Professional Philosophy Statement

I strive to make a positive change in the world of education and future educators; my background has been the catalyst that drives me to make this change. I have experienced extensive training in language acquisition, and reading and writing literacies. I have served as both a literacy leader and literacy coordinator. These experiences have solidified a strong foundation in literacy development. I have been able to apply these skills to create the synergy that is necessary to collaborate with my fellow educators successfully.

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Every student deserves the right to be literate and to think analytically. I am a passionate and devoted advocate for children’s issues and education. It is my moral duty to support my students to ensure that they achieve their deserved goals of literacy. My view is that reading is the key to opening all doors. I am committed to helping all of my students get a good start on a lifelong journey of academic development that is driven by natural curiosity. I have found that students learn best in a classroom that is diverse in teaching various viewpoints, as it fosters a productive learning environment.

Through regular evaluation, it supports the learning by keeping track of the student’s achievements. Using these teaching practices, I have been able to fulfill my duty of excellence. By collating data and observation in the classroom, I have seen how effective excellent instruction in the classroom is in the learning process as a whole. However, I understand that a school is far more than individual classrooms, cooperating as a faculty is essential. A school is a community of learners, and it should be a community that thrives because of the teaching techniques, leaders, and leadership. To provide a beneficial learning environment, I have taken on leadership roles within the school community and within the district as a whole. I am continually thinking about changes that can be made to improve a child’s learning, and I often rejoice over the progress students make, even when they may seem small.

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I draw on my knowledge about the cultural heritage of the students in my classroom, and the experiences of various kinds of diverse populations to help guide my teaching approach. I am a firm believer that with the correct teaching style and attitude with diverse learners (English Learners, Special Education Students, etc.) they can be challenged, and expected to achieve appropriately high levels. I have found that it is essential to understand that students learn in different ways, and their culture and heritage influence the way in which they learn. I aim to create a learning environment that is inclusive, a classroom space where religious, linguistic, and cultural heritages are visible and respected. It is crucial for me to foster a setting of mutual respect and patience. All students should feel valued and validated for who they are, and what they can contribute.

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My educational philosophy continues to be that a bilingual child—and all children, indeed—provide society with hope for a better future. The development of their enormous potential depends on the quality of our schools and the education that we offer. Educators have a considerable responsibility, particularly in early childhood and at elementary school levels. At these levels is when children are most culturally and linguistically responsive, it is when social, emotional and dual-language academic foundations are formed. High-quality schools depend on the continuous research and assessment of the students. As a leader in education, I intend to do my utmost to enable equitable access to high-quality education for all students, regardless of background, learning styles, academic abilities, preferences, and interests.

My master in Special Education has provided me with the skillset to teach children more effectively, and to allow them to realize their greatest capacities. To do this in the classroom setting, I use IEPs as well as in any leadership role that I may assume, where I will be better able to advocate for the underserved, and continually work towards policy changes that will improve special education outcomes.

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At the beginning of my career, I asked, “How can I change the trajectory of a child’s life?” Now, I ask, “How can we change that trajectory?” When I write “we,” I am focusing on what we, as professional educators working collaboratively on the macro (educational policy), meso (local government), and micro (school) levels can do to change the trajectory of children’s lives and education. My professional goal is to source a leadership role, where I can mentor, stimulate, provoke, and engage fellow educators in supporting those who have learning, social, and emotional needs. I feel that my extensive experience, along with my genuine passion for education enables me to be an agent of positive educational changes.