Ayisha Abdul-Salaam - Educational Philosophy

At a young age, I recognized the astounding impact that an effective

teacher could have on the emotional, intellectual, and social well being
of a child, and how that child would view her self-worth and her
potential to successfully move forward. What ultimately led me to
enter the field of teaching was the fact that I had more positive and
inspiring experiences as a student in the nurturing private school I
attended from pre-K thru 12th grade. My high school math teachers and
classmates boosted my degree of self-efficacy relating to both
excelling in the subject and effectively relaying the concepts to others.
My decisions to make mathematics one of my focus areas of study in
college and accept the job as a senior Geometry teacher at a
progressive independent school upon graduating were early building
blocks to what I foresee as a rich career in educational service and
leadership.

Having completed ten wonderful years of service as a math teacher,

diversity practitioner, and educational leader in-training, I think it is
imperative to instill a sense of self-worth and self-efficacy in not only
my students but also in my adult colleagues in their academic and
professional work. I believe that I can only progress and succeed as a
teacher and leader to the extent that my students, mentees, and
respected colleagues can, assuming that we put our best foot forward
and are given the necessary resources and knowledge to produce and
contribute. Although challenges have arisen in the process, the
outcomes have been phenomenal.

I believe that students should bring to the classroom a respect for both
learning and sharing and a desire to explore the unknown and master
material to the best of their ability. They benefit by appropriately using
their unique educational backgrounds, i.e. prior knowledge, skills, and
passions, along with their imaginations, creativity, and problem-solving
skills, when approaching their various fields of study. Due to the
increasing influence of media and technology on how our children learn
and relate, the implementation of best uses of technology in the
classroom must continue to be a strategic goal. Similarly, the adults in
the educational community are most productive when trained to
collaborate on best practices and techniques. There should be ongoing
sharing of ideas and responsibilities, so that each faculty member is
prepared when provided the opportunity to lead her peers in both
curricular and extracurricular pursuits that enhance the integrity of the
institution.

Every parent, teacher, student, and administrator is viewed as

an interdependent member of the school...every action taken in
 school must seek to advance the welfare of the community.
(Sergiovanni, Moral Leadership)

The teacher serves her community best as a moral leader. I define a

moral leader as one who is empathetic and seeks to be in tune with
the sensitivities, concerns, strengths, and weaknesses of those in her
care, both students and colleagues. The moral leader operates from
the principle of equal respect, viewing the members of her community
as moral agents with intrinsic worth and treating them accordingly. As
a teacher, I have sought to follow the Golden Rule of according to
students the same kind of respect that I expect them to accord to me
i.e., respecting each others goals, freedom of choice, and the value
that each brings to the classroom. To facilitate this process, both
teacher and student should share their goals and expectations for the
course and the other at the beginning of each school year. Considering
that the teacher ultimately sets the tone for what is acceptable and
required, student transgressions should be reported and dealt with by
the schools honor and discipline review council. Likewise, there must
be a system in place to handle transgressions made by adults in the
educational community as well. The integrity of the school depends on
it.

If a childs education starts in the home, the most effective school

environment is one that serves as a reinforcer of the important values
and practices that are instilled. A fixed structure should be in place
whereby teachers sufficiently communicate to parents the
developmental and academic status of their students. Nevertheless, a
proactive parent who monitors her childs progress, and intervenes if
necessary, is invaluable. A culture of care and trust should be fostered
in which parents and teachers are encouraged to engage one another,
tackle difficult issues, and come up with solutions, all with the childs
best interest in mind. Constant dialogue and an interdependency
between teachers and parents is critical, and the schools leadership
should reassure families that the mission is being carried out
effectively, examined regularly, and updated when necessary. When
matters escalate to the office of Head of School, his executive decision-
making power should be recognized and supported, assuming that he
will make difficult decisions with group consciousness.

The goal of 21st century education should be to develop the hearts and
minds of human beings to the extent that they can become the
caretakers of their environment, constantly discovering and
experimenting with ways which will make it more enriching and
sustainable for everyone involved. Furthermore, students must be
better trained to take part in the global knowledge economy. As
education expert Tony Wagner argues, schools fulfill this goal by
becoming more proficient in the following areas: critical thinking &
problem solving skills; collaboration with individuals from diverse
cultures in a spirit of mutual respect & open dialogue; adaptability in a
constantly changing world; effective oral and written communication;
and lastly, cultivating the skills of curiosity, imagination, and creativity.
The school must first cater to the needs and interests of its own
diverse populationits leaders, teachers, students, parents, and the
local community in which it resides. It must embrace diversity as a
foundation for creating a healthy, productive, and inclusive learning
environment.