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. I spent breaks or inservice in my mother’s classroom or helping my grandmother pack her office every summer. 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. It wasn’t until grade 10 that I had an amazing teacher for English/Language Arts. 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. When I can address the mirror work authentically, the more easily I can look out the window of my context and gain insight. At times, equity challenges seem urgent needing a rapid response, but taking a pause to resist urgency culture is beneficial. For me, the pause acts as an antidote to urgency by providing the space to be intentional and strategic in the collective response
I also identify as a servant leader. As a servant leader one of my focuses is the growth and wellbeing of the community to which I belong. To gauge the impact or success of my efforts, I assess it based on the question: “Have those I served experienced personal growth?”. Other leadership practices include contributing to a positive organizational culture that illuminates belonging through respect for and of all identities, values and beliefs and using humor when appropriate. I am always grateful for the opportunities in which I am granted to lead. This allows me to approach leadership with authenticity and a deep appreciation for the collaborative efforts that contribute to our shared success.
Not only am I academically competent as a life-long learner, but also equipped with the behaviors and attitudes necessary for leadership. In all instances, professional and personal, the principles of equity, culturally responsive teaching and leading and humanizing practices are at the core of who I am.
Teaching and Learning Forum 2024, Doha Qatar
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