The Purpose of Education

It is my belief that the purpose of education is twofold; to serve both the intellectual and the social needs of students. The two are inseparable if a student is to reach his or her full potential. Through communication between all vested parties both needs can be met. Additionally, if “we are experiencing a new paradigm shift from the industrial needs for the 20^th century to the communication needs of the 21^st” (L. Ricklin, public presentation, January, 2007), I am obligated as an educator to provide my students with all of the resources that they will need to succeed in a global society. To do so I have established personal and professional goals that serve to guide me as an educator.

My Role as a Teacher

"All educators have aims that motivate them and guide what they do. Some aims are remote and intangible; others are more immediate and accessible” (Walker and Soltis, 1997, p. 13). One of my more immediate and accessible aims is to promote collaboration through multiple forms of discourse. For example, class discussions, shared electronic folders, blogs, and threaded discussions are all effective means of promoting extended verbal communication. Encouraging discourse in varied mediums addresses my objectives as an English teacher to focus on enduring understandings. In doing so, I echo Dewey’s philosophy that an ideal school is one where students cooperate and learn from each other while also learning to be productive members of the human community (Walker and Soltis, 1997). With our ever shrinking world, it is vital for students to expand their knowledge and worldview through interpreting others’ points-of-view. Such conversations promote the “perspective building” (Hewitt, 2006, p. 213) and critical thinking skills necessary to become compassionate, content, and productive 21^st century citizens. As such, I have high expectations for all of my students.

Thus, my role as teacher has changed from instructor to mentor and/or coach.  My aim is to teach students how to think, rather than what to think.  Moreover, my focus is to work with students to analyze, evaluate, and develop their own interpretations of the texts they read and to make connections to the world around them. This aim is in direct alignment with the more complex reading content strands of the Connecticut Mastery Test and the CAPT.

Having high expectations for my students demands that “I have a personal code of behavior and I follow it” (Esquith, 2007, p. 22). Thus, as my students and I learn together I must consistently model the high expectations that I have for myself. I have found in my teaching practice that it is difficult and problematic to find “the most appropriate common […] aims to meet [the] difficult requirements of honoring individuality while also serving the democratic purposes of society” (Walker & Soltis, 1997, p. 25). Through collaboration, modeling, and discourse I strive to narrow the gap between the two requirements. Moreover, I would add a third dimension that encompasses teaching content knowledge effectively while addressing my students’ individual and social needs.

Professional Goals

Over the past five years I have discovered that I really enjoy working with beginning teachers. As such, I have completed training to be a BEST mentor, and a cooperating teacher. To date I have had three student teachers from Central Connecticut State University, and have helped several first year teachers in the capacity of BEST mentor. Additionally, I have helped four second year teachers in the development of their BEST portfolios. I believe I have a lot to offer, and am willing to invest my time and experience with new teachers.

Further, I have just been accepted as a Connecticut Candidate for National Board Certification. I feel that this is the logical next step for me to take professionally. The process will be difficult, but I believe that I am up to the challenge.

Eventually, I plan to pursue my Doctorate in Educational Technology. Again, my passion and my goal is to assist instructional staff to effectively and productively incorporate technology into curricula.

Putting It All Together

My own educational philosophy is a work in progress where I pull from a variety of resources, creating an eclectic mix that at times might appear to be contradictory.  However, overall I find that I agree with Walker and Soltis (1997) that I have an ethical and professional obligation to consider and respond to the views and interests of all vested parties in my learning community.

Because I believe in social justice, I hold myself accountable for ensuring that all of my students are given the opportunity to walk in the corridors of power in the 21^st century. In commemoration of the tenth anniversary of Paulo Freire’s death, Archer (2007) wrote that “education systems and educators can either work to 'domesticate' children or to 'liberate' them” (p. 28). As an educator I strive to liberate my students from societal injustice through providing an empowering education.