Philosophy of Educational Leadership
Barbara McLaughlin
My emergent philosophy of educational leadership has it roots in the personal values and beliefs I have developed after 15 years of practice. The fundamental belief that I hold, is in the absolute right of every child to walk into a safe, respectful and caring environment, filled with professional educators and community members who use a variety of strategies and resources to ensure that every child achieves success, grows as an individual and is able to take her place as a contributing member of society.
Upon reflection, the way I have demonstrated this foundational belief throughout my practice, speaks directly to my philosophy of leadership. I truly believe in the African proverb “It takes a village to raise a child” (anon.) and dissolved my classroom walls to actively model inclusion, diversity and empowerment of students and staff. I made sure the community was brought into the school events. I engaged, and initiated, relevant Professional Learning Communities.
Drawing experientially from my practice, as I leader, I would model this culture of community, promote team-building, consensus and collaboration, champion for understandings of different learning styles and special needs, and promote a respect for self, others and property.
As my understanding of learning evolved during my practice, and studies, I realized the power of “cognitive constructivism, which is about how the individual learner understands things, in terms of developmental stages and learning styles” (http://www.learningandteaching.info/learning/constructivism.htm). As an instructional leader I would bring this learning theory forward, and coach staff into a better understanding of the need of the learner to construct knowledge, of how scaffolding creates those opportunities, and of how the experiences of the learner fit into this educational model. With an understanding that not all staff is comfortable with constructivism, I would provide professional development opportunities, mentoring, and resources to help build understanding of all learners, and their diverse needs.
I believe that a leader should understand the importance of formative assessment as a tool to for feedback, to promote metacognition, and to create opportunities for differentiated teaching strategies to allow for exceptionalities and learning styles. Further, a leader must implement the collection of this data to measure student achievement, in line with Ministry assessment, evaluation and reporting guidelines.
I believe a leader should understand, and model, the use of simple technology, for student engagement, critical thinking, and accessibility, and for professional use, using tools such as announcements portrayed on wall monitors, use of collaborative professional tools, such as wikis, or electronic versions of newsletters.
I believe a leader should demonstrate empathy, resilience, honesty, and integrity. These are core characteristics, and having practiced in a classroom for 13 years, and worn a leadership mantle as Elementary Technology Consultant for the past 2 years, I am motivated to demonstrate my abilities in this arena.
I believe a leader should have a solid understanding of Education Statutes and Regulations, operations, staffing, timetabling, and effectively dealing with issues of abuse and violence. I look forward to collaborating with exemplary colleagues in extending my understanding of these key areas of leadership.
