ABOUT ME

The quality of discourse around teaching and learning has improved and the use of classroom data to improve instruction has increased significantly at this time. (State of NJ, 2019) The sentiment expressed in this sentence is true but with value-added input from teachers and associated representatives is vital. I feel that without the added input and open dialogue between all stakeholders the success will not be attainable.  I have learned during my teaching and supervisory experience is that as a school leader cannot do it alone. We must foster an environment that is welcoming of all views and opinions. When we limit our vision and become myopic in our view of what is deemed successful, we begin to lose true sight of what our goal is,  teach students how to learn. I say how to learn because ultimately that is what we must convey to our students and teachers. We must create life long learners in our students and teachers in an environment that focuses on best practices and the latest pedagogical theory.  I have validated a long-held belief that effective teaching to those students who are underserved needs to have a standardized foundation. What I mean by this is that there must be consistent techniques of instruction and assessment throughout the school environment. Every classroom must-have essential components that are the foundation for instruction that every student can rely on to be consistent. This is not discouraging the many philosophies and strategies that teachers can employ I encourage multiple avenues for providing a productive classroom. But consistency and structure I still feel should be the core of instruction and supervision. My “3Cs” of supervision and teaching Compassion for all, Consistency in all we do, Communication between administration, teachers, and students. With these 3 basic components being adhered to will provide a stable foundation to build upon.