Vision for Student Learning

My vision for student learning is inclusive, equitable, informed, student-specific and rigorous. As a school leader, I work to support teachers in making informed decisions regarding instructional planning, delivery and assessment. I believe student learning is most effective when schools have established strong social-emotional support systems for students both within the school and classroom. Informed instructional practices and social-emotional support systems are paramount in effective differentiation; which in turn creates more opportunities for engagement, equity and personalization.

Leading by Example

An effective school leader is not someone who works in an office and manages the operations of a building; it is an educator who spends their time engaged in operations. One who is present in the classroom supporting the learning of students and the hard work of teachers and staff. It is essential that school leaders are an active part of the teams they lead; that they understand and have engaged, at least in some capacity, in tasks they are asking others to engage in. Most importantly, that they are able to clearly articulate with empathy and urgency the 'why' of what it being asked.

Commitment

This is both a value and expectation while in school; that as a community of learners and thinkers, we are devoted to the development of the whole child. That we are unwavering in creating an atmosphere and culture of rigor and relentless drive. We model for children how we overcome obstacles, use failure as a learning opportunity, and support each other, both staff and students, in reaching high goals and expectations.

Equity

It is my firm belief that all students are deserving of an exceptional education that encompasses both academic and social-emotional learning which is personalized through various student data. Unfortunately, historically, this has not been the case with many of our diverse schools. Without recognizing historic inequities, it is especially difficult to put systems in place to effectively ensure success for all students.

Teachers and staff must have both a supportive and safe environment to reflect on possible institutional and personal biases they bring to school, and to put into action varied support and structures that recognize and celebrate student differences which range from demographics to academic ability. This action manifests not only in thoughtful planning and teaching, but in daily formal and informal interactions with students. I believe it is the obligation of school leaders to have potentially difficult conversations in recognizing both institutional and personal biases, and how to overcome these obstacles to equity through instruction, grading practices, and student to student/teacher to student interactions.