Running Head: TEACHING PHILOSOPHY Personal Teaching Philosophy in Relation to Teacher Leadership Tammy Lafrinere Marygrove College

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TEACHING PHILOSOPHY

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Personal Teaching Philosophy in Relation to Teacher Leadership Education defies simple definition due to its incessantly evolving nature. Upon reflection of my own evolving education through classroom experience and coursework, I believe my teaching mission to be comprised of the following components: to promote positive learning, to engage learner enthusiasm for learning, and to build a strong foundation for lifelong learning. Exceptional classroom management skills are essential for a positive learning environment and I have instituted a positive behavior approach with clear and consistent expectations and procedures. All students are capable of learning, and deserving of experiencing the joy of discovery on their path of lifelong learning. I believe in asking of myself, “Who am I being that they are not shining?” in pursuit of their individual successes (Zander and Zander, 2000, p. 74). Building a strong classroom community and promoting positive relationships is essential to the goal of positive learning. It is critical to me that students feel they are safe, secure and comfortable in an equitable environment where they are confident and encouraged to contribute sharing and gaining knowledge. Each child is a unique individual that merits a stimulating atmosphere in which to grow and mature emotionally, intellectually, socially, and physically. Furthermore, considering and assessing the cognitive functioning of each learner is essential to implement and apply strategies appropriate for the individual learner. I routinely design my instruction using assessment driven differentiated instruction and research-based interventions, as well as a repertoire of effective strategies, accommodating individual preferences, engaging diverse learners and providing a lifeline for struggling learners. Understanding the individual and developing a curriculum around student interest and unique character fosters intrinsic motivation and stimulates the passion for learning. Guided instruction and teacher modeling, in conjunction with independent discovery and hands-on
Comment [J6]: excellent content Comment [J5]: Meeting the needs of all students. Comment [J3]: on target/excellent content Comment [J4]: paramount Comment [J2]: key Comment [J1]: good point

TEACHING PHILOSOPHY activities allow students to construct knowledge and practice skills in authentic situations.

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Equally important to the framework of engaging learner enthusiasm is providing the opportunity to investigate concepts that are meaningful and relevant to the individual child. All members of the classroom community are equal thinkers, learners, and teachers, and are treated accordingly with the highest expectations and respect. The genuine confidence that I display in all my students’ talents, strengths, resources and opportunities, is internalized by my students and achievement happens through their ignited enthusiasm for learning. I believe in challenging students to change the way they look at the world and to understand that thinking is a lifetime strategy by providing them with the tools for a life of learning beyond the classroom. Helping students foster a vested interest and respect occurs through the individual validation, judicious disciplinary approach and clear expectations of the importance of every learning opportunity. Students are shown a respect for their individuality, their presence, their effort and their time, and in turn, learn to respect themselves, others and their environment. Incorporation of center-based curriculum, themes, integrated units, family projects, group work, individual work, and hands-on activities make children active learners, thus integrating community and world connections, leading children to become active and contributing members to society. My authentication of the ripple effect provides for the opportunity characterized by McCoy’s ABC’s of education, “creating the future through those human beings, as well as the products of those human beings” (2008, as cited by Lane, 2008). Following these personal values and philosophies has encouraged a growth in my passion for teaching. Moreover, I have discovered that by sharing my passion for teaching and learning, I have strengthened my participative leadership skills, as defined by Lewin. The remuneration of this teacher leadership is recapitulated by Danielson, “improvement occurs when teacher leaders
Comment [J9]: Glad you are making reference to your leadership style here. Comment [J8]: excellent phrase/on target Comment [J7]: You are hitting a grand slam with all of the previous points and of course this one. Bravo!

TEACHING PHILOSOPHY motivate colleagues to become more skilled and thoughtful regarding their work, encouraging them not to do things differently, but to do them better” (2002, p. 12). Enthusiastically and

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empathetically using the principles of promoting positive learning, engaging learner enthusiasm for learning, and building a strong foundation for lifelong learning connects me with the learning community comprised of my students, as well as my colleagues. Teaching with empathy, enthusiasm, clarity, and passion effectively impacts all learners, furthering the ripple effect by ultimately connecting them to their own passion, lifelong learning and impacting the learners in their lives.

TEACHING PHILOSOPHY References Cherry, K. (2012). Lewin's leadership styles. What's your leadership style? Leadership quiz your results. Retrieved from http://psychology.about.com/library/quiz/blleadershipquizac.htm. Danielson, C. (2006). Teacher leadership that strengthens professional practice. Alexandria, VA: ASCD. Lane, B. (Creator). (2008, July 18). The ABCs of educational leadership [Video file]. Retrieved from http://www.youtube.com/watch?v=CRAZ4iu-EgA. Zander, B., & Zander, R. (2002). The art of possibility. New York: Penguin.

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TEACHING PHILOSOPHY
EDU 568 TAL - Module 1 Reflection Assignment Rubric Outstanding 3 points Average 2 points Needs improvement 1 point Unacceptable 0 points One or two relevant indications are considered in a general way, or teaching philosophy considered is relevant; the “big picture” of teaching philosophy experiences is not present; one or no citations to support ideas

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Score Weight Total

Teaching philosophy

Detailed, articulate, and well-developed analysis of teaching philosophy; clear evidence of how philosophy relates to teaching practices

Several relevant topics are considered with a clear analysis of teaching philosophy; some evidence of how philosophy relates to teaching practices

Several relevant topics are considered in a general way; superficial analysis of teaching philosophy; minimal evidence of how philosophy relates to teaching practices

3/ 3

x2

6/ 6

Comment [J10]: outstanding

Analysis: Rationale for implementation of teaching philosophy

Detailed, articulate, and well-developed analysis of teaching philosophy; detailed description of how past experiences influenced and reflect teaching philosophy and what is done both inside and outside of the classroom; reflects values and how teaching philosophy aligns with the survey results; three or more citations to support ideas Multiple examples of integrating teaching philosophy; welldeveloped connections to current teaching philosophy and classroom experiences; reflective analysis includes links to outside sources and relevant issues

Several relevant topics are considered with a clear analysis of teaching philosophy; detailed description of how past experiences influenced and reflect teaching philosophy and what is done both inside and outside of the classroom; reflects values and how teaching philosophy aligns with the survey results; fewer than three citations to support ideas Clear evidence of integrating teaching philosophy; thoughtful connections to current teaching practice; multiple examples of classroom experiences; relevant links to outside sources or additional, relevant issues Thesis statement present; clear organization; introduction or conclusion present; paragraphs are complete thoughts; some transitions Fairly well-organized; fewer than five errors; errors do not impede meaning; mostly scholarly language

Several relevant topics are considered in a general way; superficial analysis of teaching philosophy; detailed description of how past experiences influenced and reflect teaching philosophy and what is done both inside and outside the classroom; reflects values and how teaching philosophy aligns with the survey results; fewer than two citations to support ideas

One or two relevant indications are considered in a general way, or teaching philosophy considered is relevant; the “big picture” of teaching philosophy experiences is not present; one or no citations to support ideas

/3

x2

/6

Comment [J11]: Clear and concise articulation of your ideas and thoughts. Minimal integration of teaching philosophy; one or two connections to current teaching practice; general examples from classroom experiences

Application to practice: Integration of teaching philosophy

No links to current practice

3/ 3

x2

6/ 6

Clear thesis statement; well-constructed organization, Organization and introduction, and coherence of conclusion; fully ideas developed paragraphs; effective transitions; logical conclusion Conventions of grammar, sentence structure, APA, and appropriate language Well-organized; fewer than three errors; errors do not impede meaning; only scholarly language

Underdeveloped thesis statement or conclusion; organization difficult to understand; paragraphs need further development; few transitions

No thesis statement; unclear organization; paragraphs disjointed; introduction, conclusion, and/or transitions missing Lacks organization; many errors present that confound meaning; language not at a collegiate level

3/ 3

x1

3/ 3

Somewhat disorganized; more than five errors; errors do not confound meaning; lacking scholarly language

3/ 3

x1

3/ 3

Total score

15/ 15

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TEACHING PHILOSOPHY

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Comments [FOR MENTOR USE ONLY]: EXEMPLARY!!!! I am very pleased to tell you this is one of the best papers I have read over the past eight years as a mentor. You are articulating the best traits of what a teacher is to do within their practice. You do this in a professional manner and are supporting your work with the literature to validate your responses at a very high level. I am very proud to read such a fine example of graduate level work that is excellent in all levels. BRAVO!!!