Part One: Philosophy of Education: Beliefs and Values

Solitia Wilson October 1, 2014 Fall 2014 - ADMS 618 Leadership Platform

What I stand for in education is EQUALITY! Everyone deserves an equitable and quality education. No matter the color of one’s skin, gender, socio-economic status, or cognitive abilities – everyone deserves an equal opportunity to receive a quality education. As a Special Education teacher, I find myself working hard to ensure an equitable education for my special education students. As a mother of two African – American females, I find myself working hard to ensure my daughters are being recognized for their hard work and dedication to their education, and not judged based on the color of their skin, or gender. Ensuring equality in education is truly a passion of mine, for I have seen all too often how the disparities in education –relative to race, gender, socio-economic status, and abilities can hinder a child’s ability to be successful in school; and subsequently, in life. It is important that students know that teachers are that ‘someone’ who believes in them. Students must have a sense of trust, belonging, and respect, and know there are teachers who do care about all students. As a professional educator, I not only exhibit this to students, but to parents, as well. I know it is equally important to show parents that I believe in their child. As an administrator, I will work hard to set the tone for teachers and staff to create a climate of equality for every student and parent.

Part Two: Philosophy of Leadership

Section 1 - Vision and Mission

All stakeholders - which include students, parents, teachers, community members, and administrators - should be considered when developing a vision and mission statement, particularly when the overall sentiments will be shared by all. By involving all stakeholders, there is the assurance that what is valued by everyone is regarded, and included. In addition, the scope of the vision and mission must have a shared consensus in which everyone must be willing to focus; and work toward meeting the goals established. When a collaborative effort is undertaken to create a vision and mission, everyone must be clear and concise on understanding what is being communicated. My job as an administrator will be to motivate teachers to help students maximize their potential. Providing a loving and caring environment will set the foundation for confident, life- long learners.

Section 2 - Promoting Student Learning and Professional Growth

Just like Bandura, I believe connections are made in learning when we learn from one another. In classrooms where there are many opportunities for teacher-modeling and interactive discussions to take place, students and teachers are able to engage in stimulating conversations that will expand everyone’s perspectives; and allow all participants to not only listen to varied opinions, thoughts, and ideas, but to also understand that other people matter. It is okay when we can arrive with the same end-result in mind, but from different perspectives. When engaged in a social learning environment, students can learn from one another, just as well as they can learn from teachers. It is refreshing to have teachers gain perspectives from a student’s point of view; and add to class discussions by presenting information in facets that students can relate to, and are willing to engage. Students’ learning styles are varied in today’s classrooms. Students learn visually, orally, audibly, and/or through hands-on engagement. It is very important to remember when class discussions take place, everyone is considered, regardless of each individual’s learning style, gender, socio-economic status, or ability levels. Equity in education is just that – providing all students with the best quality education at all levels. It is hard to believe that in this day and time, educational segregation still occurs. There is a lack of educational equity in today’s society, and to some extent, can be viewed upon as educational racism. Teachers and administrators play critical roles in ensuring that educational inequities are eradicated, in order to make progress in education, and in society. Administrators are responsible for making sure teachers are not ‘short-changing’ minority students because of teachers’ personal biases. It is imperative that administrators are honest when completing assessments and evaluations of teachers; and data results of student- learning within classrooms. Although professional developments are provided for teachers, there are no guarantees that teachers will utilize what has been disseminated. It is important that student data is reviewed, analyzed, and discussed with teachers to address areas of weaknesses in order and provide equity in all classrooms, and improve student-achievement,

Section 3 – School Management and Organization

When students feel loved and safe, they are excited to come to school. They are happy, and are ready to learn. Parents feel comfortable sending their children to school. Because of this mindset, parents often come in to volunteer, and provide support for back to school activities, and other school-wide events. When parents see administrators and teachers following protocol, it lets everyone know that student safety is a high priority, and is taken seriously. When security procedures are in place, everyone feels safe. It sets the stage for a dynamic learning environment. By the same token, when low to no teacher turn-over occurs, it is easier for all staff to be on the same page regarding school safety and school management. When faculty and staff understand and follow through with proper protocol for all school- related situations, it greatly enhances school safety and security. When students have their basic needs met and feel safe, again the attention to learning is increased. In addition, when schools are not challenged by a high teacher turn-over rate, school improvement plans are more cohesive. The same members of the teaching staff can reflect on, discuss, and implement improvements that are needed from year to year. It becomes challenging to strengthen areas of school improvement when there is high teacher turn-over. School improvement plans reflect the input and unity of administrators, staff, students, parents, and other stakeholders involved in the educational process. Administrators should be prepared to prioritize the plan, share findings, and implement the most effective and efficient plan that will enhance student- learning. Section 4 - Vision for School and Community Relations

Education is everyone’s business. It is important that community members are actively involved in the education of all children living within the community. When children know that community leaders and others members will be rally in the students’ corner by way of participating in school activities; supporting school events; or by volunteering at school functions and other school events, students know they have the needed support - not only at home and school - but also in places that they frequent on a daily basis. Community members will be able to offer support to students who may not have the support at home. Additionally, students will also receive support offered by the school staff. It is very important for administrators to have relationships with community members who cultivate a supportive environment to students and families in the community. It is important for administrators and teachers to work with community members, agencies, and businesses - in order to offer encompassing support to students - that will foster the love of learning. The camaraderie that administrators have with leaders and other members in the community should be acknowledged in newsletters and webpages; at PTA assemblies and other school-wide events; and with school and city/county administrators. Acknowledgement and gratitude expressed by administrators will only enhance and increase support that is provided by community members. As a result, schools and students alike benefit greatly from community support.

Section 5 – Ethical Leadership

As I have increased my knowledge about administration, I have become more understanding of my past and present administrators who made some tough decisions, in spite of popular opinion. Administrators contend with many different situations that can be consuming and exhausting of one’s self, and time. Ultimately, administrators should have students’ interest at the core of every decision. Every decision that is made by an administrator should utilize the ethical decision-making prongs: justice, care, critique, and profession. I truly believe that if I keep these core values in the forefront of my decision-making process, I will remain neutral; considerate to all parties involved; and will not allow for my own beliefs to interfere with my decisions. Recognizing that fair is not always equal helps keep the focus on students who may typically fall between the cracks. Acknowledging that some students may have disadvantages that may require additional supports will help implement and require programs and interventions to be in place which will support student learning, and help increase scores to students who fall in achievement gap groups.

Section 6 – Vision for Education in a Democratic Society

Providing a diverse education will allow students to be better prepared to enter the world with an expanded perspective, and a better understanding of others. Realizing that we are all different - but still deserve the same opportunity in education - should be the main focus of administrators, teachers, parents, students, community members. Again, understanding that fair is not always equal should keep everyone’s focus on what is best for each student, individually; and for the school, as a whole. Staying abreast on ever-changing educational policies, legislations, and political decisions will allow administrators the ability to stay updated and informed of changes that must be made on the school level. Keeping in mind that there are challenges in today’s educational system with the achievement gap groups, administrators must be ready to implement changes that will increase students’ academic growth; motivate teachers to help students reach their maximum potential; and promote a sense of cohesiveness with community members; all of which will promote and provide a diverse and equitable school learning environment!