Cynthia Hyland, M.Ed.

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I believe that all children have within them the capacity to learn. Our responsibility as educators and administrators is to provide the landscape that will best nurture each unique child and allow them to grow into the person that they are innately capable of becoming. By providing the resources for children to excel, we open up the opportunities for them to become dynamic, contributing members of our society. Schools achieve this through the commitment and collaborative practices of dedicated teachers and administrators.

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Schools that realize their student’s innate potential have a clear understanding of the community and the students that they serve. They understand the “…hopes, and dreams, the needs and interests, the values and beliefs of everyone who has a stake in the school” (Sergiovanni & Green, 2009). Working with that knowledge and with the help of stakeholders, the successful schools create a clear vision for their students that takes into account not only the academic needs, but also the social and emotional needs of each student.

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Academically, teachers are charged with understanding each student’s needs and are supported by administration in constructing a student-centered learning environment.  Driven by data, teachers use multiple avenue of instruction, as well as varied content, to increase student achievement and remove learning barriers. Administrators support the teachers by creating a collegial environment of engagement. This setting affording teachers, the opportunity to share knowledge, ideas and strategies. By supporting teachers in this way, collaboration is increased, engagement is increased, and a greater consistency of quality teaching occurs. When teacher quality and engagement increase, student achievement increases.

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Socially and emotionally, schools that realize their student’s potential, understand that in order for students to learn, they must feel safe and worthwhile. They need to be nourished, both physically and mentally. Teachers need to communicate with families and have ongoing knowledge and understanding of each individual student, what drives them to succeed, and what social or emotional barriers may be keeping them from reaching their potential. Administrators support teachers in this task by providing for a safe environment, communication and support of community members and organizations, and providing other strategic support measures.

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Through a strategic partnership between teachers and administrators, students can achieve their potential. “When both vision and covenant are present, teachers and students respond with increased motivation and commitment and their performance is beyond expectations” (Sergiovanni & Green, 2009).

Sergiovanni, T. J., & Green, R. L. (2009). The principalship: A reflective practice perspective. Boston: Pearson.