Theory of Change

My educational leadership philosophy is grounded in love, radical candor and targeted universalism. As an educational leader I have some of the most critical leadership responsibilities, to create opportunities for generations to come. Educational leaders are called to lead the minds and hearts of students, families, staff and communities. The positive ways in which a leader interacts with each of these stakeholders, can create the strong foundation necessary to build a culture that creates an environment for students to thrive. Understanding the depth of this important role, my educational leadership philosophy is centered on love, radical candor, and universalism.

Leading with Love

Love is the leading principle in which my educational philosophy is built upon. I believe that every student has greatness within them. As educators, communities and families we must create opportunities for students to reach their personal ambitions. With love as the foundation, each decision I make for students is centered on doing what is in their best interest. Leading with love means that you must educate the whole child. Children do not shed their identity or background at the school gates, so we must uplift what makes them unique. I celebrate the unique gifts that each student in my care has and affirm their identities. Bringing community resources into schools to assist families in areas of need is essential to leading with love. I believe in creating opportunities to partner with families and communities to impact areas beyond the classroom, with a belief social-emotional learning is just as important as academics. The issues that many students face are often beyond the school, and in order to improve the futures of students, we must work in partnership with other entities who are essential in the development of students. This includes the removal of bureaucratic practices to allow children to thrive and achieve their goals.

Radical Candor

I believe that radical candor in communication is essential to progress as a leader. This is the ability to be open and honest with teachers, families and students in order to make real progress. This is not always a comfortable place to lead, but I believe uncomfortability allows you to constantly grow. I welcome feedback about my leadership and how I can better support my staff and students. Radical candor allows for open and frank feedback in order to address root causes of conflict to the correct parties.

Targeted Universalism

As an educational leader, one of the most important beliefs I hold is achieving equity through the practice of targeted universalism. I acknowledge that equity is an integral part of being aware of the diverse groups of students we lead and being sensitive to the needs each needs in order to soar. Historical and current racial injustices are prevalent in many systems, especially as it relates to education. My role as an educational leader is to recognize and eradicate barriers that exist in schools. The best way to promote equity in schools is through the targeted universalism approach, which is inclusive of the needs of both the dominant and the marginal groups, but pays particular attention to the situation of the marginal group. I believe that educational leaders must understand the barriers and challenges that their students face based on their background and how they can negatively impact future outcomes.

I believe that as an educational leader I am the connector for families, children and communities and have the ability to improve outcomes for all students by the use of love, equity and radical candor in my leadership style.