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Paul Ketko's Educational Philosophy
As an educational leader, my philosophy in education is rooted in the amalgamation of beliefs found in social constructivism (Vygotsky), multiple and emotional intelligences (Gardner, Goldman), leadership and understanding change (Fullan), and the tenets prescribed by the International Baccalaureate PYP and MYP programs and in the Reggio Emilia approach. Over time, my educational philosophy has been constructed and shaped through a synthesis of experiences - notably my tenure as principal of Kansai and Hiroshima International Schools; the completion of a variety educational administration courses; and extensive reading of current educational/child development and leadership research. My educational philosophy is the driving force that leads me to dedicate myself to inspire and prepare learners for life.
Education today faces a huge challenge in equipping young people with the skills, attitudes and knowledge to successfully meet the challenges posed by today’s complex, technological and multi-cultural global society. As a result, educational leaders today must focus on understanding change, developing relationships, using data to inform decisions and ensuring coherence in a system that is rooted in and directed by its moral purpose (mission/vision). On a daily basis, I focus on demonstrating active listening, emotional intelligence, relationship building, and the ability to understand individual and organizational responses to change. Essentially, I try to be what Mahatma Ghandi succinctly advised, “Be the change you want to see happen.”
I believe it is my responsibility as an educational leader to understand and communicate effectively the tenets of “raising the bar and closing the gap”. Raising the bar involves building capacity throughout the school to continually promote and improve excellence in learning for all staff and students. To build capacity I encourage and facilitate: teachers to be collaborative researchers; the dispersal of leadership; the use of data to inform decisions; and the implementation of a systems approach including review and assessment of programs. Closing the gap refers to reducing the disparity between high and low achievers within a school. As an educational leader, I have worked at “raising the bar and closing the gap” by utilizing my interpersonal and strategic leadership skills to remove barriers and create bridges.
I believe the greatest asset of any school, after its students, is its staff, and as such, I view them as professionals and as partners in the delivery of quality education that improves student learning. The importance of nurturing, supporting and developing staff cannot be underestimated. I truly believe: Together is better!
Staff, like the students they teach, can be viewed as students themselves, and as such, must be provided with opportunities to understand and implement current educational practices throughout the school. This, in turn, helps to ensure that all students are being provided with the best possible education (raising the bar). For example, in an effort to improve student literacy across the learning continuum, I scheduled time for teachers to collaborate and share knowledge to align standards/student learning expectations with instructional planning and student and program assessment.
Further, I have worked with teachers, specialists and, where possible, community agencies to support the needs of all students in creating a successful pathway to graduation (closing the gap). I am aware of the importance of being inclusive in all that a school offers, such as accommodating the needs of ESL, cultural/faith and special needs students, staff and the community. To fulfill the needs of all students, including those with special needs, I involve all stakeholders, including administrators, specialists, teachers and parents to utilize data from a variety of sources to inform decisions, align and allocate resources and evaluate and recognize progress. Supporting every student’s needs and finding ways to include all students so that they are able to fulfill their true potential is an essential piece to raising the bar and closing the gap.
In conclusion, I believe I possess the ability to effectively execute a complex set of leadership and management skills that are required to build a trusting and caring professional learning community that inspires and prepares students for the future. This can only be accomplished collaboratively with all school constituents contributing to the collective whole. I view an educational leader as being like a jazz conductor. Bill Lowe describes it succinctly, “The real emphasis of jazz is that you don't really need a leader. And you do. The best leader disappears when the music is happening because he or she has demonstrated to the group that the leadership can take place anywhere. For example, the fourth trombone might have to be the leader in a particular part of the tune. Later on it'll be the lead trumpet…It goes from person to person. The good conductor understands that's happening and encourages that to happen . . .” With this in mind, I am hoping to be given the opportunity to conduct the jazz that inspires all learners to fulfill their true potential and push themselves towards the limits of their capabilities. .
Contact: mrk@pketko.com | Last modified: September 10, 2005