PHILOSOPY OF EDUCATION 1

Philosophy of Education
EDU 791: Internship
University of New England
Kevin Quinn
September 9, 2018
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The purpose of leadership in education is to bring vision from theoretical discourse to

practical implementation. As an instructional leader of educational excellence, I believe in

providing all students with the educational opportunities to acquire the knowledge, skills, and

attitudes that will enable them to lead productive and self-sustaining lives in a democratic and

multicultural society. I believe in providing service to the profession of teaching by developing

myself professionally, enhancing my content knowledge and pedagogical skills, and being

receptive to feedback. I aspire to act in a professional manner at all times, embodying the core

values of honesty, integrity, empathy, humility, and impartiality (Glanz, 2002). Finally, I will

look to create and sustain a culture of respect and collaboration between students and staff

members in order to support positive relationships, empower social justice, and mandate equity

for all students.

My experience of growing up without a father, and losing my mother while I was in high

school, has helped to shape me into the intrinsically motivated and driven man I am today. I

learned early on how to fix my own cars, repair appliances, complete home renovations, and

navigate financial endeavors by doing research and trying things out until they worked, no matter

how long it took. Without a doubt, I believe that my ability to view a situation and naturally find

a way to improve upon it, got me to where I am today, and it is this background that I would like

to bring with me into my leadership role. As someone who is “process oriented,” I believe I do

have the ability to “intuitively sense or read a situation and immediately consider ways of

improving it” (Glanz, 2002, p. 31). It is this skill that helps me to be adapt on the football field,

read my opponent, and execute successful counter-plays. As the head football coach at a high

school in an inner-city, problem solving on the field in stressful situations has been something
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that has helped me take my team to the second round of the state playoff’s despite being

underfunded, understaffed, and having half as many players as our competitors.

I would identify my leadership style as Distributive and Participatory due to my belief

that all members of the faculty should play a role in addressing decision, especially if they have

to implement them or be held accountable for them (Green, 2013). Therefore, I want to create an

environment where people feel empowered to take risks, are not micromanaged, and have the

ability to express their creativity because those are the things that I value for myself. When I am

a fill-in administrator in my building, my colleagues have commented that they appreciate when

I am in that role because I am “friendly and hospitable” but I also toe-the-line with discipline and

try to be a problem-solver (Glanz, 2002, p. 31).

It is my belief that “effective administrators bring to their jobs a store of relevant

knowledge, such as an understanding of schools and a firm grasp of theories of organizational

change”; however, I know that administrators don’t have all the answers all the time (Fullan,

2007, p. 55). Therefore, I will work to continuously strengthen the relationship that exists

between school leaders and their community in order to respond to the daily challenges that will

present themselves. I will be an agent of continuous improvement, promoting each student’s

academic success and well-being to achieve the vision, fulfill the mission, and promote the core

values of the school (PSEL 10).

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References

Glanz, J. (2002). Finding your leadership style. Alexandria, VA: ASCD.

Green, R.L. (2013). Practicing the Art of Leadership. 4th Edition. Boston, MA: Pearson

Education, Inc.

The jossey-bass reader on educational leadership. (2007). Jossey-Bass Inc. Pub.