Professional Philosophy Statement

I came to teaching as a mature adult. The educator in me, however, is not new. It is the
thread that ties my childhood to my present. All other roles in life- father, veterinarian, leukemia
patient, student, actor, musician, director, zoo interpreter, and more, centered around and directed
me back to my first, essential love: learning. As a teacher, I draw on all of my experience. I
bring the patience, understanding, and flexibility of parenthood into my classroom. All my
students are someones children. They entrust their children to me. By extension, they are my
children. As a veterinarian, my clients entrust the care of their animals- their loved ones- to me.
My clients are as numerous and diverse as students in my classroom. They come to me with
varied motivations, fears, and expectations. My communication skills for difficult times in my
veterinary experience- active listening, empathy, understanding diverse perspectives- apply
directly to students and their families. None of these roles, however, define me. I bring skills,
purpose and drive to teaching that are greater than the sum of my experience.
I build my classroom upon a humanistic, progressive foundation with democratic
elements but also emphasis on strong curriculum and high standards. Students are individuals
with unique needs. I see each in their own light and take a personal interest in each to attend to
their learning and well-being. Our community develops through mixed group activities which
emphasize each members skill and values differences and mistakes. A personal relationship of
mutual trust and respect between myself and students makes corrective intervention more likely
to succeed. I accommodate learners in ways they need but with high expectations for learning
and behavior. Abraham Maslows and William Glassers theories place physiological, social and
psychological student needs at the forefront: when needs are met, learning occurs. (Jones &
Jones, 2013; Ormrod, 2012). Piaget, Vygotsky and Bandura inform my instructional strategies.

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Adolescents need interest and choice while seeking identity, autonomy, challenging once
accepted thoughts, in a developmentally appropriate framework (as suggested by Joan Lipstiz)
(Jones & Jones, 2013). In addition to enhancing learning, needs met or not can be the source or
solution to undesired behavior. In this environment, learning, motivation, proactive management
and cooperation can flourish.
With that aim, I utilize fun and challenging strategies like collaborative inquiry and
laboratories, physical activities, authentic projects, or visual or graphic arts. Technology and
student choice are elements of many lessons and acivities. Lecture is sometimes necessary, but
never as the only strategy: Concept maps aid students of all ability levels to organize, retain and
access science information and concepts (Schmidt & Telaro, 1990). Product-based activities
with clear rubrics for learning and assessment enhance learning for students with a range of
learning styles, intelligences, and abilities.
The goals arising from needs and expectations of my students are twofold. First is in
content. Science is a part of daily life. Students in my classes will develop and improve their
scientific literacy in terms of competency, critical thinking and scientific method in order to
understand, interpret and make informed decisions. Simultaneous content and metacognitive
skill lessons build self-efficacy and self-control to extend science thinking into the rest of their
lives. The second goal for my students is linked to the first. I intend my students to develop a
sense of global citizenship, valuing themselves and others equally. This requires reflection, and
critical thinking, which I model for and engender within my students.
Universal design for learning aids in achieving both goals. Diversity is valued through
inclusive use of languages and relevant cultural perspectives on course topics. Honoring the
cultural traditions of diverse students respects their heritage as well as fostering cultural

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awareness among the rest of the class. The skills and contribution of students with disabilities
are valued equally in of our community. I accommodate and modify as needed, but in ways that
benefit everyone towards content mastery.
I utilize a variety of approaches to motivate and challenge students. Regardless of the
technique, I teach with the wonder, enthusiasm and awe for science that I have felt my entire life.
My lessons are designed to open different perspectives in order to engage all students and
stimulate higher-order thinking. They are differentiated to address various intelligences and
learning styles-music, kinesthetic, logical and more as in of Gardners Theory of Multiple
Intelligences (Gardner, 1999). Students also may choose a form for the product that suits their
strengths. At all times, I keep expectations high, explicit, and attainable. I believe my students
will grow best when they are not only engaged through wonder and enjoyment but also
challenged within their zone of proximal development. My role is to know where each student
is, help them construct understanding, reevaluate and alter or advance the next lesson and
through observation, provide encouragement, and positive feedback to students and caregivers. I
emphasize self-reflection and teach students to be reflective. I backup my instruction with my
genuine love and deep concern for each individuals learning.
Assessment in my classroom is more than grades. While scores and grades are valuable
information, they alone are not enough. Additional assessments, including informal and
formative assessments provide equally valuable data. Observation and note taking, preassessment questions, formative worksheets, daily exit tickets, student surveys and selfassessments generate feedback beyond a scored product. When scored evaluation is needed,
expectations for high-quality work are explicit, clear and simple.

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I apply the data from assessment in three ways. First: evaluation of individual and group

learning through changes over time in formative assessments and final summative assessments. I
then use the data to adjust my instruction. Pre-assessments and formative assessments guide
starting points and progress: Are the concepts mastered quickly so that we can move on? Are
there deficiencies to be corrected prior to starting a topic? Are certain individuals lagging or
proceeding faster than the rest? Do I need corrective instruction for all, some, none? Second, I
use the data in reflecting on my instruction. What worked this time? What can be changed or
tweaked? I also welcome feedback from colleagues and other observers to add to my reflection
to further improve my instruction and management. Lastly, the gathered data are communicated
back to the students and families and more than just a grade. Rubrics, positive and
constructive written feedback (or verbal as the case may be) give students and parents a precise
measure of their weaknesses but, more powerfully, their success. All of these applications of
data are, ultimately, measures of my success. These analyses and their utilization are how I
know that I am reaching my goals, or if I am not, where I can change.
I have no fear of change. I make mistakes and can always learn more, new and better
ways to approach everything in life. As a veterinarian, I improve through continuing education,
reading peer-reviewed publications, consultation and evaluation by colleagues and reflective
practice. As a professional educator, I am comfortable with and rely on the very same methods.
At this early stage of my teaching career, my greatest challenge is building my bag of tricks for
instructional and management strategies. I can read and observe approaches, make notes, lesson
and management plans that apply my knowledge of educational theory and development.
However, to be dynamic, versatile and responsive with those plans, I must practice, reflect and,
most importantly, give back to my students what I learn from them.

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References
Gardner, H. (1999). Intelligence Reframed. New York, NY: Basic Books.
Jones, V., & Jones, L. (2013). Comprehensive classroom management: Creating communities of
support and solving problems. Upper Saddle River, NJ: Pearson.
Ormrod, J. E. (2012). Human Learning (Sixth ed.). Upper Saddle River, New Jersey: Pearson.
Schmidt, R. F., & Telaro, G. (1990). Concept mapping as an instructional strategy for high school
biology. The Journal of Educational Research, 78.