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Statement of Educational Leadership Philosophy

Statement of Educational Leadership Philosophy

Author: Robert Jon Peterson

Statement of Educational Leadership Philosophy

Statement of Educational Leadership Philosophy

Leaders of the 21st century are working to find their collective way through a myriad of political, economic, social, and ethical challenges facing them, and the people they serve.  As an educational leader my job is to inspire in others a passion for life long learning and to create opportunities for the growth and development of a tradition of academic excellence for all students.  To achieve academic excellence as the leader of a high school, I maintain three, central beliefs:

1.  I believe in utilizing qualitative and quantitative methods for collecting and analyzing data to drive decision making processes that will support focused instruction, accelerate student learning to close the academic achievement gap, and actively engage families in the educational lives of their child and/or children at school and in the community;

2.  I believe in solving problems through collaboration, teamwork, and dialogue for the purpose of supporting research based, best practices that will improve teachers’ instruction and increase students' engagement in classroom learning; and

3.  I believe in building leadership capacity within a school and district by supporting students, parents, staff, and community members in creating a healthy, high school culture and positive climate that will support accelerated student learning and growth in academic achievement.

First, I believe it is essential to use both qualitative and quantitative means for constructing knowledge and facilitating understanding of educational phenomena.  Employing qualitative and quantitative methodologies in data collection and analysis provides educational leaders with critical information about the people they serve and can be used to drive decisions relating to the implementation of professional learning communities, data teams, and instructional leadership teams.  Grounding decisions in data is best practice and an essential component, as an educational leader, in igniting a passion for life-long learning. 

Second, problems are complex in the 21st century milieu of K-12 public education.  I believe that utilizing collaboration, teamwork, and dialogue are core strategies for quickly identifying and analyzing problems and can provide educational leaders with the communicative tools necessary for supporting the diverse, and ever-changing, needs of 21st century teachers and learners.  Collaboration, teamwork, and dialogue are cornerstones in building a strong, tradition of academic excellence and represent core strategies for solving complex problems that I instill in others as an educational leader.

Building leadership capacity is a third central belief of mine and a key component in creating a healthy high school culture and positive climate.  As a high school principal, building capacity in others to emerge as teacher leaders requires asking the right questions, actively listening, reflecting, and demonstrating an ethic of care in my words and in my actions with my staff.  I also believe in creating opportunities for historically underrepresented voices in my school community to participate in a civil discourse that respects diversity, demands equity and integration, and is culturally proficient in supporting the hopes and dreams of all learners. 

Overall, I believe in using data to drive decisions, addressing problems through a collaborative, team, and dialogue based approach, and building leadership capacity in my teacher leaders.  My job, as an educational leader, is to inspire in those around me a passion for life long learning and establish a healthy high school culture and positive climate where all students learn, grow, and academically achieve.

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