Personal Statement

Personal Statement 

The greatest challenge for educators is in how we reach our students, all of whom have unique learning styles, personalities and abilities.  As educators, we must be mindful that students are evolving on a daily basis and that it is the teacher’s responsibility to adapt to the ever-changing needs of the learner.  This requires patience, persistence and creative problem solving.  Indeed, the most effective lessons may not be built into a curriculum, but rather are the result of the connection between teacher and student.

My educational philosophy is centered around three core concepts that I believe allow teachers and academic institutions to reach students in an effective manner that leads to a solid base for a lifetime of learning.  Those three concepts are: (1) schools as safe havens; (2) teachers as leaders; and (3) teaching of teachers.

Schools As Safe Havens

While students are individuals first and foremost, there are certain characteristics that they share when it comes to academic success.  In my experience, that success starts with a well-maintained support system.  I have seen this in operation in both elite private schools and inner city charter schools.  My first long-term teaching position was at an independent school in Delaware.  Most students were motivated, competitive, and ambitious, and there was no question that college was the next step.  There were several, however, who struggled academically and had a difficult time merely attending school on a regular basis.  Many of these students openly shared that they felt a lack of support at home.  Their parents were either separated, worked endless hours, traveled for months on end or were just not involved.  That is not to say that these factors were always the impetus for the behavior, but it did seem to be a common factor.

For the past ten years I have worked in a very different environment from that of the independent school where my teaching career began.  The vast majority of my students are raised by single parents, come from economically impoverished neighborhoods, and are often the first person in the family planning to go to college.  Despite many hardships that most of these students experience, many come to school each day in hopes of finding a better way to live.  There are those, of course, who labor through the process, indifferent and apathetic about the future.  Typically, those children will share that they have no one at home to provide the support they so desperately need.

Thus, regardless of background or socio-economics, a stable environment – or, at the very least, a safe haven – is critical to academic success.  That is why our academic institutions, whether elite college preparatory schools or urban public schools, should focus more time, attention and funds on being that stable environment for students who may not otherwise have that in their lives.  Such “community schooling” has been discussed for years, typically in urban areas.  Lack of funding has been the primary factor in why this idea has never gained widespread application, although even detractors have agreed that the idea itself has obvious merit.  I believe that we can increase academic success through an educational construct that involves the school and its resources as more than just a classroom – as that critical stable environment that ensures every student the opportunity (if not the promise) of academic success.

Teachers As Leaders

As educators we are leaders.  To be a successful and effective leader, teachers must communicate ideas and data in a clear and confident manner, establishing strong relationships and remaining dedicated to the growth of students, while recognizing that not all students learn – or grow – at the same pace or in the same way.  Unfortunately, society has trended more towards a one-size-fits-all standardized testing model to gauge achievement.  This, I believe, is how we lose students, all of whom have the potential to grow and learn.  It is a matter of learning how to reach each student.  Empathy, compassion, core values, and patience are critical traits teachers must develop in order to become successful leaders.  These traits should be built in to curricula and encouraged. After all, these very characteristics are imperative as students navigate through the maelstroms that life throws our way.

Being an effective teacher and leader requires a willingness to be vulnerable.  A certain level of risk is present in every decision, but so too does the opportunity for great reward. The ability to take responsibility and receive constructive criticism all go into building strong character.  An honest assessment helps establish a clear vision to set realistic goals. In my experience, I have found others motivated when a leader articulates his or her vision, along with establishing the necessary goals to achieve success.

I was fortunate to be raised by parents who taught me the value of having a strong work ethic.  To this day I continue to practice this concept it in my profession and encourage my students to see that hard work is an essential ingredient for success.  The role that has been most beneficial in helping me as a leader is that of a parent.  The responsibility of helping a child develop the necessary skills to be an independent, confident, and a productive member of society has been at times both overwhelming and exhilarating.

Teaching Of Teachers

Education is a life-long experience.  We never stop learning, even if we stop attending classes.  I believe the most effective educators share a similar philosophy and find great joy in feeling there is always more that can be learned.  While many academic institutions do have formal continuing education programs for teachers, many do not.  This is an area that schools can improve upon.

I am presently enrolled in a Pennsylvania Department of Education approved Instructional Coach Endorsement Program at LaSalle University.  My decision to enroll in the program was to gain further experience that would allow me to help teachers deal with complex classroom issues.  As the current Director of the Charter High School for Architecture and Design’s Mentor Program, I have the opportunity to work directly with educators in helping them develop professional skills that can be transferred to the classroom.

As an educator, I draw upon my vast experiences from working in diverse settings to help teachers continue to grow both professionally and personally.  I openly share my passion as a life-long leaner with students and colleagues, for it is my belief that education is a process, not a goal. By sharing my enthusiasm with teachers, it is my hope that they will bring a similar fervor to the classroom, in order for all students to have an opportunity to discover the joys of learning. To paraphrase an oft-stated cliché, I firmly believe that the day we stop learning is the day we should no longer officially hold the title of teacher.