TAL Module 1 Reflection

The Big Picture of Teacher Leadership

Teaching Philosophy
Rachel Schultz
Marygrove College

TAL Module 1 Reflection

A childs education has a profound impact on every aspect of their lives. It

provides their base foundation. As Dr. Art McCoy suggested, not only does education
provide academic knowledge, but it also has a great affect in teaching children proper
social behavior and high-quality character (McCoy, 2008, as cited by Lane, 2000). As a
service-focused, teacher leader, it is my commitment to create a safe, positive and
caring atmosphere, where each child can develop their unique gifts and individual
character to their fullest potential. I was born into a family of teachers and I grew up
knowing I too wanted to teach. It is my passion to serve children in disadvantaged
areas. For as long as I can remember, I have committed myself to this passion; this is
demonstrated through the schools in which I choose to teach and volunteer.
The teachers that had the most significant impact on me growing up were ones
that took the time to get to know me on a personal level, about what I liked, disliked,
and so on. Thats why building relationships is such an important and enjoyable part of
teaching to me. It builds trust between the child and myself and allows me the
opportunity to get to know the whole child. One way I worked to build relationships is to
have Lunch Buddies. Every Monday, I would send two or three students a written
invitation to eat lunch with me on that Wednesday. That Wednesday during lunch,
students would get their lunch from the cafeteria and then meet me in our classroom.
By the time they returned to the classroom, I would have our reading table turned into a
special picnic table with a nice tablecloth, placemats, and centerpiece. I would also
bring a special dessert to share after lunch. Students felt so special getting this time
together and looked forward to when it was their turn to join me for lunch. This way of
getting to know and talk with each other outside of the academic setting was very

TAL Module 1 Reflection

meaningful to students. Creating this relationship can make a huge difference in
learning as well as the classroom culture. Focusing on my students and our
relationships is one way that I can live a life that makes a difference for each of my
students (Zander, 2000, pg. 59).
I enjoy seeing my students engaged, motivated, and in result, successful. To
accomplish this goal, I provide hands-on, student-centered, and differentiated
instruction. Using each childs unique personalities and strengths as well as
considering well-reflected upon data, I can plan and direct my instruction to meet the
needs of every child in my classroom. I also provide a variety of opportunities for
students to express themselves and their learning; these opportunities allow students to
take pride and ownership in their education. When I think about this goal of mine, my
mind immediately jumps to Project Based Learning; through Project Based Learning
students have a direct input in what they are studying. I often discuss with my students
our interests and what we would like to study. After hearing students interests, I find a
way to integrate academics from each subject into one of the ideas students are
passionate about. An example what I have done with my students in the past is
creating market. Through learning about what an economy was, students were able to
take on a variety of different roles, like consumers, producers, manufacturers, and more
to create and sell a product for profit. Students were motivated through being able to
create a company, choose their product, deciding how to advertise their product, and
finally, selling their project on the final day when our market was open. My students
were extremely invested in this project and the learning was extremely meaningful and
applicable to their lives. It is my goal to make sure my students are self-motivated and

TAL Module 1 Reflection

they see the power of education; in doing this, students will become lifelong learners,
seeking for ways to improve themselves and positively impact their communities.
I think it is extremely important as a teacher not only to impact students
academically, but also to provide guidance and leadership so students develop into
positive, contributing members of society. I try to be an example of this both in and out
of the classroom through community service projects for my students as well as
volunteer opportunites for myself. In one of our Project Based Learning units, we were
learning about community and what it means to be a positive, contributing member of
society. A major part of this project was to clean up our school grounds and the city
park down the street from our school. Not only were we able to integrate a lot of
academics in doing this, students were also able to experience the joy in serving others
in their community. In my survey results, I learned I am a participative leader (Lewin). I
want students to witness my leadership in and outside of our classroom as well as be a
part of it. In this way, they will have ownership, input, and responsibility in their
education. They can also learn how to effectively and cooperatively lead and
collaborate with others.
I enjoy and have committed myself to keeping informed of new strategies and
ideas in teaching as well as collaborating with other staff members to brainstorm and
take action to do what is best for students. Though many of my students have different
interests than myself and others, I hope to instill this same passion and genuine love for
learning in my students. The goals I have for my students and classroom very much
reflect what I value as important as a student, teacher, parent, and human being.

TAL Module 1 Reflection

References
Lane, B. (Creator). (2008, July 18). The ABCs of educational leadership [Video
file]. Retrieved from http://www.youtube.com/watch?v=CRAZ4iu-EgA.
Lewin, K. (n.d.). Quiz/Results -- Whats your leadership style? Retrieved from
http://psychology.about.cm/library/quiz/bl-leadershipquiz.htm.
Zander, R.S., & Zander, B. (2000). The art of possibility. London, England:
Penguin Books.