Leadership Framework

This paper outlines my Philosophy of Education and Leadership Framework as a current

educator and future diagnostician. I believe that implementing these ideas will help me create the
best environment for implementing positive social change and creating successful individuals. A
well-conceived Philosophy of Education will help me understand and help students from
different cultural and linguistic backgrounds.
Education is the continuous development of a human being. To guide the development of
my students, I try to model the behaviors I want to see in my students. I believe the students and
their interests must be the focus of the classroom and lesson plans. I help my students develop
boundaries and skills that develop independence, self-confidence, and empathy. Parents are the
first teachers a child experiences and so parental involvement in the school setting is essential. I
try to incorporate character education and values into my lessons every day. Similar to the theme
for Miss Rumphius (Cooney, 1985) my goal is to help my students live a life that makes the
world a bit more beautiful. I want to help them exceed not only my expectations, but theirs as
well.
As a teacher pursuing degrees in both diagnostics and integrated
technology, I must familiarize myself with the following practices. As a
diagnostician, I need to understand the labels that identify a special needs child, the laws that
control special education resources and labels, the resources available to children with special
needs and their families, and the ways in which a childs academic and behavioral skills are
monitored and assessed. (Heward, 2013) In terms of technology, I must become familiar with
technology that is currently available to schools and students, as well as what will become
available in the future. I must also be comfortable with the appropriate ways to integrate
technology into curriculum without replacing or overlooking any essential basic techniques.

Leadership Framework

(Pitler, Hubbell, & Kuhn, 2012) In an Early Childhood setting these basics include building with
blocks, stringing beads, learning math with manipulatives, and practicing handwriting with paper
and crayons. I am currently a pre-kindergarten teacher, meaning my specialization focuses on
laying a foundation for social, behavioral, and academic skills. As an Early Childhood educator, I
have been fortunate to learn, and use, many behaviors and techniques that will benefit me in as a
diagnostician. I work day in and out to create an atmosphere that allows my kids to feel loved,
secure, valued, and happy. This type of environment gives them the support to confidently
attempt anything they desire and to learn from either their success or failure
in the attempt. I also try to involve parents in the classroom since parents are the first
teachers a child experiences.
Special Education is defined by two general categories: intervention and instruction.
Special Education as intervention means a preventive foundation is being laid for the individual
in need. Prevention keeps minor issues from blossoming into a full-fledged disability. Through
prevention techniques educators, specialists, family members, and administrators attempt to
reduce the number of new disability cases, eliminate or counteract the effects from risk factors,
and finally prevent the effects of these risk factors from worsening. Special Education adapts
general education instruction by using specialized and adapted materials to guide its curriculum.
Each special education student is given an Individualized Education Program (IEP) that modifies
the general education curriculum, tracks progress or regression, and outlines the specific needs of
the individual. (Heward, 2013) As a teacher in both general and special education I must
remember Dr. Charlotte Fontenots belief that each child, normal or exceptional, deserves
the thorough attention provided by an IEP (personal communication, June 12, 2013).

Leadership Framework

Last semester I was introduced to Understanding by Design (Wiggins & Tighe, 2005) and
the terms uncovering knowledge, guidance, and instruction. I believe these terms encompass the
goals and desires we have as educators, especially in regards to exceptional and disabled
individuals. A teachers job is to guide students as they build upon previous knowledge and skills
to create new understandings of a topic. A teacher is responsible for modeling appropriate
behaviors and guiding students as they learn to interact with others. I have been fortunate enough
to work in classrooms that employ two certified teachers, giving teachers an opportunity to
constantly review, monitor, and assess not only the students, but also the effectiveness of lessons
and teaching methods. Teachers and learners must trust each other, working together to adapt and
evolve as they grow. The ability to modify teaching and learning techniques is especially
important in Special Education. I believe the school day must be adjusted to fit the needs and
attitudes of the students. For example, some days you may have to ignore the plans you created
because the learners are in need of more or less stimulation. Collaboration is essential for both
teachers and learners. When students enter the working world they are expected to work with
their colleagues to solve problems and create new ideas. Creating Innovators (Wagner, 2012)
provides powerful arguments for the importance of collaboration in education. Wagner
interviews individuals that are creating beneficial changes in the world. A common theme
amongst these people is their ability to collaborate with their peers and mentors. Collaboration in
special education is supported by inclusion, allowing students and teachers to work with a wide
variety of people. Outside of instruction, teachers, specialists, and family members must
collaborate to maintain a respectful and professional demeanor so that the most useful decisions
are made for each childs future. This type of teamwork amongst staff members creates a
community of respect that students can sense even if they cannot verbally identify it. When

Leadership Framework

teachers communicate with each other, they are better able to model teamwork and collaboration
in the classroom.
It is important for a teacher to consider the learners backgrounds. Getting to know my
students cultures, linguistics, and interests helps me create units that grab their attention and
keep them invested in their learning (Mercer, Mercer, & Pullin, 2011). I need to develop a deeper
understanding of cultural and linguistic diversity, so that I may better understand what affects my
students socially and academically. I must also consider the fact that certain cultures are
disproportionately represented in special education. A familys cultural and linguistic background
influences their views on exceptional or disabled children. Consider this example from Hewards
Exceptional Children (2013):
Many Native American cultural/tribal groups do not consider the birth of a child with a
disability to be a negative or tragic event. Health and physical characteristics that might
be defined as disabilities in mainstream culture may be framed as special strengths rather
than deficiencies. (p. 101)
Heward (2013) goes on to say that it is important to consider the economic status of the learners
families. According to Heward (2013) low-income families tend to distrust the education system
because they see it as, purposely incomprehensible and exclusionary, (p.101). Preventive
strategies from a school, such as working with a cultural or linguistic translator and providing
transportation and child care, demonstrates that the education system respects all socioeconomic
levels and cultures. This helps create a framework for mutual trust when it is time to make
decisions about a childs academic future. I must be familiar with the socioeconomic level of my
students and their families so that I can make appropriate suggestions for practicing skills outside
the classroom.

Leadership Framework

Creating an environment that promotes collaboration, respect, trust, and understanding

between learners, teachers, and families is my ultimate goal. I believe that attending Houston
Baptist University (HBU), an institution dedicated to making positive social changes, will help
me attain my goal. HBUs administrators, professors, and students model a level of positivity,
support, and respect that I did not experience during my high school or college careers. I hope I
can carry on HBUs mission as I help my students grow into people that care for themselves and
others; no matter what labels a society, school, or government has placed on them.

Leadership Framework

References
Heward, W., (2013). Exceptional children: An introduction to special education (10th ed.). Upper
Saddle River, NJ: Prentice Hall.
Mercer, C.D., Mercer, A.R., & Pullen, P.C. (2011). Teaching students with learning problems.
(8th ed.). Upper Saddle River, New Jersey: Merrill.
Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that
works. Denver, Colorado: McREL.
Wagner, T. (2012). Creating innovators: The making of young people who will change the
world. New York, New York: Scribner.
Wiggins, G., & Tighe, J. (2005). Understanding by design (expanded 2nd ed.). Alexandria,
Virginia: Association for Supervision and Curriculum Development.