Over the last few months, I have been trying to think about who I am as a leader. The best way to capture this is to start with a story. I am a third generation educator. My grandmother was a guidance counselor, my mom was a kindergarten teacher and my dad was a counselor. They instilled in me a love for education. Up until 2nd grade I knew without a shadow of a doubt that I would be a teacher.
But at that young age, I felt like my teacher was trying to break me with the manner in which she treated me. It was the first situation that I now know impacted my academic identity. So from there on I coasted through school- I exhibited signs of attention deficit disorder my parents would not allow me to have a label - really just a lack of engagement with my education. We discovered that I loved writing. The spark she gave me led to an increased self-efficacy. She provided opportunities for mastery experiences, filled my life with positive affirmations and really transformed my academic identity.
So if asked to share about myself, I am the educator that wants to provide all students with the experiences they need to mold an academic identity anchored in equity. The experience above has helped me define my educational philosophy. It is grounded in the principles of equity and culturally responsive teaching and leading. This reflects a commitment to fostering an inclusive and supportive learning community. In practicing the principle of equity, I recognize and address the diverse needs of all students to ensure they have equitable access to educational opportunities.
This also requires a personalized approach, taking into account the unique strengths, challenges, and backgrounds of each student. As an educator and leader, I understand and appreciate the cultural backgrounds and experiences of students to create a more relevant and engaging learning community. This is also present in incorporating an inclusive curriculum that supports diverse perspectives, histories, and contributions into the curriculum.
It ensures that students see themselves reflected in the materials and topics covered, promoting a sense of belonging. My equity leadership practices are rooted in an equity model that supports mirror and window work. The mirror focuses on my beliefs, identities, biases, experiences, assets and fears while the window is inclusive of the students, families, colleagues in the learning and broader community.
