Philosophy of Education

            My philosophy of education is based on my core belief that optimal teaching and learning is facilitated through a fluid series of partnerships between educators, students and the greater mass entity known as humanity. These always changing diverse partnerships serve to lead and guide learners and teachers in achieving individual levels of experiences that can be applied to everyday life and utilized to perpetuate a greater worldview understanding and subsequent global participation in functional and meaningful ways.

            Partnerships in teaching and learning are part of my ‘mission field.’ Undergraduate work at Hamline University grounded me in an urban service model. Graduate work at Bethel University concentrated my efforts on a greater worldview in my teaching. These frameworks guide my work beyond local boundaries to prepare a next generation to become world teachers, thinkers, participants and world changers.

            I embrace the philosophy of International Baccalaureate (IB) as a part of teaching and learning. As a student of the 1970’s I was unprepared to participate in the world beyond my homogeneous community. Today’s students live in an increasingly mobile, diverse society. A solid teaching of academics embedded with an understanding of transfer and application skills outside of one’s familiar culture is a critical component of preparing students for success. Using a constructivist approach marked by an IB philosophy of inquiry and cross disciplinary learning I believe the teacher helps students examine prior experiences through reflection and dialogue to build a greater capacity for learners to gain new knowledge.

            Rigorous, rich, engaging curriculum must be delivered in a Universally Designed Learning (UDL) environment that offers multiple means of access, expression and assessment. Learning environments need to be designed from the beginning with diverse learners considered. A ‘one size fits all’ learning environment is best abandoned in favor of multiple means of learning. Promoting achievement occurs when students are provided multiple means of access to rigorous opportunities.  Inclusive partnerships offer opportunities to learn from each other. In the absence of high expectations some students will miss opportunities, experience frustration and become a statistical part of an identified achievement gap.

            My philosophy of education centers on diverse partnerships. Learning from each other in heterogeneous groups creates naturally occurring opportunities for growth. Intentionally planning curriculum that is accessible in multiple ways considers the importance of diversity. When these elements are combined and orchestrated to deliver learning, all students have opportunities and a chance to move in the same direction and become the critical thinkers and internationally minded participants of our global future.