Subject: Curriculum and Instruction
I believe that the faculty of a school and/or district must have a common vision about the curriculum and instructional practices of the school, and that through creative collaboration a staff achieves better results than what individuals can achieve on their own. I believe this because of my experience teaching at several different school sites, at several different grade levels, and several different subject areas. My work on textbook adoption committees and writing curriculum has contributed to my belief that creative collaboration is the most effective method to develop curriculum and make decisions about curriculum. There are a lot of issues related to providing effective curriculum and instruction at a school site: the need for standards that are well-thought out and research-based, the use of challenging and engaging materials that enable students to meet the standards, the use of technology in providing a blended learning approach to standards-based instruction, and an investment in professional development that pushes teachers to continually improve their craft. I’d like to highlight an experience I had with a professional development opportunity that I participated in. tI found the experience to be highly beneficial in helping my team to collaborate creatively in order to improve our practice and help students meet the new Common Core standards. As the chair of the sixth grade math department at my school I led a team of four teachers through a lesson study specifically related to the common core standards. Leading up to this work we had worked together to discuss the new standards, and we had taken a look at our new textbook and discussed how our instruction might look different with the new standards and mathematical practices. Through our work together we a mutual respect for each other and appreciated each other’s work as math teachers. We acknowledged our different approaches to teaching in our classrooms, but also recognized the benefit we gained by collaborating. That respect helped us to move forward in our implementation of the standards. Through our lesson study process we planned a lesson together, teaching to the one of the standards, and then one teacher taught the lesson as the rest of us observed. After that lesson we spent time debriefing in order to improve the lesson, and a second teacher taught the same lesson later in the day based on our discussion. This professional development activity moved us forward in planning for high level instruction that would support students in meeting the grade level standards. Subject: Parent and Community Involvement I believe that well planned and comprehensive parent and community involvement activities can provide long-lasting gains for students. I believe this because of my experiences both as a parent and a teacher. As a parent I have attended school activities with my children, served on PTA boards, and volunteered my time in order to support their educational experience. As a teacher I have interacted with parent volunteers in my classroom, and supported and participated in school-wide activities that encouraged involvement of parents and community members. There are a lot of issues related to parent and community involvement. For example, the importance of ensuring that parents of all racial and ethnic backgrounds feel welcome in the school community, encouraging parents and the community to support the school with time and/or talent, providing a variety of ways for parents to help out at a school site, and supporting parents as important members of the educational team by encouraging them to serve on a School Site Council or Parent Association. I’d like to highlight an experience I had involving parents in two beneficial programs at my school site. As a teacher at Beaumont Elementary I helped to bring Family Math Nights and the Math, Science and Beyond programs to my school. These events required a lot of planning and coordination beforehand, and a committment by families and staff to try something different. Each of these events involved hands-on activities, in English and Spanish, that parents and children worked on together, under the guidance of teachers who volunteered their time to work with families to engage and instruct students. These events helped to establish a welcoming culture and a strong community feeling on our school site, and were continued year after year. Subject: Discipline and School Climate/Culture I believe that a school’s culture and discipline plan should foster positive self-esteem, respect, enthusiasm, and cooperation. I believe that because of my 30+ years of classroom management experience where I have seen the effects of a positive discipline policy vs. a punitive discipline policy. I believe that the culture of a classroom and a school should be based on three rules: Respect Yourself, Respect Others, and Respect Our Community. There are a lot of issues relating to this type of “Do No Harm” culture. For example, the value of keeping all kids in the classroom involved in the process of learning, the value of establishing relationships between teachers and students , the value of “outside of class” conversations, the value of a “never too late to learn” philosophy on a school campus, and the value of restorative practices. I’d like to highlight my ideas for using restorative practices to create a welcoming culture at a school. I see restorative practices as a philosophy that an entire school must commit to to build that positive, respectful community I referred to earlier. A philosophy of restorative practices focuses on holding students accountable with strategies that also help them to understand the effect their behavior has on others. This practice should be implemented in classrooms, where teachers can facilitate restorative circles so that students have opportunities to express their feelings in a respectful environment. It should also be implemented in small group settings as a strategy for peacefully resolving conflicts between individuals and small groups. And it should be implemented with school staffs to facilitate positive, respectful conversations and problem solving. Subject: Technology I believe that schools must integrate the use of digital tools into the work of students and educators to prepare for the 21st century. I believe that innovative use of technology has great potential to engage students and assist them in meeting the Common Core standards. I believe this because of the opportunities I have had to use technology as a teacher of children and adults. I feel that technology is an essential tool in a teacher’s toolbox, and our best chance of engaging digital natives in learning experiences. There are a lot of issues related to using technology to prepare students for the 21st century. For example, equitable access to the internet for all students, data security and privacy issues, professional development for digital immigrants, and the availability of Web 2.0 tools which can be used to engage students and provide for blended learning experiences. I’d like to highlight my experiences in providing technology professional development for digital immigrants (veteran teachers) to illustrate why I consider technology to be so important for 21st century schools. I have been using technology in my classroom since the late 1990’s, and I have been a teacher leader advocating for technology use for almost as long. For the past four years I have been the Digital Teacher Leader at my school site. Through this position I serve as a liaison between the school district’s educational technology department and my school site. Beyond that I have a seat at the table at my site when technology decisions are being made. I also have the opportunity to support teachers as they work to integrate technology into their planning and lessons, and I have planned and led technology infused professional development at my site. For the last several years I have taught courses for the educational technology deparment of San Diego Unified. Through these interactions I have seen firsthand the value, for both children and adults, of integrating technology into education in the 21st century. As a school leader I would expect clear and timely communication for myself and from all stakeholders. While communication can be a means for passing along information, it can also be used as a tool to inspire and motivate people, which will enhance relationships. It also creates a sense of confidence because the more knowledge one has the more effectively he/she can participate in and feel a part of the member of the school community. “Good communication between the school and parents—and between the school district and the community—creates a climate of trust and respect in which teachers can teach and students can learn. Good communication builds a team ... that surrounds and supports a student so that he or she can succeed.”1 As a school leader I would expect all relationships and interpersonal relationships to be based on an attitude of respect. While respect is something that must be earned, a respectful relationship can be established at a school site based on the knowledge that everyone in the building is there for the benefit of the children in the classrooms. “Respected adults engage in respect-full interactions in which respectful students can blossom.”2 A climate of respect must be modeled by the school leader, recognizing that when you respect others, they will respect you. As a school leader I would expect the members of my school community to be open and responsive to new ideas and willing to try new things. I would expect a commitment to doing the work required to create an innovative environment for our students, rather than a reliance on what has worked in the past. “Innovation is driven by a commitment to excellence and continuous improvement. Innovation is based on curiosity, the willingness to take risks, and experimenting to test assumptions. Innovation is based on questioning and challenging the status quo. It is also based on recognizing opportunity and taking advantage of it.”3 As a leader I would expect all stakeholders to challenge themselves to be inquisitive learners -- just as they expect their students to be. Resources 1. (2010). Introduction - Porterfield and Carnes. Retrieved February 19, 2015, from http://www.porterfieldandcarnes.com/P%26C/Introduction.html. 2. Respect—Where Do We Start? - ASCD. Retrieved February 19, 2015, from http://www.ascd.org/publications/educational-leadership/sept11/vol69/num01/Respect%E2%80%94Where-Do-We-Start%C2%A2.aspx. 3. (2010). What Do We Mean by "Innovation"?. Retrieved February 19, 2015, from http://www2.ed.gov/about/offices/list/oii/about/definition.html. I have had many opportunities to step up as a teacher leader in my 30 year career. I have chaired departmental professional learning communities, led technology professional development activities, written curriculum for educational technology courses, and served on Instructional Leadership teams. My goal when I lead or work with a group of adults is for them to feel that their time is valued, and that they will be inspired to try something new or push themselves a little farther as educators. I believe this is important because it is what I value as a classroom teacher involved in the decision making process. I consider myself to be a democratic leader. My leadership style comes from my belief that a leader must demonstrate a level of trust and respect toward group members that helps them to feel like equals in the decision making process, and that they do have an authentic opportunity to influence the decision of the leader. I believe democratic leadership is beneficial because it brings groups of people together to work with a common vision, and those groups can accomplish more than one person working independently because of the quality of ideas and discussion that can be shared. By communicating through shared decision making that everyone’s voice is valued, there is a greater likelihood that members of the group will fully commit to a decision once it’s made. I also aspire to a servant leadership style, focused on working as an equal member of the group to meet the needs of the team and earn their trust and respect by leading by example. Resources: 1. "Leadership Styles - Leadership Skills From MindTools.com." 2006. 18 Feb. 2015 <http://www.mindtools.com/pages/article/newLDR_84.htm> 2. Green, R. L. (2013). Practicing the art of leadership: A problem-based approach to implementing the ISLLC standards. Boston: Pearson. I have been in education for 30 years. I began my career at an American School in Guadalajara, Mexico, teaching in English to Spanish-speaking students. I taught pre-K my first year there, and second and third graders the following year. Following my two years in Mexico I became a bilingual teacher for Carlsbad Unified School District. I taught fourth grade for three years, and third grade during my fourth year with the district. During that last year in Carlsbad I applied for and was named a Mentor teacher. I believe that marks my first position of teacher leadership. After four years I left Carlsbad to work for Vista Unified School District, and I spent seven years there. I initially taught third grade, but later team-taught sixth graders. During that time I focused on language arts and social studies, while my team teaching partner taught math and science. During my time at Beaumont Elementary I took on leadership responsibilities by organizing and implementing Family Math Nights, and I initiated our school's participation in the Math, Science, and Beyond program, working with a team of teachers to organize and present family nights with hands-on math and science activities. During my time in Vista I also served on a textbook adoption committee, and a language arts district committee. I have been teaching in San Diego Unified for the past 17 years. I have taught at four different schools in the district, and I have worked with a variety of grade levels: second grade, fourth grade, fifth grade, and even one year teaching sixth/seventh/eighth (in Spanish.) About ten of those years were spent teaching Spanish in a bilingual classroom. As a teacher at Longfellow Spanish Immersion School I served on the school's School Site Council, and served as chair of the technology committee. I also worked with another teacher to develop Longfellow's original website, and during my last year there I was elected teacher of the year by my colleagues. I am currently in my eleventh year at Dana Middle School. I originally taught fifth grade language arts, and a Spanish elective, and I am currently teaching sixth grade math, social studies, and a computer elective (technology support services). I have served as the chair of the fifth grade language arts team, and of the sixth grade math team. I have also served on our school's Instructional Leadership Team for the past four years, initially as the sixth grade math representative, and now as the technology integration representative. Other responsibilities I have taken on at Dana include working as the site's Digital Teacher Leader since 2009, and I have continued in that role every year since then. As the lead technology teacher I have been observed by teachers on my site, as well as teachers and administrators from other schools both in the district and outside of the district. I support teachers at my site in their use of technology, specifically in becoming comfortable with the components of the i21 program of SDUSD. I have planned and presented at professional development events at my site, including a training around the Common Core Standards, training for the new PowerSchool interface, and most recently a PD introducing SAMR to staff and providing a "buffet" of technology mini-courses. I was also involved in the planning of a Point Loma cluster technology professional development day, and provided training on ActivEngage during that event. During the summers I have worked as the lead teacher for our site's Project Based Learning team, and I participated as a member of a math professional development team and a blended learning team. I have taught professional development courses for our district's Educational Technology department, and I have also developed two classes for the department: Using Technology to Differentiate in a Math Class, and My Big Campus: Creating Dynamic Pages. My revised belief statement:
I believe that all children have the right to a quality education that will provide them with the knowledge, skills, and opportunities that will help them to make smart and fulfilling choices about their futures. I believe that all students should feel respected and that they are an integral part of the school culture. I believe that all children, when engaged and invested in their own education, can and will achieve. I believe education is a preparatory experience. As educators we are preparing students to make important choices about their futures, not just preparing them to pass tests or get good grades. I think education should be about more than learning facts and mastering basic skills; it should be about helping children to build character and become decent human beings who will contribute to society. I believe we need to help students see a long-term view of their potential and the impact their choices have on their futures. My Story I decided to become a teacher in the third grade. I'd always enjoyed school, and I loved my teachers, but it was my third grade teacher - Mr. Padula - who influenced me to think of teaching as a career. I feel so fortunate that I always had that vision of who I would become - it was always a clear path for me. And my first years of teaching were spent following the path that I had envisioned. I loved teaching, I loved working with kids, and I felt very fulfilled by my job. Fast forward to my children starting school. I have twin boys, and school has always been a struggle for them. We placed them in a preschool that valued play and social interaction over academics, and I am happy we made that choice for them. However, it meant they started kindergarten without some basic skills (read: they weren't yet reading and writing when they started kindergarten!) To complicate matters, we enrolled them in the bilingual immersion school where I was teaching at the time. The program was solid, and I fully believe in it, but in hindsight, I don't think it was the best for my kids. My sons repeated kindergarten - at the recommendation of their teacher, but fully supported by my husband and myself. It helped, but they still struggled. I was providing a lot of support at home, and I continued to do so (and continue to do so now as they're navigating their way through remedial college courses.) I suspected for awhile that they might have a learning disability, but the second language requirements of the immersion program made it hard to say for sure -- was it a disability or was it the language? When they were in the fourth grade I requested a special education evaluation. My instincts were right: they were identified as having a disability, and they received IEPs. Those IEPs provided them with the support and advocacy they needed to be successful at school, but they still struggled and I still continued to re-teach lessons at home. It bonded the three of us, but it left me feeling that our educational system was letting them down. That feeling intensified while they were in high school, and the focus on college readiness pushed them into classes they were not engaged in or able to be successful in without intensive support. They graduated from high school thinking they must have a college degree to get good jobs, when in reality there are other good options out there that high school didn’t introduce them to. So my beliefs come largely from my experience with my own children, which I see reflected in so many of my own students. Working side by side with my sons who struggled through school, I am able to relate to my students who face similar struggles, and I know I am a better teacher because of my experiences working alongside them. And although I teach at the middle school level, I am highly concerned by the lack of career preparation we are doing in our schools. I truly believe that “we need to help students see a long-term view of their potential and the impact their choices have on their futures.” I hope to find a way to use my leadership skills to have an impact in making this a reality. I believe that all children have the right to an education that will provide them with the knowledge, skills, and opportunities that will help them to make smart and satisfying choices about their futures. I agree that all students should feel "...respected, welcomed, and included..." (Fisher, Frey & Pumpian, page 9). I believe that all children, when engaged and invested in their own education, can and will achieve.
I think you can see from my belief statement that I do believe education is a preparatory experience. As educators we need to prepare our students for the choices they will face in their lives, not just prepare them to pass tests or get good grades. I think education should be about more than learning facts and mastering basic skills; that we should be helping children to build character and become decent human beings who will contribute to society. I think we need to help students see a long-term view of their potential and their choices. References Fisher, D., Frey, N., & Pumpian, I. (2012). How to Create a Culture of Achievement in Your School and Classroom. Alexandria, Va.: ASCD. |
Dena Hause
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