Teaching Philosophy

I believe that all students deserve the right to an excellent education. In addition to curating rigorous and innovative content, providing my students with an excellent education requires: a) strong and supportive student-teacher relationships, b) purposeful inclusion of culturally relevant pedagogy and students’ own unique knowledge in instructional strategies, and c) continuous reflection, persistence, and a goal of excellence.

Student-teacher relationships are integral to long-term, effective learning and holistic student growth. These relationships are core to students feeling supported and, as one of my students explained it, feeling “at home” in my classroom. Although content is incredibly important, to learn, students ultimately need to respect the teacher providing the content, and also feel secure enough to take academic risks. However, what student wants to challenge themselves if the teacher and the classroom environment are not supportive of their questions, confusions, or individual needs? Ultimately, research demonstrates that “it is harder for students to act defiantly or disrespectfully toward adults who clearly care about them and their future” (Smith, 2015, p. 5). Students need to feel the SUPPORT from us teachers. By SUPPORT I mean…

1) S – Show up for students inside and outside of the classroom

2) U – Utilize students’ own unique knowledge and understandings

3) P – Perceive students as people, not statistics or data points

4) P – Positive narration and celebrating the good are crucial

5) O – Ongoing growth mindset is necessary for student and teacher growth

6) R – Restorative conversations and reflection are needed when harm is done

7) T – Trust and top tier expectations must always be maintained

Including culturally relevant pedagogy (CRP) and students’ various funds of knowledge in curricula is critical. Students bring with them into the classroom "funds" of skills, knowledge, and understandings that will help them apply classroom content to their own lives. As such, we must actively and explicitly include and build upon students’ understandings, and prior knowledge in our plans and instructional strategies. We must not just use this information and these "funds" as an addendum to the curricula, but as fully enveloped in our pedagogies, lessons, and unit cycles (Ladson-Billings, 1995). Specifically, using CRP is necessary because “culture is central to student learning” (Education Alliance, 2008). Further, it is crucial when helping students learn how to be kind and collaborative citizens; “culturally responsive education recognizes, respects, and uses students’ identities and backgrounds as meaningful sources for creating optimal learning environments” and thus, enhances learning for a diverse array of students (Education Alliance, 2008). A “one-size-fits-all” approach to curriculum will neither prepare students for success in a diverse, collaborative world, nor will it enable them to fully access the intended learnings. Instead, I believe that students need and deserve curriculum that is research-based, embeds CRP, incorporates students’ funds of knowledge, and is adaptable based on students’ needs and differentiated support. We must “provide all students with equitable opportunities for learning” (Finley, 2014). If we fail to acknowledge the benefits of CRP and utilizing students’ funds of knowledge, then we are doing students a disservice and feeding into potential biases and problematic thinking patterns.

Although it may be difficult as a beginner teacher to carve out time for meaningful reflective work, it is important to continuously evaluate how my teacher actions affect students’ outcomes and to continue to strive for excellence. I must be willing to reflect on my practice, taking in opportunities for growth and adaptation of my lessons, so that I can continue to grow as a teacher and leader. We need to model what we want our students to demonstrate, whether that be behaviorally or academically. “As teachers, whether we like it or not, we are always modeling. And the students are always watching” (Schwartz & Sharpe, 2012). We, as teachers, need to be willing to challenge ourselves and not become complacent in our own teaching and learning, just as we expect the same from our students. “The classroom can be a place for them to explore identity, rebuild trust and develop a new concept of home and belonging. But it will take a teacher willing to journey alongside the terrified child” (Kazanjian, 2012). Even when students do not see it themselves, we must show students how to see the best in themselves and focus on improving. Thus, we must first and foremost model our own willingness to persist and persevere (Dweck, 2017). I must show students that even when I am challenged, unsure, or confused, I push through and continue to think of ways to do better and be better. Modeling reflection, persisting through challenge, and continuously striving for excellence in my own practice and building these habits with my students will hopefully help demonstrate to students the importance of continuous improvement, even in the face of adversity (Costa, 2000).

My teaching pedagogy was largely informed by my training in Teach for America as well as my life-long passion for science education. From the beginning of my teaching career until now, my teaching philosophy has shifted to be more rigorous and science content-centered. In other words, it has become more important to me that I make sure to provide my students with the scientific tools to be effective scientists and 21st century learners and thinkers. However, the underlying tenets of my practice and my core beliefs regarding CRP, student funds of knowledge, and teacher reflection have remained constant over the past three years.

In terms of my own growth and leadership in the space of science education, I commit to working towards evolving as an educational transformational leader supporting a diverse group of passionate young learners. Specifically, my vision is to provide access to equitable climate change education for all students. As a science educator, I believe that all students deserve the right to understand and learn about how and why our climate is changing so that they can make informed decisions about their future and make the world a safer, healthier place. Embedded climate change curricula into current scientific practices is critical for all students. I am extremely committed to providing equitable access to climate change education, marine conservation, and sustainable leadership opportunities for all. One hundred percent of my students are curious, capable, collaborative thinkers, learners and future leaders. All of them will experience the environmental impacts of climate change. Thus, every one of them deserves the opportunity to learn about climate change so that they may make informed decisions about their futures and the future of our world.