Educational Philosophy and Beliefs

Standing stone still, I stared at the glob of green paint slowly streaming down the blank newsprint taped to the wooden easel. My breath was shortening and tension filled every muscle. To the left of me was Jenny -- almost complete with her masterpiece; to the right of me was Ricky – his hands moving wildly across the paper, as if possessed by Picasso himself. I glanced down the line of my kindergarten counterparts; all had their hands soaked with watery green paint while swirls of two-dimensional vines were swinging across the newsprint. My eyes welled with tears and the stifled, huffing gasps began escaping from deep within me. We were given no instruction, no purpose, and no explanation, which most students seemed to embrace, but left me in a storm of confusion that crept into terror. And so there I was -- not understanding what I was meant to do or the meaning behind it.

At that early age of five, I learned very quickly that understanding and meaning were what would empower and guide me through my life’s journey. Knowing everything in the world would mean nothing if I did not understand it and create meaning from it. This philosophy is what drives me in my profession today and in my belief that teaching is an art supported by science. Take for example, a painter. He needs only the medium and materials (paints, canvas, and brush) to create his work. Knowing how oils, pastels, water, acrylics, etc. interact can influence his ability and contribute to his skill. With better knowledge and understanding of his materials, he may create better works. Nevertheless, without passion and heart (meaning) the existence of art is arguable. After all, can a robot create art? -- A painting perhaps, but not true art. So it is with teaching. Perhaps only students and curriculum are needed to teach. Then again, it is with better knowledge and understanding of those materials that a teacher may better perform. This is the science: the data, the understanding of students, curriculum, strategies, staff development, test results, reflection, analysis, observation, best-practices, inquiry, etc. Finally, it is with the heart, the passion, and the vision that true art is created out of science – that meaning is made. It is only when the two, science and art, come together that a true work is created that can inspire authentic learning. I have a genuine desire to empower learners with this understanding to make their learning meaningful.

My profession does not support success by remaining stagnant in the ever-changing current of learning. Teaching provides challenges and variation, not just year-to-year, but also day-to-day and student-to-student. My love of learning, desire to help others, compassion, and need for change joined with my sense of humor, creativity, skills, and abilities logically channeled me toward becoming an educator.

Because I seek a better appreciation for and broader perspective of education, I thankful to be an administrator in the same school I attended as a student. Remember Jenny and Ricky, the kindergartners who went through the motions of finger painting with no questions, only action? I do not want to be that kind of teacher, educator, or administrator – the teachers and administrators who teach in isolation and going blindly through the motions. In order for me comprehend and make meaning of education at a higher and more complex level, it is necessary for me to challenge myself with the unique opportunities available through administration. I want to understand what we’re doing; I want to create meaning – and then I want to make the educational experience meaningful for others, both students and teachers. I want to provide that opportunity for students, teachers, and other administrators to do so in a safe environment.