Philosophy of Leadership
I strive to be a leader in schools because I want to inspire, support, and collaborate with other educators and community members to provide the best possible learning for my students. Every teacher has a unique set of skills, ideas, and innovations that they bring to their classrooms, just like our students are unique learners.
My hope is to be a leader who, as Brown (2019) defines, is “[some]one who takes responsibility for finding the potential in people and processes, and who has the courage to develop that potential.”
Trust
Strong relationships are built slowly through vulnerability, trust, and communication, and research shows that it makes a difference in school communities. As a leader, it is my priority to guide the cultivation of relational trust among all stakeholders so that we can have difficult conversations, be open to change, and help each other work toward our shared vision for students learning and growth.
Vulnerability
Leaders have to be engaged, open-minded, and willing to learn, try, fail, and retry until progress is made because “the courage to be vulnerable is not about winning or losing, it’s about the courage to show up when you can’t predict or control the outcome” (Brown, 2019, p.14). Being a vulnerable leader means being honest about my areas of success and my areas of improvement.
Communication
In addition to listening to teachers and staff, it is essential as a leader to reach out and collaborate with families and the community about what is necessary for the school environment to be successful and improve learning opportunities for students (TLEC, 2011, p.19). Brown (2018) states that “only when diverse perspectives are included, respected, and valued can we start to get a full picture of the world” (p.128). In school environments, this sentiment also stands true. All voices must be included and heard to improve student learning and growth.
_Philosophy of Teacher Leadership Updated Szotek.pdf