Janet R. James
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Statement of Philosophy of Education Every child is to be valued, and nurtured, both academically and as a whole person. It is the responsibility of the school to provide a learning environment that is safe and supportive, cultivating each student to arise to their full potential in terms of; skills, character, and citizenship. Accommodation of special needs is imperative. Compassionate, knowledgeable leadership of administration and teachers in the areas of curriculum, methodology, policy, and interpersonal skills are vital. At the center of all programs and decision-making must be the concern of what is in the best interest of the child and their well-being. The principal is responsible for setting a tone that fosters a positive learning environment, by providing sound leadership in areas of curriculum/instruction, facilities and operations management. Establishing consistent rules, routines, policies and procedures, implemented with wisdom and sensitivity, benefit all in the school community. I hold as a core philosophy the belief that ALL students (except for those severely handicapped) can achieve, though not necessarily at the same pace, rate, or method. This philosophy is supported in a standards-based curriculum. Therefore grade level goals AND individual goals are needed. Differentiated instruction (which optimally is data driven) enables teachers to meet each student at their ability and skill level, bringing them to standard (or even to exceeding the standard) from where they are. In strengthening literacy and critical thinking skills we will positively affect the self-efficacy of students. In addition, roles are changing; administration and faculty increasingly work collaboratively together, teachers become more of a facilitator than an expert with students, as students often work interactively with one another in paired or small group centers. Staff development paves the way for innovative practices, in order to empower teachers to empower students. Learning and student achievement (evidenced through student work) should be the focus of on-going staff development. Furthermore, curricular concerns such as; learning modality, multiple intelligence, and learning style should be factored into instruction. Moreover, establishing the six pillars of character education (responsibility, respect, caring, fairness, trustworthiness, and citizenship) with children is essential. Service learning opportunities and developing peer mediation/ conflict resolution skills build character, as well as establishing clear boundaries that have rewards and consequences. In the area of discipline, a positive/ assertive discipline plan is optimal. Also, fostering a school climate with a sense of family is beneficial. As we cultivate this sense of family it is imperative that multi-culturalism and diversity be promoted. We must celebrate the differences. In addition, encouraging family literacy and building bridges with parents and the community are highly important. Finally, we must prepare our children to successfully compete in a fast paced, ever changing, global economy. This is accomplished by ensuring that we facilitate students in acquiring high skills. High skills, translates into higher paying jobs. (Which includes technology skills, that are essential in the 21st century.) We must foster, among both staff and students, a culture of an on-going community of learners. Holding at our core that which is in the best interest of the child will ensure sound educational practice. We have an awesome role in preparing the children of today, for they hold the destiny and promise of tomorrow.
written June 2002/
updated 6/2007 |
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My e-mail address is:
jamesjan@shu.edu |
