The Journey of Growth: Redefining My Philosophy in Education

As I reflect on my 19 years in education, I am struck by how profoundly my teaching philosophy has evolved over the years. From the early days of following predetermined materials to embracing a fully personalized and student-centered approach, my journey has been one of continuous growth and discovery.

The Early Years: A Traditional Foundation

When I began teaching, my approach was straightforward and rooted in tradition. I relied heavily on textbooks, chalkboards, and overhead projectors. My days were filled with creating handwritten transparencies and adapting to the limited resources available. Back then, my primary focus was to follow the curriculum I was given while navigating the challenges of being new to the profession.

Collaboration, however, was a core value from the beginning. Even as a new teacher, I sought out opportunities to work with colleagues, exchanging ideas and learning from those around me. Although I now collaborate more deeply and frequently, that initial belief in the power of teamwork laid a foundation that remains central to my practice.

The Constraints of Rigidity

A few years into my career, I transitioned to an all-girls Catholic school. This experience introduced me to an extremely structured environment where I was bound by a strict syllabus. Creativity and flexibility were not options; every lesson, activity, and assessment was predetermined. While I learned valuable lessons about consistency, the lack of autonomy left me feeling disconnected from my teaching style and limited my ability to truly connect with my students.

A Shift Toward Autonomy and Innovation

My journey took a significant turn when I moved into the charter school system. Here, I encountered standards-based learning and grading for the first time, but with minimal guidance or resources. This shift pushed me into a new realm of autonomy, as I was responsible for developing all my course materials from scratch.

In this environment, collaboration became even more essential. Working with colleagues, I began to explore new ways to engage students. I embraced projects, creative classroom decorations, and student choice in learning activities. My focus began to shift from simply delivering content to fostering strong relationships and making learning engaging and meaningful.

However, I quickly realized that traditional methods, even with added creativity, still fell short of meeting the diverse needs of my students. I struggled to address inequities and wondered how I could better reach every learner in my classroom.

The Turning Point: Discovering a Student-Centered Approach

The turning point in my philosophy came during my time as an assistant principal, particularly during the COVID-19 pandemic. Tasked with overseeing asynchronous learning, I discovered the Modern Classrooms Project. Their approach—self-paced, blended, and mastery-based learning—resonated deeply with me.

Inspired by this model, I began creating self-paced professional development sessions for my teachers. These sessions allowed educators to progress through the material at their own pace, mastering concepts before moving forward. This experience gave me firsthand insight into the transformative power of self-pacing, not just for students but also for adult learners.

After that school year, I stepped away from my role as an assistant principal and returned to the classroom, eager to implement these strategies with my students. I replaced traditional lectures with instructional videos, creating more time to work directly with learners. My classroom became a dynamic space where students could progress at their own pace, revisiting content as needed and achieving mastery before moving on. This approach transformed my teaching and, more importantly, my students’ learning experiences.

Building Skills, Not Just Covering Content

As I continued to refine my practice, I embraced a skill-based approach to teaching. Rather than focusing on content, I prioritized developing students' reading, analytical, and critical thinking skills. By breaking down standards into manageable components, I was able to scaffold learning effectively and build a strong foundation for my students.

This approach also allowed me to differentiate more deeply. Students could focus on skills aligned with their individual needs—whether that meant enhancing comprehension, exploring author’s craft, or mastering higher-order analysis. This shift not only improved outcomes but also empowered students to take ownership of their learning.

Full Circle: A Philosophy of Equity and Growth

Today, my teaching philosophy centers on relationships, collaboration, and student autonomy. I believe in self-pacing, mastery-based learning, and creating culturally relevant and engaging experiences for all students. By moving away from traditional, one-size-fits-all methods, I have seen students thrive in ways I never thought possible.

Education is not about forcing all students to move together; it is about meeting each learner where they are and guiding them forward. As I continue this journey, I remain committed to refining my practice and advocating for methods that truly serve all students.