Education must be forward leaning and dynamic by providing students with personalized learning opportunities that are rich, rigorous and authentic in order for students to be successful in their own communities and as world citizens. A strong learning culture has student achievement at the core, with all students given opportunities for meaningful academic and personal growth everyday. What we ask students to do, and why, is the heart of the learning process. My practice exemplifies instructional leadership, focused on student learning, through compassion and active intentional agency.
By developing a shared school vision of a learning culture in which collaboration, creativity and intent is expected and celebrated, student achievement increases. I am committed to professional learning communities that promote collaboration and best practice to support learner outcomes. What we ask students to do, and why, is pivotal for school development planning and professional best practice. As a leader, I adhere to life long learning, collaboration, creativity, and intentional practice. I am dedicated to developing leadership qualities in others to create a dynamic and innovative learning organization.
There are two fundamental aspects of the learning community that are pivotal to my leadership vision:
- Instructional Climate
An instructional climate in which learning is the central purpose is fundamental to an effective and positive school organization. A healthy school climate values others, embraces diversity, and is built on support and kindness. Leadership actively enables and supports teachers to engage in the instructional core with intentional and reflective action. School efforts must focus on positive regard, wellness and inclusiveness of students in their learning community.
The instructional climate is key to fostering open professional dialogue and inquiry into the learning. Professional learning communities give this work structure, while instructional climate sets the stage to support and maximize the work of PLCs. I believe an instructional climate should be strength based, embrace critical dialogue and collaboration; and focus on developing teacher leaders that act as change agents as they reflect and learn. The work of PLCs should be data-driven, engage in continual reflection, while looking forward strategically. Critical conversations are pivotal to reflect on instructional actions, resourcing, and organizational practices that may impact the learning. Professional development that targets delivery of instruction is also essential.
Community involvement and relationships, focused on student learning, is fundamental to a vibrant, positive school community. Learning occurs both inside and outside the classroom, and in familiar, local and global communities. This diversity and scope of community relationships provides students with learning, support and opportunities to grow and develop in multiple contexts. Through technology, parents have more opportunities than ever to be active agents in the learning process, and in the school community. This diversity of relationships and communities makes the shared process of decision-making and reflection stronger. Ultimately, student learning and organizational growth benefits under a collaborative, holistic, and shared purpose.