Peter Griffin Portfolio
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Statement of Philosophy

My approach to education is based on a core of philosophical beliefs. My views and professional practice manifest the following critical features:

  • Passion for education
  • Vision for future goals
  • High expectations for staff and students

These beliefs clearly drive my preparation for leadership, professional renewal, and student centered practices. Educators are leaders. Regardless of our actual job description, we all have personal spheres of influence that require us to use leadership skills. I believe that leaders are called to think and behave in ways that are different from those we lead. This involves critically examining our practices as leaders and expressing a willingness to be open with others about our practices. I have worked hard to make this evident in my professional life. My belief is that this process of reflection and accountability define and refine us as professionals. When our students and our peers believe that we are enthusiastic and invested in working alongside them, and are learning with them, then the quality of our relationships is strengthened and can lead to greater success.

Professional renewal is closely linked with my views regarding leadership. If we are to maintain professional efficacy, educators must commit to engage in a process of self-examination and adaptation of our practices. Following a clear professional vision guides how we spend our time. This applies to how we understand our subject area, related skills, instructional delivery, behavior management, our beliefs about student learning, and how we support the development of all of our students. Outside of this active learning about ourselves as educators, we can become rigid and ineffective.

Education is a dynamic and fluid process that demands cognitive and behavioral flexibility, especially when addressing a wide range of learning needs. Today’s educators face the tremendous challenge of teaching successful, high achieving students. They must address a multitude of content standards and students whose skills may span several grade levels. Despite this, it is critical to maintain high academic expectations. Students drive our professional purpose. Why would we settle for mediocre performance? Using this perspective, we must intentionally evaluate how our professional practices support student development. Teaching should not be about what works for adults, but rather about discovering and refining materials, methods, and strategies that help students grow.

These points of view may seem idealistic. However, I am firm in my belief that incorporating them into my approach to leadership (as a teacher or administrator) makes the difference in the success of my efforts with students.