Danielle Thomas- Educational Philosophy

I believe that all students can learn when they are a part of a school community that encourages high scholastic and ethical standards, values culturally relevant and responsive teaching, and promotes student and teacher self-reflection, exploration, and leadership in classrooms and communities. Before teaching others, I believe it’s imperative for educators to self-reflect and be aware of how their lives have been impacted by current social systems. If educators “teach who they are” unintentionally in the classroom, privileged or oppressed by social systems, it’s important that their potential biases be addressed, so that they can interact and engage with students in an affirming manner.

In order for the above to be true, I believe the following are guiding principles:

Social Justice will live throughout the curriculum. All children deserve an opportunity to learn and are capable of achieving anything, when given the right tools. School curriculums should be rooted in children’s needs and experiences, and should affirm how their lives are connected to that of society. Curriculum should acknowledge, value, and build on students’ prior knowledge as a foundation to learning. Along with learning a particular subject, students should feel that they are learning more about themselves, and those around them, through sharing and asking questions. When curriculum is created through the use of a critical social justice lens, it will inherently challenge systems of inequity that are embedded within education and our society, and will expose students to a host of non-stereotypical narratives of those who are and have been marginalized, instead of only sharing a specific, privileged narrative. Essentially, curriculum should reflect diversity in people, cultures, and perspectives.

Genuine and trusting relationships will be established between students and stakeholders. In the words of long time educator, Rita Pierson, “Children don’t learn from people they don’t like.” Children need to feel that those working with them truly love and care for them on a personal and human level. In order to ensure this trust, educators must not only be vulnerable and willing to state that they don’t know everything, but also be open and receptive to feedback from students, their families, and their communities. When stakeholders and children know the educators working with them have their best interests at heart, a school environment is created that fosters and supports mental, emotional, and physical health and growth.

Student Achievement will be a Priority. Though success is a relative term dependent upon what one values, I believe that high scholastic outcomes for students is of the utmost importance. Educators must be clear on their scope and sequence for what will be taught, use students’ diagnostics as a foundation to build upon prior knowledge, progress monitor towards goals and provide feedback, and informally and formally assess students understanding of topics covered. More than just proficiency on assessments and standardized tests, success is when students are able to apply concepts and skills learned in the

classroom to real world situations. Student achievement is when learning becomes more than just theory but application.

Students and staff will lead with their values. Self-reflection can be a very powerful tool. When individuals are given a space to reflect and gain clarity on what they value, I believe their actions will begin to align with their beliefs. Along with educators, students should be provided with opportunities to identify their values, and learn how those values impact and influence what is important to them. Students should be given examples of people in their communities, historical and current, who lead with their values in various capacities. When students are exposed to leaders they can identify with, I believe they are affirmed and empowered in their own abilities and what is possible for them. When students are confident in the power they possess and are clear on what is important to them, this confidence can lead to them being transformational change agents in society. .

Inquiring, critiquing, exploring, and problem solving will be the norm.In order to disrupt the status quo and dismantle systems of dominant culture, students must be informed and taught to question traditional modes of operation. Students’ understanding of the world around them and the perspectives of others will only be cultivated if they are given opportunities to practice. This practice could be in the form of collaborating with others, completing projects, mock trials, completing social and research based experiments, simulations, or role playing. When subjects taught in school connect and examine societal structures and their impact on students’ and others’ existence, this creates a platform for students to problem solve and create alternatives that benefit those impacted. If students are able to question, critique, explore, and problem solve in the classroom, they will be able to transfer those skills and do the same in their communities and society.