When you consider that I have completed three academic degrees, certification in secondary education, and hundreds of hours of professional development training over my career, it is easy to label me a lifelong learner. However, it is also quite valid to point out that I have spent the majority of my life helping—and leading—others in educational environments and learning situations.
When I began teaching full-time, I had already completed more than 10 seasons of collegiate and high school coaching. I had also taught Speech and Human Communication at one of the universities where I coached. All of these leadership experiences taught me the value of planning and preparation. They also showed me firsthand how rewarding it was to assist others in achieving their goals—whether they
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Over the past quarter century, many things have changed in and out of the classroom. Technological advancements have certainly had an impact on how instruction has been delivered and received, and teachers have had to constantly develop their skills and abilities to keep pace. Moreover, students today have numerous distractions and sources of stress surrounding them that did not exist even a generation ago. Yet, in all of that time and throughout all of those changes, my educational philosophy has remained anchored in a few simple beliefs.
First and foremost, teachers work for the betterment of their students. Every decision I make as an educator should follow that basic tenet. I should not be seeking an easier burden for myself; I should act to educate, motivate, accommodate, encourage, and inspire the young men and women who are placed in my care.
Secondly, I am the adult in the room—often the only one. I need to conduct myself in a respectful, responsible, and—at all times—reasonable manner. I should model proper and mature behavior, not only to better define myself but also in the hope that my students will see the benefits of such