WNMU Graduate Work: Educational Leadership (EDL) 

Personal Reflective Statement 

As a young person, I had negative experiences with public education that fostered a strong distain for modern compulsory schooling. This was a key factor in choosing to pursue a career in outdoor and experiential education. I knew that great learning occurred when I lived it, it was the experience and human connection that sparked my curiosity and desire to grow.  This idea is described in jest by the great Mark Twain, "Don't let your schooling get in the way of your education.". Now, please do not confuse this concept with nihilism, avoidance, or the like... instead this is a call to action; I am inspired and motivated to create a new structure for education. My perspective on educational reform is focused on authenticity, collaboration, discourse, equity, value, flexibility, freedom, interdisciplinary studies, community engagement, and experiential learning. I seek to not force students into conformity through standardized testing, unnecessary efforts to gain control, and hierarchy. Instead my educational approach is based on understanding, connections, and empowering youth to follow their innate curiosities and passions. In practice this looks like sharing leadership, project based learning, mentorship systems, progress based assessments, and fostering student agency. 

In my experience as a professional outdoor and experiential education I have been able to witness first hand the transformative powers of group work, wilderness travel, and reflection. This changed my perspective of what education could look like; we do not need to sit in a neat row of desks silently taking notes in a standard four walled brick and mortar classroom in order to learn. Learning can be a messy process, and that is okay, as an educator it is paramount for me to understand how the pedagogical and leadership choices I make influence the student experience. I believe in asking "why" and seeking to understand the root causes of human behavior, environmental conditions, and what my students need to succeed. Additionally, I found that congruency and authenticity will lead to natural human connection and rapport building with students, faculty, and staff. Students, young people in particular have a knack for seeing through a teacher or leader who is masking themselves or being disingenuous. It certainly has helped me in my career that I have a passion for the craft of teaching, the outdoors, and human connections. Also, I love to learn, the only factor limiting my ability to read, explore, observe, synthesize, and create is the number of hours in the day. It should not matter what a student or teachers ethnic group, sexual orientation, religious beliefs, disabilities, or socioeconomic status when considering their education. It is the narrow minded leader who leads based out of fear and insecurity who highlights these differences and demonstrates inequitable acts. We all have more in common than we do in our differences and the differences that we do have actually enrich our communities and learning experiences by expanding perspectives.  Experiential education and time in the outdoors have a way of  bringing people out their shells and finding their authentic selves, this was a significant understanding that has guided my decision to continue with a career in education. 

It was not an easy choice to continue with my career in education; the world of academia is fraught with power, control, grifting, litigation, poor compensation, and instability. I considered other options for pursuing a graduate degree, but ultimately chose educational leadership (EDL) for the same reason I mentioned at the start of this essay. It is incorrect and immoral to stand aside while injustices, inefficiencies, and fraudulent practice run rampant in education. By following a path in educational leadership I hope to be the leader that I needed as young person; someone who is not out for their own financial benefit or status seeking, but someone who believes in the power of human connections and natural learning. The world is so interesting and interconnected; young people know this without realizing it, our education systems often grinds this passion and curiosity from our future leaders. As an education leader I will not crush the dreams of students and staff, instead I will offer both support and challenge as appropriate for their specific circumstance. This core approach of flexible/situational leadership guides my choices as leader. I will create and facilitate learning ecosystems that allow the student to connect with a variety of professionals and community members through hands on learning. The EDL program at WNMU has been a perfect fit for my desire to improve access, equity, quality, and the value of education. I look forward to continuing to learn and lead others in their own educational journey; if there is one thing that I have learned, it is that the job is never done, educational leaders must continue to strive and reflect. 

In regard to NMAC Standards, this work connects with (I) Personal and Professional Leadership, Ethical Leadership (A), Visionary Leadership (B), and Instructional Leadership (C), Multicultural Leadership (D), Disability Leadership (E), and Leadership in Community Relations (F)