate their progress honestly and ask for help when they need it.
• To me, the best classrooms are those that are the most diverse. Students learn to recognize and respect each other’s differences, celebrating what each brings to the community. They also have the opportunity to find common ground, sometimes in ways that surprise them.

How do I write my philosophy of education?

Think back to any essay you’ve ever written and follow a similar format. Write in the present tense; your philosophy isn’t aspirational, it’s something you already live and follow. This is true even if you’re applying for your first teaching job. Your philosophy is informed by your student teaching, internships, and other teaching experiences.

Lead with your core beliefs about teaching and learning. These beliefs should be reflected throughout the rest of your teaching philosophy statement.

Then, explain your teaching style and practices, being sure to include concrete examples of how you put those practices into action. Transition into your beliefs about students and learning styles, with more examples. Explain why you believe in these teaching and learning styles, and how you’ve seen them work in your experiences.

A long-form philosophy of education statement usually takes a few paragraphs (not generally more than a page or two). From that long-form philosophy, highlight a few key statements and phrases and use them to sum up your teaching philosophy in a couple of well-crafted sentences for your short-form teaching philosophy.

Still feeling overwhelmed? Try answering these three key questions:

• Why do you teach?
• What are your favorite, tried-and-true methods for teaching and learning?
• How do you help students of all abilities and backgrounds learn?

If you can answer those three questions, you can write your teaching philosophy!

Short Philosophy of Education Examples

We asked real educators in the We Are Teachers HELPLINE group on Facebook to share their teaching philosophy examples in a few sentences . Here’s what they had to say:

I am always trying to turn my students into self-sufficient learners who use their resources to figure it out instead of resorting to just asking someone for the answers. —Amy J.

My philosophy is that all students can learn. Good educators meet all students’ differentiated learning needs to help all students meet their maximum learning potential. —Lisa B.

I believe that all students are unique and need a teacher that caters to their individual needs in a safe and stimulating environment. I want to create a classroom where students can flourish and explore to reach their full potential. My goal is also to create a warm, loving environment, so students feel safe to take risks and express themselves. —Valerie T.

In my classroom, I like to focus on the student-teacher relationships/one-on-one interactions. Flexibility is a must, and I’ve learned that you do the best you can with the students you have for however long you have them in your class. —Elizabeth Y

I want to prepare my students to be able to get along without me and take ownership of their learning. I have implemented a growth mindset. —Kirk H.

My teaching philosophy is centered around seeing the whole student and allowing the student to use their whole self to direct their own learning. As a secondary teacher, I also believe strongly in exposing all students to the same core content of my subject so that they have equal opportunities for careers and other experiences dependent upon that content in the future. —Jacky B.

All children learn best when learning is hands-on. This works for the high students and the low students too, even the ones in between. I teach by creating experiences, not giving information. —Jessica R.

As teachers, it’s our job to foster creativity. In order to do that, it’s important for me to embrace the mistakes of my students, create a learning environment that allows them to feel comfortable enough to take chances, and try new methods. —Chelsie L.

I believe that every child can learn and deserves the best, well-trained teacher possible who has high expectations for them. I differentiate all my lessons and include all learning modalities. —Amy S.

All students can learn and want to learn. It is my job to meet them where they are and move them forward. —Holli A.

I believe learning comes from making sense of chaos. My job is to design work that will allow students to process, explore, and discuss concepts to own the learning. I need to be part of the process to guide and challenge perceptions. —Shelly G.

I want my students to know that they are valued members of our classroom community, and I want to teach each of them what they need to continue to grow in my classroom. —Doreen G.

Teach to every child’s passion and encourage a joy for and love of education and school. —Iris B.

I believe in creating a classroom culture of learning through mistakes and overcoming obstacles through teamwork. —Jenn B.

It’s our job to introduce our kids to many, many different things and help them find what they excel in and what they don’t. Then nurture their excellence and help them figure out how to compensate for their problem areas. That way, they will become happy, successful adults. —Haley T.

Longer Philosophy of Education Examples

Looking for longer teaching philosophy examples? Check out these selections from experienced teachers of all ages and grades.

• Learning To Wear the Big Shoes: One Step at a Time
• Nellie Edge: My Kindergarten Teaching Philosophy
• Faculty Focus: My Philosophy of Teaching
• Robinson Elementary School: My Teaching Philosophy
• David Orace Kelly: Philosophy of Education
• Explorations in Higher Education: My Teaching Philosophy Statement
• University of Washington Medical School Faculty Teaching Philosophy Statements

Do you have any philosophy of education examples? Share them in the We Are Teachers HELPLINE Group on Facebook!

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Doctor of Philosophy in Education Leadership Essay

The concept of globalization has led to the development of the requirement for the education leadership functions in the educational system to influence the establishment of a global perspective in developing teaching models. Educational leaders have been charged with the development of standard models of teaching to ensure students are adequately prepared for the competition in the global employment market. Additionally, education leaders have also been charged with the responsibility of enhancing the understanding of global issues in various disciplines, which calls for the regular changing of the focus in concepts in the associated disciplines to influence innovation among the students in the quest to solve the issues. For instance, there are health and environmental issues that need to be solved by preparing professionals in the education system to handle the emerging issues (Tekian & Harris, 2012).

Role of Education Leaders

The primary role of education leaders in the development of the appropriate education models is to facilitate the nurturing of professionals with the relevant educational qualifications to solve global issues. This implies that education leaders need to use their knowledge and skills, as well as experience to forge the appropriate changes in the traditional teaching approaches. Every education leader should be acquainted with the issues facing the modern world to develop the most feasible changes to the education system (Searby, Ballenger & Tripses, 2015). Some of the desired changes would be the development of standardized curriculums that influence the development of human assets that are highly competent in handling the required tasks in different industrial sectors.

Additionally, education leaders are charged with the role of conducting evaluations on the effectiveness of different teaching and learning methods applied in educational facilities (Weaver-Hightower & Skelton, 2013). For instance, the application of cognitive and behavioral models in teaching should be closely tied with the desired outcomes on the part of the students. This implies that education leaders must be acquainted with the needs of the individual students, and this calls for regular surveys for the leaders to establish the requirements of the stakeholders (Waks, 2014).

Education leaders are also charged with administrative roles like the development of policies in the education system (Rumbley, Helms, Peterson & Altbach, 2014). Their role as practitioner scholars requires them to conduct numerous studies on policies and models that guide the education system, with a close focus on the best ways to enhance the quality of education by making learning and teaching easier. The education leaders must develop a holistic approach for a paradigm shift in the education system (Stuessy, Schielack & Knight, 2012). This implies that every decision in the education system should be scrutinized on the merit of its ability to influence parallelism with the societal needs. This calls for the associated leaders to not only be critical thinkers, but also visionary in their decision-making.

There is a need for education leaders to be highly acquainted with the contemporary issues affecting the society. The modern society is facing numerous challenges that need to be addressed by innovative minds; hence, the education system should be designed in a manner that guarantees the nurturing of critical thinkers and creative professionals. Education leaders should, therefore, be actively involved in the development of teaching and learning models that will enhance the quality and reliability of the education in different learning levels.

Rumbley, L. E., Helms, R. M., Peterson, P. M., & Altbach, P. G. (Eds.). (2014). Global Opportunities and Challenges for Higher Education Leaders: Briefs on Key Themes . Berlin: Springer.

Searby, L., Ballenger, J., & Tripses, J. (2015). Climbing the Ladder, Holding the Ladder: The Mentoring Experiences of Higher Education Female Leaders. Advancing Women in Leadership , 35 , 98.

Stuessy, C., Schielack, J. F., & Knight, S. L. (2012). Initiating and Sustaining a Learning Ecology to Produce 21st-Century Science Education Leaders. The New Science Education Leadership: An IT-based Learning Ecology Model , 1 (1), 15.

Tekian, A., & Harris, I. (2012). Preparing health professions education leaders worldwide: A description of masters-level programs. Medical teacher , 34 (1), 52-58.

Waks, L. J. (Ed.). (2014). Leaders in Philosophy of Education: Intellectual Self-Portraits (Second Series) . Berlin: Springer.

Weaver-Hightower, M. B., & Skelton, C. (Eds.). (2013). Leaders in gender and education: Intellectual self-portraits . Berlin: Springer Science & Business Media.

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Home — Essay Samples — Business — Leadership — My Personal Leadership Philosophy

My Personal Leadership Philosophy

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Philosophy of Educational Leadership Essay Example

• Pages: 4 (966 words)
• Published: November 5, 2021

Introduction

According to Ball (2013), each child is a unique individual who needs a caring, secure, and motivating atmosphere to enable them grow and mature intellectually, socially, physically, and also emotionally. It is my core aim to help students realize their fullest potential in learning by providing an environment that encourages risk-taking and stimulates sharing of ideas and also a safe environment. I believe there are three elements conducive for establishing such environment; the instructor acting as a guide, enhancing respect for all things and people, giving child curiosity to direct his or her learning.

When the teacher's duty is to offer guidance, providing access to the necessary information rather than acting as the primary source, the student need for knowledge is met as they research to find answers to their questions Brown (1971). To construct k

nowledge, the student needs the opportunity to discover for themselves and learn to practice skills and experience in authentic situations. Ensuring student’s access hand on activities and allowing enough time and space to use materials that promote the lesson being studied provides an opportunity for personal discovery and construction knowledge to occur. As a teacher, I have a vision of a world where people learn to accept, respect and enhance the differences between us, as the objective of what makes life so fascinating.

Educating young minds is a role that needs not to be taken lightly. It is full of frustration, challenges, and responsibilities. However, it is a duty full of wonder, joy, and excitement. In fact all students are capable of learning and discovering new ideas, after proper direction and motivation from their teachers. According to Borg & Gall (1984), a

teacher needs to be aware of motivation, behavior, learning, and development theories so as to relate to children and push them to realize their goals. The classroom must be arranged according to the task undertaken or the subject that is being taught; this enables smooth learning and conducive environment Blake et al. 2008. As a teacher I am obligated to make sure that students are provided with the balanced diet to avoid malnutrition, this disorder destructs the normal learning since the students spend much of their time in the hospital. For efficiency, students in boarding school need to be provided with proper shelter and beddings to avoid discomfort.

Equally, self-discovery provides the opportunity to study contents that are meaningful and important to one's life and interests. Improving a curriculum within the student's interests promotes intrinsic motivation and enhances the urge to learn. One way to take learning in the direction corresponding to interests of the students is by allowing students dialogue about the lessons and units of study. Given a chance for input, students come up with ideas and set goals that make for many important activities than one could have made or imagined. When students are given the opportunity to own curriculum, they are motivated to work hard and notice the skills required to reach they goals. According to Kohli (2013).Every classroom portrays a unique environment for the learner that varies not only in abilities but also in learning styles. My main duty as a teacher is to equip students with the necessary tools with which to cultivate their gardens of knowledge. Enabling students to establish deep love and respect for themselves, others, and their environment

happens in an open sharing of ideas and the good approach to discipline. When each student is given an opportunity to be heard, and environment evolves, then students feel free to express themselves Richardson & Simmons (1994). The class meeting is one way to encourage and maintain such dialogue. Students have greater respect for their teachers, peers, and the lessons presented when they feel the sense of being safe and sure of what is expected of them. In placing consistent and fair rules and stating the Significant of every activity, students feel respected for their presence and time. In return, they respect themselves, environments, and others.

Teaching provides the platform for learning and growth. Teachers need to instill the love of learning in their students, as they share their passion for learning with them. Always there is a need for strong and dedicated individuals who are happy about working with children Kohli(2013).In the society, it is important for learners to not only acquire solid education but to work with the person who is aware of and sensitive to their needs. A teacher should be aware of his or her student's social, psychological, and physical growth as well as their cognitive growth.

In conclusion, teaching is a lifelong learning process that involves learning of new strategies and philosophies: learning from parents, community, colleagues, and also from the children. Children have helped me to open my minds and heart to the innocence, and the diversity of great ideas in the world. I will make sure I offer the relevant curriculum that fits the interests of students and makes learning significant to life. Also, I will incorporate themes, projects, group

work, integrated units, individual work, and togetherness in learning to make children active learners. Due to this, I will always remember to smile with the new, cherish the old, and also laugh with the children.

• Ball, S. J. (Ed.). (2013). Foucault and education: Disciplines and knowledge. Routledge.
• Brown, G. I. (1971). Human Teaching for Human Learning. An Introduction to Confluent Education.
• Borg, W. R., & Gall, M. D. (1984). Educational research: An introduction.
• Blake, N., Smeyers, P., Smith, R. D., & Standish, P. (Eds.). (2008). The Blackwell guide to the philosophy of education. John Wiley & Sons.
• Kohli, W. (2013). Critical conversations in philosophy of education. Routledge.
• Richardson, L., & Simmons, P. (1994). Self-Q research method and analysis, teacher pedagogical philosophy interview: Theoretical background and samples of data. Athens, GA: Department of Science Education, University of Georgia.
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