Philosophy of Educational Leadership
"Education is not merely the filling of a pail, but the lighting of a fire.”
- W.B Yeates.
Inspiring others to continue learning and supporting teachers in their role as educators is a clear mandate for me as a principal. Learning can indeed be infectious and should be at the heart of everything we do, not just academically but also relating to the dispositions, which portray ethical and well balanced global citizens. Indeed, the topic of Intercultural awareness is of particular interest to me, having lived on the cultural edge between Australia and Germany for many years. Watching my children grow and flourish in this environment was a fascinating journey.
As an interpersonal learner, I pride myself in being an effective and empathetic communicator. These qualities have been an asset as an administrator, and also in my work as a teacher trainer for the International Baccalaureate.
Although I feel most at home being an instructional, hands on leader, one size does not fit all. There are differing styles of leadership, which need to be accessed depending on the situation at hand. Sometimes coaching is required, while others may need merely encouragement and the support to effectively coordinate their own work with their colleagues. Then there are those who need a more direct approach to reflect on their practice and what is best for student learning. It is a skill to be able to conduct these sensitive, yet hard conversations at the right time, shaping best practice. The leader who is agile enough to move between these styles is invaluable.
Strategies I employ to be this leader are to:
· Provide a clear vision and the road map to get there
· Be an active and engaged listener
· Communicate effectively to teachers and parents
· Tell the stories which illustrate the school's journey
· Lead by example showing 100% commitment to the vision and mission of the school
· Be a change agent when needed
· Be visible to students and teachers every day
· Be decisive and take action when needed
· Ensure teaching is properly evaluated using established protocols
Facilitating teacher workshops have been a source of great pleasure for me. Witnessing the ‘light bulb moment’ for a teacher is just as satisfying as when this occurs in students. Providing well-planned, high quality, relevant teacher in service is critical to maintaining high standards, and contributes to an enthusiasm for learning from both the students and teachers. Having been both a specialist (EAL/ Learning support) and a homeroom teacher, I can appreciate the demands of both roles and am conscious when planning in service that it is beneficial for all. My website includes testimonials from educators I have worked with.
To conclude, I have helped to create a place where children and teachers value learning, in an environment where risk taking is possible. I am proud to have contributed to a school ethos of trust and respect, based on openness and honesty. I have gained credibility with staff and parents by being accessible in meetings and extra-curricular events. They know I care about how they feel and how their students are learning. Leading through these actions, can only serve to ignite the educational embers again and again.
- W.B Yeates.
Inspiring others to continue learning and supporting teachers in their role as educators is a clear mandate for me as a principal. Learning can indeed be infectious and should be at the heart of everything we do, not just academically but also relating to the dispositions, which portray ethical and well balanced global citizens. Indeed, the topic of Intercultural awareness is of particular interest to me, having lived on the cultural edge between Australia and Germany for many years. Watching my children grow and flourish in this environment was a fascinating journey.
As an interpersonal learner, I pride myself in being an effective and empathetic communicator. These qualities have been an asset as an administrator, and also in my work as a teacher trainer for the International Baccalaureate.
Although I feel most at home being an instructional, hands on leader, one size does not fit all. There are differing styles of leadership, which need to be accessed depending on the situation at hand. Sometimes coaching is required, while others may need merely encouragement and the support to effectively coordinate their own work with their colleagues. Then there are those who need a more direct approach to reflect on their practice and what is best for student learning. It is a skill to be able to conduct these sensitive, yet hard conversations at the right time, shaping best practice. The leader who is agile enough to move between these styles is invaluable.
Strategies I employ to be this leader are to:
· Provide a clear vision and the road map to get there
· Be an active and engaged listener
· Communicate effectively to teachers and parents
· Tell the stories which illustrate the school's journey
· Lead by example showing 100% commitment to the vision and mission of the school
· Be a change agent when needed
· Be visible to students and teachers every day
· Be decisive and take action when needed
· Ensure teaching is properly evaluated using established protocols
Facilitating teacher workshops have been a source of great pleasure for me. Witnessing the ‘light bulb moment’ for a teacher is just as satisfying as when this occurs in students. Providing well-planned, high quality, relevant teacher in service is critical to maintaining high standards, and contributes to an enthusiasm for learning from both the students and teachers. Having been both a specialist (EAL/ Learning support) and a homeroom teacher, I can appreciate the demands of both roles and am conscious when planning in service that it is beneficial for all. My website includes testimonials from educators I have worked with.
To conclude, I have helped to create a place where children and teachers value learning, in an environment where risk taking is possible. I am proud to have contributed to a school ethos of trust and respect, based on openness and honesty. I have gained credibility with staff and parents by being accessible in meetings and extra-curricular events. They know I care about how they feel and how their students are learning. Leading through these actions, can only serve to ignite the educational embers again and again.
