philosophy of education sherri perry

Philosophy of Education
Sherri Perry

Indiana Wesleyan University

2

PHILOSOPHY OF EDUCATION

As a building leader it is important for me to examine my personal and professional
values. I should demonstrate a personal and professional code of ethics, based on my values,
beliefs, and attitudes. My goal is to inspire others to higher levels of performance, frequently
assessing the impact of my administrative practices on students, staff, parents, and the
community.

PROFESSIONAL MISSION STATEMENT

It is my work’s mission to help students and staff be more than they thought they could
be, to challenge the status quo, to listen intently, and to make all decisions in the best interest of
kids.

ELLC STANDARD ONE: SHARED VISION

According to Peter Drucker, the father of the study of modern organizations, “The failure
to exploit existing innovations is more widespread than the failure to innovate in the first place”
(Drucker, p. 274). A school’s shared vision should first include taking stock of the assets already
in place. Schools are full of innovative people, curriculums, and processes that are just waiting to
be tapped into. We start by agreeing on goals and objectives that focus on instruction. We link
data to instruction on a daily basis. Then we construct or maybe even just tweak an existing
manageable system for going from data to instruction. Lastly, we construct an ongoing
monitoring process. Accountability is key for a shared vision to grow and flourish. In Al Long’s
book, Leadership Tripod, he writes, “Theory Y leaders believe their job is to do everything they
can to assure that those who work with them have all the tools and resources they need to be
successful” (Long, 2005, p. 38). As a building leader, it is important to find the perfect balance
between empowerment and accountability.

3

PHILOSOPHY OF EDUCATION

ELLC STANDARD TWO: LEARNING FOR ALL

In Michael Fullan’s book, Breakthrough, he suggests two beliefs, that “All students can
achieve high standards, given sufficient time and support.” and that “High expectations and early
intervention are essential” (p. 12). It is my mission to set every student up for success by
providing instructional programs and a school climate conducive to learning. The success of
every student is also dependent on the success of every teacher. Principals are charged with
developing the instructional and leadership capacity of school staff. In What Great Teachers Do
Differently, Todd Whitaker suggests that “School improvement is actually a very simple
concept…Get better teachers and improve the teachers in the school” (Whitaker, p. 9). Whitaker
makes it clear that improving instruction means focusing on people, not programs.

ELLC STANDARD THREE: MANAGEMENT FOR LEARNING

I believe that “All teachers can teach to high standards, given the right conditions and
assistance” (Fullan, p. 12). Too often, our teachers suffer from “repetitive change syndrome”
(Fullan, p. 14). At first they are ready, willing, and able, but after being led down a new path of
the latest and greatest every couple of years, their enthusiasm is replaced by skepticism. Teachers
do not need a new conference or more mandates. They need to be given opportunities to learn all
the time, by reading, watching webinars, following education blogs and podcasts. Then they
need encouragement to try what they are learning. Lifelong learning for an educator, should look
like daily learning.

ELLC STANDARD FOUR: COLLABORATION WITH FAMILIES & COMMUNITY

Research findings by the American Library Association state that “The amount of free
reading done outside of school has consistently been found to relate to growth in vocabulary,

4

PHILOSOPHY OF EDUCATION

reading comprehension, verbal fluency, and general information. Students who read
independently become better readers, score higher on achievement tests in all subject areas, and
have greater content knowledge than those who do not” (Cullinan, 2000). Another ALA study
concluded that independent reading decreases during the middle school years (Cullinan, 1991).
This sort of information is vital when collaborating for school improvement. The local librarian
and parents, as well as teachers and administrators should be welcome on a School Improvement
Committee. Reading is the basis of all instruction, but, sadly, there are students who arrive at
middle school who were never read to at home, rarely taken to the library, and are just as
encouraged to watch T.V. or play video games at home as they are to read. Raising awareness of
community library resources is key. Fostering lending libraries around town or getting business
donations for student ebooks would create a positive reading partnership.

ELLC STANDARD FIVE: ACTING ETHICALLY

When reading Michael Fullan’s book, Leading in a Culture of Change, I was drawn to
the component of leadership he describes as moral purpose. “…moral purpose means acting with
the intention of making a positive difference in the lives of employees, customers, and society as
a whole” (Fullan, 2001, p. 3). As a building leader, ethics is of the utmost importance if one is
guided by moral purpose. It has been said that character is who you are when nobody is looking.
But in a principal’s position, everyone is looking. They are looking and watching as much as
they are listening. Actions do speak louder than words. At the end of the day, I can tell my
students and staff to be the best versions of themselves or to strive to move the ball forward, but
if I am not doing the same, I will lose all credibility. It’s hard to be a leader with no followers. As
a principal, I will vow to live out the Golden Rule, treating all students, teachers, parents,
community members, and administrators as I would want to be treated. I will listen intently and

5

PHILOSOPHY OF EDUCATION

seek out truth, knowing that there are always two sides to every story. Ultimately, I will strive to
make all decisions in the best interest of kids.

ELLC STANDARD SIX: ADVOCACY

The field of education is in trouble and one of the biggest concerns is evident in Indiana,
teacher shortages. In the Indianapolis Star article, “Indiana Faces Shortage of First-time
Teachers,” reporter Kris Turner writes on the subject. According to Teresa Taber Doughty,
Associate Dean for learning in Purdue’s College of Education, “Shoring up the supply of
teachers will depend on how much value society places on the teaching profession…If the
financial and social issues that plague the profession continue to be a problem, the population of
teachers will remain at a critical point. Sadly, current teachers don’t feel valued for the work they
do. To reverse this national trend, we need to recognize the value of teachers and raise the profile
of the profession.” The Indiana State Teachers Association believes that “state school funding
constraints and standardized testing pressures” are adding to the problem (Turner, 2015). As a
building administrator it is my duty to act to influence local, district, state, and national decisions
that will affect my school’s learning environment. If teachers feel undervalued, pressured, and
underpaid, not only will our school climate suffer, but those teachers will not stay in the
profession long. I am in communication with Kathy Richards, the state house representative of
where I live, and Tony Cook, the state representative of where I work. Brian Brosma and Tony
Cook authored House Bill 1002, which recently passed. It will pay tuition for Indiana’s top high
school students to enter the field of education. Wherever I am principal, I will continue to be
involved in communicating with my representatives and advocating for my school’s students,
staff, and community.

6

PHILOSOPHY OF EDUCATION

ELLC STANDARD SEVEN: PRACTICE-READY

At Hamilton Heights Middle School, I led a sub-committee of the School Improvement
Team. I find myself drawn to the works of Mike Schmoker and Robert Marzano. In Results: The
Key to Continuous School Improvement, Schmoker outlines the recipe for effective teamwork.
“The most effective forms of collegiality…depend upon ‘shared responsibility’ for a task that
individuals acting alone cannot complete. Effective collegiality is a function of having a clear
task-orientation, which creates peer pressure to live up to agreements made” (Schmoker, p. 24).
Creating productive teamwork with the aim of improving student achievement, whether it be
academic, social, or other, will be one of my biggest challenges as a principal. In my experience,
I have seen many unsuccessful collaborative teams who lacked precise goals or accountability. I
also have seen very successful teams lose their focus for the same reasons. I find it heartening
that Schmoker believes all types of individuals can work together if they are given specific tasks
and the group is counting on each member to do his part.

I have spoken to all of the principals in my district and one thing they all agree on is that
“you can’t get it all done.” I like the list Marzano includes in his book, Leadership That Works.
He gives “The 21 Responsibilities of the School Leader” (Marzano, p. 42). Maybe I can’t do it
all, but the only way I am even going to come close is to prioritize. Marzano correlates his list of
responsibilities with student academic achievement. When I owned my own businesses this was
called spending one’s time on profit producing activities. It is easy, no matter what the job, to get
bogged down with checking emails, office organizing, or just the tyranny of the urgent.
According to Marzano, the following are the top five responsibilities or behaviors that deliver the
greatest results: situational awareness, flexibility, monitoring/evaluating, outreach, and
discipline. I will be intentional about cultivating these traits as a school principal.

7

PHILOSOPHY OF EDUCATION

References
Cook, A. (2015, November 23). [Telephone interview].

• Co-sponsoring Teacher Shortage bill with Brian Bosma.
• Bill will attract top academic high school students with tuition payment for majoring in

education and teaching for five years in the field.
• Indiana needs to not just attract new teachers, but retain existing teachers. On average,

new teachers in Indiana quit after teaching for five years.
Cullinan, B. (2000, November 1). Independent Reading and School Achievement. Retrieved

September 27, 2015, from

http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslpubsandjournals/slr/vol3/

• Students who begin reading a book in school are more likely to continue to read outside
of school than students who do not begin a book in school.

• The amount of free reading done outside of school has consistently been found to relate
to growth in vocabulary, reading comprehension, verbal fluency, and general
information.

• Students who read independently become better readers, score higher on achievement
tests in all subject areas, and have greater content knowledge than those who do not.

Davenport, P., & Anderson, G. (2002). Closing the achievement gap: No excuses. Houston, TX:
American Productivity Quality Center.

• The most creative ideas come from teachers. Get their feedback on what motivates
students and follow it.

• All children can learn given the appropriate time and resources.

8

PHILOSOPHY OF EDUCATION

• Continuous, measurable improvement is critical in achieving instructional growth in any
school.

Drucker, P. F. (2001). The essential Drucker: The best of sixty years of Peter Drucker's essential
writings on management. New York: Harper Collins.

• Any organization must create a team by fusing individual efforts into a common effort.
Each member contributes something different, but they must all contribute toward a
common goal.

• Placing the right people in the right jobs is one of the most important responsibilities that
managers have. No other decision has such long-lasting consequences.

• Intelligence, imagination, and knowledge are essential resources, but only effectiveness
converts them into results. By themselves, they only set limits to what can be attained.

Fullan, M., Hill, P. W., & Crévola, C. (2006). Breakthrough (1st ed.). Thousand Oaks, CA:
Corwin Press.

• Professional Learning Communities transform knowledge, share inquiry, engage in
continuous learning, and build communities of practice.

• The most effective interventions for student improvement are feedback, direct instruction,
and prior achievement.

• While direct instructional approaches improve student achievement, students do not
become independent learners, and when confronted with the new, they don’t know what
to do.

• Professional development works when it is school-based and embedded in teachers’ daily
work.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

9

PHILOSOPHY OF EDUCATION

• Moral purpose is described as acting with the intention of making a positive difference in
the lives of employees, customers, and society as a whole.

• Transformation is not possible without the accompanying messiness.
• Tacit knowledge (skills, beliefs, and understanding that are below the level of

awareness) is not easy to express, communicate or share with others, but organizations
are successful if they can access it.
Long, A. (2005). Leadership tripod: A new model for effective leadership (2nd ed.). Indianapolis,
IN: Power Pub.

• Theory X and Theory Y leadership are the antithesis of each other, but it takes a little of
both to be a good leader.

• The Theory X leader believes all employees need to be watched carefully and driven
hard, or the work won’t get done. If left on their own, the ‘workers’ will take from the
organization, doing as little work as possible and getting away with as much as they can.

• Some situations, as well as some teachers, dictate a building leader who will hold them
accountable; a leader who will hold them to higher expectations than they even expect
from themselves.

• Theory Y leaders believe their job is to do everything they can to assure that those who
work with them have all the tools and resources they need to be successful.

Marzano, R. J., Waters, T., & McNulty, B. A. (2005). School leadership that works: From
research to results. Alexandria, VA: Association for Supervision and Curriculum
Development.

• Whether a school operates effectively or not increases or decreases a student’s chances of
academic success.

10

PHILOSOPHY OF EDUCATION

• Four factors characterize the behavior of transformational leaders: individual
consideration, intellectual stimulation, inspirational motivation, and idealized influence.

• Four roles of an instructional leader: resource provider, instructional resource,
communicator, and visible presence.

Maxwell, J. C. (2001). The 17 indisputable laws of teamwork: Embrace them and empower your
team. Nashville: T. Nelson.

• Good leaders value the process of developing people, empowering team members, and
reproducing other leaders.

• To put yourself on the road to improvement: find a mentor, begin a growth plan, and get
out of your comfort zone.

• Team members who do not carry their own weight are considered weak links. Weak links
can have a negative effect on leadership. The stronger members identify the weak one,
have to help the weak one, and come to resent the weak one. The strong members then
become less effective and begin to question the leader’s ability. The leadership lose the
respect of the best when they do not deal with the worst.

Rubin, H. (2009). Collaborative leadership: Developing effective partnerships for communities
and schools. Thousand Oaks, CA: Corwin.

• Modern management models now base decisions on research, data, and best practices. No
longer is intuition a sufficient resource

• Consensus building connects the goals and activities of the individual to the goals and
activities of the institution.

• To develop a positive climate of collaboration and communication leaders must model
honest and productive communication skills, ask more questions than they answer, be

11

PHILOSOPHY OF EDUCATION

observant and ensure that everyone is participating in discussion, and never let key
decisions be made by tacit endorsement, but illicit an active vote of support.
• It is important to recruit the right mix of people to be collaborative partners.
Schmoker, M. J. (1999). Results: The key to continuous school improvement (2nd ed.).
Alexandria, VA: Association for Supervision and Curriculum Development.

• Schools would work better if teachers worked in focused, supportive teams. School
systems should do a better job of creating regular opportunities for teachers to plan and
interact together. Teachers are much too isolated.

• Research shows that students who attend schools where subject matter is made relevant
and interesting are retaining more and will therefore earn higher scores on standardized
tests.

• Schools improve when purpose and effort unite. One of the most effective means to
cultivate a goal-oriented culture is to regularly reinforce and recognize improvement
efforts, both privately and publicly.

Turner, K. (2015, August 2). Indiana faces shortage of first-time teachers. Retrieved November
22, 2015, from http://www.indystar.com/story/news/education/2015/07/30/indiana-faces-
shortage-first-time-teachers/30906573/

• First year teachers across Indiana have decreased by almost a fifth in the past five years.
• If schools have to be less choosy when hiring teachers it will affect the quality of

instruction.
• Poor starting salaries and a hostile teaching climate have driven people away from the

profession.

12

PHILOSOPHY OF EDUCATION

Whitaker, T. (2004). What Great Teachers Do Differently: 14 Things That Matter Most. Eye on
Education: Larchmont N.Y.

• All we really need is for all teachers to be like the best teachers.
• The variable is not what teachers expect of students. It is what teachers expect of

themselves.
• Base all decisions on the best people. It is a mistake to focus on the least effective people.

If we issue broad directives, we make our top performers feel guilty, even insulting them,
while those who need the directives ignore them.
Young, A., & Kaffenberger, C. (2009). Making DATA work. Alexandria, VA: American School
Counselor Association.
• Collecting and analyzing data can help identify achievement gaps and assess programs to
ensure they are making a difference for students.
• Research-based instruction is no longer just needed, but required. It is important that
administrators know what tools are available and how best to use them to gather and use
necessary data.
• It is important that teachers are held accountable for student success. Data is a vital
component in that process of accountability.