See Full Work Attached Your Written Response To This Discuss

See Full Work Attachedtheyour Written Response To This Discussion Prom

See full work attachedthe your written response to this discussion prompt assesses your ability to discuss teaching and learning with leadership. This discussion also supports your achievement of Course Learning Outcome 3. Teachers have a powerful role in the classroom and larger school community. School teachers, administrators, curriculum and instructional specialists, and educators/trainers make hundreds of decisions a day; these decisions affect many people. As such, it is important for educators to ground their decisions according to the latest research and in alignment with the established vision for their organization.

Initial Post: Post an initial response that addresses the following areas: Read Phelps’ (2008) article titled “Helping teachers become leaders." Compare his statement with at least two vision statements that you find via a Google search. In the discussion forum, create your own vision statement. Phelps provides an example in the article. As Phelps (2008) suggests, go beyond mantras such as “all students can learn” (p. 119).

The heart of your vision should address an educational dilemma in a diverse learning context. For example, a possible dilemma in the mantra “all students can learn” is that there are teachers who believe that some students do not learn, which is indicative of a “one size fits all” type of teaching. Your vision statement will address a problem you see in education and describe how you choose to solve that problem. Reflect on how your beliefs will influence your classroom practices. As Phelps (2008) indicates, “Formulating one’s vision in writing makes its achievement more likely” (p. 120).

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The role of leadership in education extends far beyond administrative oversight; it fundamentally shapes the teaching practices, student experiences, and overall school culture. As Phelps (2008) emphasizes the importance of teachers embracing leadership qualities, it becomes evident that a shared vision among educators can foster an environment conducive to continuous improvement and inclusivity. This discussion explores the relationship between leadership, vision statements, and classroom practices by examining Phelps’s (2008) perspective and comparing it with existing vision statements, culminating in the creation of a personalized vision that addresses a critical educational dilemma.

Phelps (2008) advocates for empowering teachers to evolve into instructional leaders who actively participate in decision-making processes that influence student outcomes. His assertion suggests that teachers, when equipped with leadership skills, can advocate for effective practices grounded in research and tailored to their unique classroom contexts. Phelps underscores that such leadership begins with a clear, articulated vision that guides teachers’ actions and shapes their professional growth (Phelps, 2008, p. 119-120). He stresses that writing down one’s vision makes the pursuit of such goals more attainable and tangible.

Comparing Phelps’s statement with other vision statements reveals varying emphases but a shared core of educational purpose. For example, the American School Counselor Association (ASCA, 2014) states, “Every student has access to a comprehensive, developmental school counseling program that enhances their academic, career, and social/emotional development,” which emphasizes student-centered growth. Similarly, the National Education Association (NEA, 2015) envisions “A great public school for every student,” focusing on equitable access and excellence for all learners. Both statements highlight collective aspirations but differ in scope and emphasis—one centers on specific support services, while the other envisions a broad ideal of educational quality.

Crafting my own vision statement involves addressing a prevalent dilemma in diverse learning environments: the assumption that “all students can learn” without considering individual differences. While this mantra aims to promote equity, it can inadvertently overlook the necessity for differentiated teaching strategies that recognize diverse cultural, linguistic, and cognitive backgrounds. Therefore, my vision is:

“To cultivate an inclusive classroom where every student’s unique background and learning style are recognized and supported through differentiated instruction, ensuring equitable opportunities for academic success and personal growth. I will foster a community of learners that values diversity, encourages critical thinking, and promotes resilience, by continuously reflecting on my practices and advocating for policies that support culturally responsive education.”

This vision addresses the dilemma that some educators interpret “all students can learn” as a one-size-fits-all approach, ignoring the importance of culturally responsive pedagogy. My belief is that recognizing and valuing students' identities improves engagement and achievement. This conviction will influence my classroom practices by prioritizing culturally relevant curriculum, formative assessment techniques that inform instruction, and building strong relationships with students and families.

Informed by Phelps (2008), I understand that articulating this vision in writing serves as a roadmap for ongoing professional development and advocacy. It encourages intentional planning, reflection, and collaboration with colleagues to create an environment where diversity is viewed as an asset rather than a barrier. Moreover, this vision aligns with research showing that culturally responsive teaching enhances motivation, academic performance, and social-emotional well-being among diverse learners (Gay, 2010; Ladson-Billings, 1994). By maintaining clarity about my values and goals, I increase the likelihood of implementing effective practices that foster inclusive excellence.

References

• American School Counselor Association. (2014). ASCA student standards: Core curriculum. Alexandria, VA: Author.
• Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice (2nd ed.). Teachers College Press.
• Ladson-Billings, G. (1994). The dreamkeepers: Successful teachers of African American children. Jossey-Bass.
• National Education Association. (2015). Vision and mission statements. NEA. https://www.nea.org/about-nea
• Phelps, G. (2008). Helping teachers become leaders. Educational Leadership, 65(6), 118-120.