MD5RefEssHaughtonT

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Walden University *

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6610

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Philosophy

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Jun 2, 2024

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1 Formulation a Professional Philosophy of Education Twanda Haughton The Richard W. Riley College of Education and Leadership, Walden University EDUC 6610: Teacher as Professional Professor N. Alomari July 30, 2021

2 Since the beginning of this course, my professional philosophy has expanded tremendously. If I was asked to share my philosophy of education before this class, I would confidently say it is centered around the idea that 'every child can learn.' Despite their varied learning abilities, as educators, we must provide them with the education they need to succeed in the real world (Haughton, 2021). I have come to realize that not only did I develop an updated professional philosophy of education throughout this course, but I also learned how to reflect collectively through the discussion posts we participated in. Through the readings of course materials, multimedia videos, and assignments, I have gained much more understanding I needed to expand my philosophy. Professional philosophy has given me a sense of self-confidence, empowerment, and reflection on beliefs (Caukin & Brinthaupt, 2017). Today, my professional philosophy of education now includes creating a safe, bias and discrimination-free environment for my students to learn, grow and develop. It also includes promoting students' learning by creating professional learning communities, working collaboratively with parents, and integrating technology in lessons while fostering positive social change (Laureate Education, 2015 & 2016b). The RWRCOEL Diversity Proficiencies have opened my eyes to being more self-aware by understanding my learners, creating an all-inclusive learning environment, and planning collaboratively (Laureate Education, 2016a). Being a teacher means you have to put your students first because your commitment to your students is the most important (NBPTS, 2016). Not only am I committed to my students learning inside the classroom, but I am also supportive of their passion and desire outside the learning environment. My commitment to my students has afforded me the opportunity to create relationships with my students' families and the community as well. Haney discussed the importance of these relationships and emphasized that students and

3 their families mattered most, even more than those who created the policies (Nieto, 2014). With this commitment, I will capitalize more on advocating for my students. Technology integration plays a significant role in contributing to a high-performing school in a 21st-century learning environment. Technology helps with collaboration and communication with students, parents, and colleagues. It has also given us the chance to design learning experiences, facilitates learning and assessment, allows for communication and collaboration, and professional development (Laureate Education, 2015). I now understand the vital role of collaboration, which is a fundamental component of my philosophy. Another key element is professional learning communities. These communities make any classroom more beneficial and successful. An influential professional learning community encourages school staff and professionals to work together to enhance each student's learning (Watson, 2014). I could not have completed my philosophy of education without mentioning personal reflection. Let me pause for a moment and take off my teacher hat as I break down the importance of reflection to me. As an individual, one must be able to go back, assess and self- reflect on a task or a situation before moving forward. It helps us to evaluate the purpose of our ultimate goals. We may ponder questions like, are these goals achievable, are they functional, is the strategies used working effectively, or what more can I do to make it better? Educators should practice reflective teaching; by looking at what is done in the classroom, thinking about why we do it, and whether it is working for us. When we identify and explore our instruction, we can change and improve within our teaching (Tice, 2004). Consequently, when I reflect, I become more self-aware of how I can improve my professional practices so that I can make a difference. In addition, reflection has allowed me to understand my professional practices better and increase my awareness of education as a whole. Additionally, reflective practice is a crucial

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4 aspect of establishing advocacy for teaching. Reflective practice is mainly about thoughtfully considering your own experiences while applying past or future knowledge to your teaching practice while being taught by other professionals within your educational community (Schon, 1996, as cited in Ferraro, 2000). Finally, social change is the last aspect of my professional philosophy of education. Positive social change begins with you, the educator, then in the classroom, which further transfers into the community. To promote positive social change, one must demonstrate professionalism; by creating a learning environment where students discover, appreciate, respect, and value each other cultural differences (Laureate Education, 2016b). When we apply the aspects mentioned above, we are creating positive social change. We are also practicing the skills of promoting life-long learning that students can utilize in the real world and make a difference by passing that on to their own one day. As teachers, we have an influential impact on our students' attitudes, beliefs, and mindsets. Therefore, our appearance and demeanor must be appropriate for one to emulate. With my influential role, I want to continue encouraging my students to stay true to themselves, dream big, and work hard to achieve their goals. I further want to create a better community where parents and families are involved in students' academics, for a positive bond between homes and schools plays a critical role in the development and education of children (Edwards & Alldred, 2000; Henderson & Berla, 1994; Richardson, 2009; Sanders & Sheldon, 2009). Also, when parents are actively involved in their child's education, students are more passionate and driven to want to learn and better themselves. A strong parental presence and engagement are vital to any child's educational development. Students need a positive learning experience at home to succeed in school: one that provides support, motivation, and quality instructions (Durisic & Bunijevac, 2017).

5 With all the information that I have gained over the past eight weeks from this EDUC 6610 Teaching as Professional course, I will transfer it into my teaching practices for the next school year. I plan to continue bettering my craft as an educator, build relationships with families, collaborate with colleagues in my PLCs, and provide my students with a learning environment where they can grow and progress. This course has also helped me become more aware of an educator's core prepositions, grow in my career, and acquire skills that will benefit my learners.

6 References Caukin, N. G., & Brinthaupt, T. M. (2017). Using a teaching philosophy statement as a professional development tool for teacher candidates. International Journal for the Scholarship of Teaching & Learning, 11(2), 1–9 . Durisic, M., & Bunijevac, M. (2017). Parental involvement as a important factor for successful education. CEPS Journal , 7(3), p. 138-149. https://files.eric.ed.gov/fulltext/EJ1156936.pdf Edwards, E. & Alldred, P. (2000). A typology of parental involvement in education centring on children and young people: negotiating familiarisation, institutionalisation, and individualization. British Journal of Sociology of Education , 21(3), p. 435–455. Ferraro, J.M. (2000). Reflective practice and professional development. ERIC Digest. Retrieved from https://files.eric.ed.gov/fulltext/ED449120.pdf Haughton, T. (2021). My Professional Philosophy of Education. Discussion Board. Henderson, A., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. Columbia, MD: National Committee for Citizens in Education. Laureate Education, Inc. (2016a). MSED Documents: RWRCOEL Diversity Proficiencies [Handout]. Walden University. https://class.content.laureate.net/a08a4a2a6f6799ef98d006d658fd2a67.pdf Laureate Education, Inc. (2016b). MSED Documents: RWRCOEL Professional Dispositions [Handout]. Walden University Blackboard. https://class.content.laureate.net/390c0924723dc502253f764a9c468bc3.pdf Laureate Education, Inc. (2015). MSED Documents: RWRCOEL Technology Proficiencies [Handout]. Walden University Blackboard. https://class.content.laureate.net/2565b7a77954cee53d16c82a78cc0726.pdf

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7 National Board for Professional Teaching Standards. (2016). What teachers should know and be able to do. https://www.nbpts.org/standards-five-core-propositions/ Nieto, S. (Ed.). (2014). Why we teach now. New York, NY: Teachers College Press. Richardson, S. A. (2009). Principal’s perceptions of parental involvement in the “big 8” urban districts of Ohio. Research in the Schools , 16(1), p. 1–12. Sanders, M. G. & Sheldon, S. B. (2009). Principals matter: A guide to school, family, and community partnerships. Corwin: A SAGE Company. Tice, J. (2004). Reflective teaching: Exploring our own classroom practice. Teaching English. Retrieved from http://www.teachingenglish.org.uk/articles/reflective-teaching-exploring- our-own-classroom-practice Watson, C. (2014). Effective professional learning communities? The possibilities for teachers as agents of change in schools. British Educational Research Journal , 40(1), 18–29.

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