1 VANDEVORST Revised teaching philosophy

Dominique Vandevorst Marygrove College

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Looking back on my initial teaching philosophy I feel that I firmly agree with the overall outline of what I initially wrote. I can see that what Dr McCoy believes it takes to be an educational leader: serious passion, awareness and determination McCoy, !""#, as cited by Lane, !""#$ is completely spot%on. &ithout these three key characteristics as a teacher leader in a rapidly changing educational climate trying to keep up with changes in technology development, the way in which students' access information and differentiating learning to where each student is at, I think it would be hard to be able to keep going.

(t the centre of my teaching philosophy is the belief that every student has the potential to achieve and to accomplish their dreams and that every student should have the possibility and the opportunity to develop and e)cel. My teaching philosophy is in line with McCoy's McCoy, !""#, as cited by Lane, !""#$ thinking that each child is my employer and each child should be treated as my own. *his for me is twofold: on the one hand I need to offer an academically strong and challenging curriculum and on the other hand an optimal learning environment which is safe, en+oyable, social and stimulating. I believe that when a child does not understand or achieve his ob+ectives it is I who need to rethink my strategies and approach. ,or e)ample if I e)plain a math concept to a student verbally but the student does not grasp the concept because he or she is predominantly a visual learner then I need to adapt my teaching practices and make sure I e)plain the concept in a visual way so that the student can understand and process the information.

My teaching philosophy reflects that I care deeply about students, that I value them as human beings. I want to see potential in each one of them and regardless of background, economic or social situation they will be given the opportunity to reach their full potential. I am in the classroom to enable each student to be the best they can be -ander and -ander, !""!$. I want students to understand that the world is their oyster and that anything is possible if they are willing to learn to use different tools to access information, to learn the skills of how to think critically, to evaluate information and participate in a democracy

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Lieberman and Miller, !"".$. I believe that my task is to prepare students /to meet the challenges of an ever%changing world' Lieberman et al, !""., p.0"$.

I have come to understand in these months during the M(* that an understanding of the rapid changes in technology is crucial to my role as teacher leader both within the classroom but also within the professional learning community within my school. McIntyre as cited in Lieberman and Miller, !""., p.1$ makes a valuable point in saying that /people used to go to school because that is where the knowledge was'. 2owever in the present day climate students can find almost anything on the internet. (s a teacher leader I need to, rather than spoon feed information to students, e3uip students to be able to access this information, to be able to think critically and able to evaluate sources and information themselves. *his can only be done by facilitating a different type of educational environment. &ithin my classroom and within the wider school where I work as a teacher leader I am there to guide students on this +ourney. In order for me to be able to guide students I need to be pro%active and gain an understanding myself of how to access digital technology and how to use it within the classroom. (s a teacher I believe I need to stay open%minded to the changes, challenges and opportunities that the present world bring with it, changing economy, technology, government, public life, demographics in order to be prepared and able to close the educational gap Lieberman and Miller, !""., McCoy, !""#, as cited by Lane, !""#$. *his means I need to stay up to date with best teaching practices. I found the information by ,ryer !""4$ helpful, reminding me that professional learning communities can e)tent beyond school borders and into online communities. I am using online information from online professional learning communities more actively, taking part in forums and e)changing ideas with other professionals throughout the world in order to offer the students a more up to date learning e)perience in the classroom. My aim for ne)t school year is to set up a 5kype link with another classroom and let students collaborate on some of their pro+ect work. *his will help them to gain perspective and understanding of the world around them.

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I want each student to know and understand that they can be a positive contribution and change agent in class, at home, in their community and within the wider world. 6ach one of them can be like a pebble thrown into a pond that will set change in motion -ander and -ander, !""!$. &ithin my classroom all learning whether it is math or drama should be relevant and connect to everyday life and the world we live in. My teaching philosophy sees me as the teacher as facilitator and guide to help students gain the skills and ability to be in3uirers, risk%takers and become knowledgeable. I am the person who is there to help them open doors through which they can gain access to their full potential. I want students to en+oy learning and discover the gift of life%long learning. *his comes from an understanding that each one of them is valued for who they are. I realise that within class I should have circle time on a weekly basis where we listen to one another and where we share some of the good and bad things that are happening around us and how together we can develop social skills and strategies. *his helps each student to connect to one another and teaches them that they are all different and individual beings but able regardless of this to look out for one another, care for one another and connect with one another. &ithin my classroom I aim for high standards from my students. I e)pect all students to do well and achieve highly regardless of their ethnicity, background or socio%economic status especially since I will adapt and differentiate my teaching to wherever students are at. I believe that I should be a leader in my classroom and aim high both with regards to students' academic learning but also with respect to social relationships. *he leadership survey results showed that I am a democratic or participative leader. In my classroom students take part in the decision%making process. *hey help find solutions to issues or problems and by taking ownership they tend to see things through.

&hen thinking about my initial teaching philosophy I feel that I am developing a stronger voice within my professional learning community. I am working on becoming a teacher leader within our staff meetings and take an active role in the collaboration process. I agree with what I previously wrote that it is important to collect data on a regular basis about each

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individual student which I can assess and review in order to inform my teaching McCoy, !""#, as cited by Lane, !""#$. 2owever I will continue to be stronger in asking my colleagues to listen and work together on developing strategies even though we are a small staff team. *ogether, rather than on my own, we should gather data, review it and use it to adapt to the student's learning needs in order to help the student move forward. 7n the other hand if a student is achieving at grade level we as a team need to gather data, review it and use it to challenge that student to reach higher levels of learning within all sub+ects. (ny issues that do not get resolved need to be discussed with the coordinator, educational psychologist and parents8carers so that together we can help and support students.

(s a class teacher I clearly state to parents8carers what my e)pectations are of them and of the child. I involve and support parents8carers as much as I can. I believe in a strong school%home link as this will support the student optimally. 7pen and clear communication with parents is vital in order to make sure each student stays on target and is thriving within the classroom and school community. *his I do via email, phone or in person. I make myself as accessible and available as possible so that neither parents nor I wait with addressing any issues until problems or issues have escalated.

9eferences: http:::www.bucketfillers0"0.com: ,ryer, &. !""4, (ugust 1"$. ;uilding professional learning communities with educators using digital tools <(udio podcast=. 9etrieved from http:::www.speedofcreativity.org:!""4:"#:1":podcast0#>%building%professional% learningcommunities%with%educators%using%digital%tools: Lane, ;. Creator$. !""#, ?uly 0#$. The ABCs of educational leadership <@ideo file=. 9etrieved from http:::www.youtube.com:watchAvBC9(-.iu%6g( Lewin, C. n.d.$. DuiE:9esults F &hat's your leadership styleA 9etrieved from http:::psychology.about.com:library:3uiE:bl%leadership3uiE.htm. Lieberman, (., G Miller, L. !"".$. Teacher leadership. 5an ,rancisco, C(: ?ossey% ;ass. I5;H%0": "4#4I>!.J4 I5;H%01: I4#%"4#4I>!.J> -ander, ;., G -ander, 9. !""!$. The art of possibility. Hew Kork: Lenguin. (5IH: ;""1*6790! I5;H: I4#%"%0.%!""00"%1