Visionary Platform

As professional educators, we always have students best interests in mind. However, I do not
believe this grants us the absolute right to decide what is best for students and their families. My vision
is to engender in all students the motivation to advocate for themselves so they can confidently select a
path that will allow them to lead a successful life. The success belongs to the students and they are the
ones who can decide what path to follow upon graduation. Our duty is to supply students with the
knowledge and skills needed to become successful adults. One important factor to consider in realizing
this vision is the cultural competence educators will need in order to advocate for diverse populations.
Like Singleton and Linton, I deeply believe that in order to close the racial achievement gap that
continues to persist nationwide, we must address the lack of will and understanding of racial disparities
from a mostly white education system (Singleton & Linton, 2006). I will begin by advocating for Hillsboro
educators to unite their efforts in order to create a substantial positive impact on the self-worth of all
students.
The advocacy for marginalized students is much more impactful as a collective approach. This is
proving to be true in Hillsboro as we are currently taking steps toward a solution. Department walls have
been torn down, which is leading to a common vision of success for all students regardless of program
placement. Part of my vision is weaving culturally and ethically responsive instructional approaches into
the way we continue to educate licensed and classified staff so they can be empowered to generate
authentic engagement (Gay, 2010). Representation from all departments at production team meetings
gives all students a strong voice because all needs are considered. These careful considerations invite
students to contribute to their own learning because they are able to make connections to culturally
relevant curriculum. I will continue to use my strategic thinking to find ways professional development
can purposefully find its way back into the classroom whether it is through coaching support or personal
school visits to meet with the principal for additional support.
Professional Learning Communities (PLCs) will continue to be imperative to the success of the
vision. Part of the plan is that educators continually ask themselves, What is it like to be a student?
What is it like to be a teacher? (Deal & Paterson, 2009). These questions will ground our work and
remind us of the humanity that is found in teaching. My hope is that when teachers see themselves as
students, they acquire a vulnerability that will allow students to contribute thoughts and ideas without
the fear of being wrong. Through professional development teachers will learn that giving students an
opportunity to turn and talk is not an authentic way of giving them voice. Instead, students should be
taught life skills such as how to agree, disagree, and ask questions when they have doubts or opposing
views. My vision is that students engage in thought provoking conversations on a daily basis inside and
outside of school so they can be prepared for whatever life path they choose.
In five years, the collective work of my vision will create a place where educators feel safe and
encouraged to talk about racial disparities without restrictions. What will be different is that staff will
have strategies for including students and parents of diverse cultures in various school aspects. We will
no longer keep making decisions that affect the lives of others without first asking them what they need
and how success looks to them. Oregons 40 40 20 goal allows students to select their own route to
achievement and we must support it. While we want all students to go to college, attain a profitable
profession, and provide for themselves and their families, educators have to be respectful of students
individual goals and honor the path they take. We must be passionate without being possessive. I want
students to receive a K -12 public education that will empower them to be self-advocates and to be
motivated to realize their full potential knowing that they are highly respected by the individuals that
dedicate their lives to serving their needs.


References
Singleton, G. E., & Linton, C. (2006) Courageous conversations about race: A field guide for achieving
equity in schools. Corwin Press, Inc.
Deal, E. Terrence, & Peterson, D. Kent (2009). Shaping school culture: Pitfalls, paradoxes, and promises.
Jossey-Bass.
Gay, G. (2010) Culturally responsive teaching: Theory, research, and practice, second edition. Teachers
College, Columbia University